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transition to graduate practice

transition to graduate practice
Order Description
have attached a paper i received but was too late to put for a revision, you can choose to edit the essay or form a new one. i I have attached a copy with highlights of what i would like edited out in yellow and the red section at the top gives an idea what i would like to be included in the essay.or you can formulate a new essay that fits the marking criteria
Transition to graduate practice
Institutional affiliation
Student’s name
Develop a reflective and critical analytical paper on three or four potential personal, professional or systemic challenges,(the assignment hasn’t clearly outlined proffesional or systematic challenges. Although you have outlined personal challenges. This are some of the examples of professional and systematic challenges. Eg such a struggling to fit into the multidisciplinary team and contributing to the team often new grad nurses will be fearful of other physicians, time management of having full patient load, organizing and prioritizing and making decisions and having an overwhelming fear of full responsibility without consistent support from preceptor . Research has shown high work load to be one of the key reasons people left the job as well as new graduates reporting burnout due to adjusting to shift work which as working nights for the first time. which you may experience, in transitioning from a student nurse to graduate nursing practice. • Critically evaluate and analyse your personal experiences and understandings gained during your undergraduate nursing candidature and any current or previous work • Reflect on these experiences in light of the peer reviewed literature and other credible documents and reports on this topic, including in relation to the expectations of new graduate nurses from nursing peers, senior nurses and other clinicians • Provide a summative conclusion to your paper.
Transition to graduate practice
Life has taught me many valuable lessons, among them the capacity to adjust myself with dynamics of the environment in which I exist. Typically, I am a very open-minded individual ready to heed to fresh thoughts and act on them provided they are sensible. The open-minded nature had proved vital in various situations in which Ihave found myself especially when I moved here to pursue my degree in nursing. I can comfortably adjust and fit most of the cultures and beliefs that I find myself. I am quick to act and learn owing to my capability to think critically. However, I have to mention that being open-minded has at times placed me in difficult situations particularly during my early years in this course. For instance, I had to cope up with the fact that some lecturers preferred not to be bothered with questions during class hours. This was very challenging and even though I had to put up with it, I still find it had to ask questions in class particularly due to the fear of being rebuked. (
One of the things that have been instrumental in shaping my persona is the environment in which I was raised. I watched my mom struggle to raise two kids single handily with no steady job or income and admired her energies. Despite working part-time jobs that were laborious, she still found time for us every evening, helping us do our homework and then put us to bed. Her efforts inculcated in me the same perception of work. As such, despite the challenging experience of being an international nursing student, I quickly adapted to being a student in Australia, and it was not before long before I got along well with mastering the various theoretical concepts that pertain the nursing practice coupled with the various clinical practices we had to undergo.
Before we begun the clinical practice program, my encounter with practicing nurses had painted a negative image of the practice in me. For instance, I was told that part of my clinical placement required me to work with mentally disturbed patients, patients under palliative care and even older patients. This was very disturbing to me given that I have always had a phobia for mentally challenged individuals and critically ill patients. However, the clinical practice program turned out to be very informative. Specifically, I loved the way the institution introduced us to the program such that we started with less demanding roles in community settings that we accomplished through home visits to families and other activities and as we advanced, we graduated to more challenging roles such as working in acute and surgical environments. Even though I did not like some of the activities we had to undertake especially in the surgical wards where we had to master the principles of effective hand washing and general sanitation, I was nonetheless intrigued by the prospect of applying my theoretical knowledge in real situations and saving lives.
Indeed, being an international student comes with its fair share of costs. For instance, while my former lecturer from my home country had English as his second language, the new environment presented to me native English speakers with strong accents. Even though I had anticipated such challenges, I must confess that I had a rough time trying to comprehend some of the words used by the new lecturers. In fact, I often resorted to copying notes from my colleagues during the early years of my studies. However, even though I nearly gave up at times, the several hardships I had to endure back at home challenged me to push forward.
My previous clinical placements were two months of volunteering at a community dispensary, a day rehabilitation center coupled with seven weeks at a medical ward. During the 7-week placement period, I was assigned to take care of numerous patients diagnosed with several complications ranging from traumas and those recovering from surgery. One case that really got my attention and inspired me to work extra hard was a 60-year-old patient admitted with renal failure and hypertension. Other than the ailments the patient was admitted with, my observations revealed that the patient was very lonely and rarely mingled with other patients. Though my attempt to interact with him were futile at the onset, after two weeks of insistence, he finally opened up to me an informed me that he felt that he was a burden to his family due to his frail health that required him to entirely depend on his family for support.
According to Mazzotti, & Plotner, (2016), to any nursing student, the changeover into the role of a professional nurse is a cause of overwhelming anticipation and anxiety. Indeed, the transition from student to graduate practice is well discussed in literature and debated as a complex and multidimensional subject. Simpson, et al., (2006) point out that the candidature year finds students overwhelmed not only with coursework, field practice, and registration, but it also marks as a time when a student deliberates on the next move to take after graduating from college.
Just like any typical student and as provided by Ellis, & Chater, (2012), my time as a nursing candidature has been marred by a series of challenges especially with regards to warming up to the idea of being a candidate and in a foreign land. Specifically, my high level of apprehension could be attributed to the experiences I had during my former years as an aspiring student nurse (Foster, Ooms, & Marks-Maran, 2015). As an international student, the new environment and cultures presented a unique learning setting to me. For example, the community outreach programs allowed us to practice independently with minimal supervision. In as much as I found this strange at the onset, I was relieved to note that such independence enables us to use all the facts we had learned in class in making purposeful judgments in order to device actual interventions and consequently offer quality care (Cleary, Matheson, & Happell, 2009). Further, had to put up with tutors and students who have English as their first language coupled with those that had modest knowledge of the same. The same challenge similarly presented itself during the residency program in which we had to spend a substantial amount of time dealing directly with patients, some of whom I could not understand what they said. Nevertheless, I was impressed by the fact that the school had borrowed a leaf from Delack, et al., (2015) to ensure that there was always someone such as the head nurse and senior nurses in the inpatient units that we could consult.
Again, the high expectations placed on us by several stakeholders in the nursing practice have been challenging and yet instrumental in making us competent. On one hand, I had to endure working with a mentor during the placement period, who was although understanding, he was nonetheless oblivious to the fear I had in me regarding my expertise upon graduation. Nevertheless, the tutors were generally supportive of us such that every day they introduced to us new challenges that were meant to sharpen our abilities. This fact is supported in Heslop, McIntyre, & Ives, (2001) who argue that previous research demonstrates that all nursing students have latent practice abilities that can easily be unleashed to clinical practice when the necessary support is provided adequately. Indeed, unlike my home country where most of the lessons were theoretical, I have to commend the curriculum developers here for their emphasis on practical work. As provided in literature, among the strategies that reduce the difficulties students face in shifting their newly learned skills to the clinical settings are but not limited to problem-based learning (Mayne, et al., 2015), critical reflection on practice, preceptorship (Lea, & Cruickshank, 2015), and curricula that bolsters student decision-making skills.
In summation, even though nursing can be a challenging course to a student, the right attitude, and background coupled with conducive settings for learning can make the profession an exciting one. Despite the challenges I had to endure particularly with regards to my upbringing, I still managed to find the nursing program exciting. The reflection illustrates the importance of explicating the probable consequences of several discourses on the practice of nursing. It is evident that as students begin the transition to practices, stressors such as registration, the need for final year planning and inconsistencies in preceptorship programs even exacerbates the challenges they undergo. However, from literature, we establish that by focusing on the macrostructure of how the society constructs and legitimizes the realities of nursing, institutions can afford these grandaunts an opportunity to effectively transition.
Cleary, M., Matheson, S., & Happell, B. (2009). Evaluation of a transition to practice programme for mental health nursing. Journal Of Advanced Nursing, 65(4), 844-850. doi:10.1111/j.1365-2648.2008.04943.x
Delack, S., Martin, J., McCarthy, A. M., & Sperhac, A. M. (2015). Nurse Residency Programs and the Transition to Child Health Nursing Practice. Journal Of Nursing Administration, 45(6), 345-350. doi:10.1097/NNA.0000000000000210
Ellis, I., & Chater, K. (2012). Practice protocol: Transition to community nursing practice revisited. Contemporary Nurse: A Journal For The Australian Nursing Profession, 42(1), 90-96.
Foster, H., Ooms, A., & Marks-Maran, D. (2015). Nursing students’ expectations and experiences of mentorship. Nurse education today, 35(1), 18-24.
Heslop, L., McIntyre, M., & Ives, G. (2001). Undergraduate student nurses’ expectations and their self-reported preparedness for the graduate year role. Journal of Advanced Nursing, 36(5), 626-634.
Lea, J., & Cruickshank, M. (2015). Supporting new graduate nurses making the transition to rural nursing practice: views from experienced rural nurses. Journal Of Clinical Nursing, 24(19/20), 2826-2834. doi:10.1111/jocn.12890
Mayne, W., Andrew, N., Drury, C., Egan, I., Leitch, A., & Malone, M. (2015). “There’s More Unites Us than Divides Us!” A Further and Higher Education Community of Practice in Nursing. Journal Of Further And Higher Education, 39(2), 163-179.
Mazzotti, V. L., & Plotner, A. J. (2016). Implementing Secondary Transition Evidence-Based Practices: A Multi-State Survey of Transition Service Providers. Career Development And Transition For Exceptional Individuals, 39(1), 12-22.
Simpson, E., Butler, M., Al-Somali, S., & Courtney, M. (2006). Guiding the transition of nursing practise from an inpatient to a community-care setting: A Saudi Arabian experience. Nursing & Health Sciences, 8(2), 120-124. doi:10.1111/j.1442-2018.2006.00258.x

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