CHANGE PROCESS IN NURSING EDUCATION SECTOR
Introduction
Nursing practice comprises of any process which utilizes significant specialized knowledge which has been obtained from diverse dimensions of professional academia such as physical sciences, behavioral sciences and biological sciences with successive utilization of the acquired knowledge in provision of health services. These health care practices must tap on the well being of each and every person irrespective of gender, race, background or religion. Subsequently, nursing should or may comprise of activities such as laboratory tests and diagnosis, treatment as well as counseling services to the patients or individuals in question. In addition, the well being of a person is the most crucial thing which should be paid attention to before anything else in the world. Consequently, government and other stakeholders such as non-governmental organizations have been in front line to ensure that health professional are much equipped and informed to handle issues of health with much efficacy. This paper will extensively analyze ways of changing concepts in nursing education in order to provide the integral knowledge to these professionals (Friese, 2008).
Change Process in Nursing Education Sector
Nursing education is comprised of various levels and stratus which are designed in ensuring that nursing graduates who emerge from any nursing school are well equipped to handle any health case which is in dire need of their skills. To achieve these superb skills, nursing students are supposed to be subjected to both theoretical and practical areas where they can substantially sharpen the theoretical concepts they had obtained from class work. Nevertheless, due to changing concepts and ideas in the modern world, a thorough and a continuous review and administration of subsequent changes in the nursing education system is a dire thing to adopt. The process of introducing new changes in the education system especially on the nursing field is a crucial thing which might need involvement of various stakeholders. In addition, it might need extensive and progressive planning and implementation to achieve the desired value without compromising the quality of the education and skills obtained by these nurses (Spitzer, 2006).
Statement of the Problem
Conversely, the integration of these changes in the nursing education system has to incorporate various entities. These entities include stakeholders such as regulatory bodies, governmental agents, other learning institutions and nursing students themselves. In addition to the issue of stakeholders, effective communication channels have to be adopted in all stages of planning and implementation processes. This will promote the issue of ethics in the process of initiating a change in the nursing education system. According to research studies which have been carried out in a number of states in the United States of America, they have shown that communication plays an integral part in any change process. For instance, poor communication channel will lead to distorted and unreliable delivery of information. Subsequently, different people will have different ideas and concepts on the process of change introduction. This will definitely result to poor implementation of change process.
Planning, implementation and evaluation stages
Leadership styles for this change process
A number of leadership styles which can be applied in the nursing sector have been developed. Nevertheless, the efficacy and viability of each of the leadership and communication style for each nursing institution is dependent on the leading individual. For instance, some leadership and communication styles have seemed to work well in some nursing organization. However, when utilized or integrated into another similar nursing institution, the overall effects do not reflect the expected outcomes of the leadership style adopted. Some of the primary leadership concepts and theories which seem to be applicable in nursing sector include the LPC Model of leadership, contingency theory of leadership, the Participation Model and Lifecycle Theory of Leadership. Each of these leadership styles has different technique of approach in addressing nursing education. Nevertheless, the absolute and defined goal of each of the model is to provide sufficient and reliable concepts and ideas to each graduate student who emerges from any of the nursing school (Buerhaus, 2009).
A change process is an issue which is usually met with an issue of resistance from various stakeholders who may be in fear of unknown outcomes. This may create an extra barrier in the overall process of ensuring that the integration of these technological concepts is successful. To address this issue effectively, change zealots should be offered an opportunity to lead and motivate other stakeholders to embrace and expect for the best. This can be done in various ways which include training involved stakeholders on why this change is better for them and offering direction to the implementation process.
Conclusion
Nursing education is comprised of various levels and stratus which are designed in ensuring that nursing graduates who emerge from any nursing school are well equipped to handle any health case which is in dire need of their skills. Due to emergence of new technologies as well as their advancements, the field of nursing needs to embrace and integrate these new and continuous changes in their system of education. The process of introducing new changes in the education system especially on the nursing field is a crucial thing which might need involvement of various stakeholders. Some of these stakeholders include governmental agents, nursing regulatory bodies, learning institutions and community members.
References
Buerhaus, D, S. (2009). The future of the nursing workforce in the United States: Data, trends,
and implications- nursinglibrary.org.
Friese, C.R., et al (2008). Hospital Nurse Practice Environments and Outcomes for Surgical
Oncology Patients, Hospital Nurse Practice Environment (1), 1-18
Spitzer., A (2006). Reforms in nursing education across Western Europe: implementation
processes and current status. Journal of professional nursing, 1(1), 1-32
Tourangeau,.A E. et al. (2007). Impact of hospital nursing care on 30-day mortality for acute
medical patients Journal of Advanced Nursing 57(1), 32–44
Zabalegui, A, L et al (2006). Changes in nursing education in the European Union Journal of
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