Introduction
Nursing is a dynamic profession that calls for proper preparations and planning during practice. Realizing the best nursing outcomes requires the nurse to apply evidence-based practices, collaborate with their peers (Anne-Marie, Ann, Jens and Lars, 2013), engage in critical thinking to make sound clinical decisions (Edelson, 2012) and be an effective nursing manager to spearhead the healthcare delivery process and achieve optimal healthcare outcomes for the patients (Harris and Roussel, 2010). In this paper, I will explore my future goals as a hospice nurse, my plans to achieve them, sources of ne knowledge, and future scholarly aspirations in the field. I also discuss the influence evidence-based practices and academic service learning has had on my perspective of the nursing profession and my performance in the work environment.
My Goals and Sources of New Knowledge
As a hospice nurse, my main focus will be to offer the best comfort care and reduce the pain of terminally ill patients. In order to do this successfully, I will work to achieve three main goals. These include working with the highest levels of personal organization, prioritizing the health outcomes of my clients and working in collaboration with other nursing personnel, including delegating duties, with a view to offering the best, patient-centered, evidence-based care (Harris et al., 2010). Achievement of the aforementioned nursing objectives depends on implementing appropriate evidence-based practices, applying critical thinking to make suitable clinical decisions and being an effective nurse leader to lead the healthcare delivery process (Edelson, 2012).
I gained new knowledge in critical thinking and clinical judgments through my practice experience and reading research literature. I also gained new knowledge in evidence-based practice and leadership and management from my practicum where I worked in the capacity of a nurse leader, through which I gained new leadership skills. I learnt new knowledge in nurse leadership, critical thinking and evidence-based practice from my interactions with nursing personnel at Vitas Hospice and my mentors at the health agency.
In applying the knowledge gained, I will adopt a friendly but effective leadership style based on collaboration, motivation and feedback, which is essential in offering the best nursing care and realizing optimal outcomes (Melnyk and Fineout-Overholt, 2011). Moreover, I will apply evidence-based nursing practices learnt from class and from my practicum experience, by formulating critical questions, researching for answers to get the best care option suitable for the case at hand, and evaluating the outcomes of the implementation (Maria, Lidon, Teresa and Manuel, 2013; Schiemann and Moers, 2007). Lastly, I will make my clinical judgments following critical thinking to achieve best healthcare outcome for the patients and avoid medical errors and malpractices (Edelson, 2012).
Role of Evidence-Based Practice
Anne-Marie et al. (2013) describes evidence-based practices as a nursing framework in which the nurse picks the best healthcare option for the patient, after formulating critical clinical decisions, searching the available research information for answers and applying the best practice. Doing so enables the nurse to make the best clinical judgments with critical thinking, which goes a long way in preventing medication errors (Maria et al., 2013). This underscores the role evidence-based practices play in improving performance in the nursing work environment. If well applied, evidence-based nursing practices will improve nurses’ performance, effectively bolstering the healthcare outcomes for the patients (Melnyk et al., 2011). According to Maria et al. (2013), it is imperative that nurses possess competence in implementing evidence-based practices. In my practice, I will implement evidence-based, patient-centered principles, and consult with other nursing personnel where necessary, with a view to enhancing my performance and patients’ outcomes.
Significance of Academic Service Learning
Service learning is essential because in addition to helping the students improve their skills, it offers a chance to appreciate community needs and develop a strong sense of commitment to community service (Kabli, Liu, Seifert and Arnot, 2013). Kabli et al., 2013, p. 65) note that academic service learning produces ‘adaptable, well-rounded, engaged learners’ who are pragmatic in dealing with community issues such as offering volunteer healthcare services. ASL has had a significant, positive influence on my nursing career and, particularly, my willingness to engage in volunteerism in the future. This is because ASL has made me understand the need to engage in such community service (Kabli et al., 2013; Kearney, 2013), besides helping me gain new knowledge in the field including critical thinking, and expanding my career prospects in nursing.
Scholarship after Graduation
After graduation, I intend to continue with my education in order to go on gain additional skills besides the new knowledge learnt from the practicum experience. Further scholarship is a key source of new knowledge on leadership and management, critical thinking and evidence-based practice. This is informed by my rightful realization that learning does not end after school (Edelson, 2012). Learning for nurses, as other professions, should be a lifelong process, because it gives the practicing nurse an opportunity to learn new skills, improve their competence and stay at par with emerging nursing practices (American Association of Colleges of Nursing, 2010, p.6; Starr, Shattell and Gonzales, 2011). My plan is to enroll in a suitable college to further my education and obtain a Master’s Degree, as well as other relevant continuing learning programs. I would also like to engage in nursing research, because such a scholarly undertaking will afford me an opportunity to contribute to evidence-based resources, as well as learn more in the process.
Conclusion
All in all, evidence-based research, critical thinking, evidence-based, patient-centered clinical judgments, lifelong learning undertakings and effective nurse leadership competencies are important in improving performance and healthcare outcomes (Starr et al., 2011; Edelson, 2012; Melnyk et al., 2011); Maria et al., 2013). Accordingly, I plan to undertake further education programs and apply evidence-based practices and critical thinking to bolster my patients’ healthcare outcomes. Further learning will enable me to improve my skills and make me an all-round, informed nurse, and will be an important source of new knowledge on critical thinking, evidence-based practices and nursing management.
References
American Association of Colleges of Nursing. (2010). Life Long Learning in Medicine and
Nursing: Final Conference Report. Retrieved 27 October, 2013 from
http://www.aacn.nche.edu/education-resources/MacyReport.pdf
Anne-Marie, B., Ann, R., Jens, P. G. & Lars, W. (2013). Factors Associated with Evidence-
Based Practice among Registered Nurses in Sweden: a National Cross-sectional Study. BMC Health Services Resource, 13: 165.
Harris, J. L., & Roussel, L. (2010). Initiating and Sustaining the Clinical Nurse Leader Role: A Practical Guide. Sudbury, Mass: Jones and Bartlett Publishers.
Hassmiller, S. (2010). Nursing's Role in Healthcare Reform. Retrieved 24 October, 2013
Kabli, N., Liu, B., Seifert, T., & Arnot, M. I. (2013). Effects of Academic Service Learning in
Drug Misuse and Addiction on Students’ Learning Preferences and Attitudes toward Harm Reduction. American Journal of Pharmaceutical Education, 77 (3): 63. doi: 10.5688/ajpe77363
Kearney, K.R (2013). Impact of a Service-Learning Course on First-Year Pharmacy Students’
Learning Outcomes. American Journal of Pharmaceutical Education, 77 (2): 34. doi: 10.5688/ajpe77234
Maria, R.M., Lidon, L.I., Teresa, M.C. & Manuel, M.T. (2013). Development and Validation of
The Competence in Evidence-based Practice Questionnaire (EBP-COQ) among Nursing Students. BMC Medical Education, 13: 19.
Melnyk, B. M., & Fineout-Overholt, E. (2011). Evidence-based Practice in Nursing and Healthcare: A Guide to Best Practice. Philadelphia: Wolters Kluwer/Lippincott Williams & Wilkins.
Schiemann, D. & Moers, M. (2007). Expert Standards in Nursing as an Instrument for Evidence-
Based Nursing Practice. Journal of Nursing Care Quality, 22(2): 172-179.
Starr, S., Shattel, M.M., & Gonzales, C. (2011). Do Nurse Educators Feel Competent to Teach?
