Nursing Assignment Help and Essay Writing Services - Learning Plan

Nursing Assignment Sample - Learning Plan

Create and clearly identify ONE overarching goal that:

Ø is applicable to current practice placement/ work study

Ø is relevant to learning needs as a BScN student

Ø reflects a theoretical framework, a verb, a focus of interest, and a target group

Ø identifies CNO practice document(s) relevant to the overarching goal and the FOUR objectives

Nursing Practice Learning Plan

Learning plans are essential in one’s career growth and development. It is a continuous process where an individual reflects on the practice, identifies the gaps in competence, sets SMART objectives, and develops an approach to meet this goal. This learning plan will draw from a middle-range nursing theory of caregiver stress (Tsai, 2003). Critical parts of the learning plan are theoretical perspective, an overarching goal, CNO competencies, and objectives.

Learning Goal

My overarching goal is to promote the nurses’ awareness regarding stress management during this COVID-19 period due to fear of contracting the virus and burden. This will be aimed at enhancing their mental well-being. The awareness will be achieved through an education program through brochures and a PowerPoint presentation. Interviews will inform the aspects involved in the awareness program about the stressors. Another consultation will be conducted after the program to evaluate the understanding of concepts and their application. The target time frame for achieving this objective is by week eleven.

Stress among the healthcare providers, particularly nurses, is selected based on observation, news from the media, and literature analysis. According to Arnetz et al. (2020), COVID-19 is expositing the nurses to threatening health conditions, affecting their mental well-being due to fear of getting the virus. Another core issue is nurses being overburdened during the COVID-19 period. According to Brophy et al. (2021), there are unprecedented risks in Canada from the COVID-19. Understaffing has increased the nurses’ workload, resulting in burnout and exhaustion. This challenge, alongside the anxiety created by contracting the virus or infecting their families, has caused stress, affecting service delivery quality and safety.

This goal is essential in my final consolidation placement as a registered nursing student, working in a nursing resource team with the preceptor and visiting various medical-surgical units in the hospital. This activity will be essential in learning the stressors affecting nurses during their professional practice and how they can be averted. As a senior student, learning how to develop awareness programs for healthcare providers among other stakeholders is essential. Achieving this objective will demonstrate and evaluate my competence in implementing the awareness programs, including communication, technical, and engagement skills.

Theoretical Perspective

The theory of caregiver stress, drawn from Roy's adaptation model, is used in this learning plan. As McEwen and Wills (2017) noted, this theory postulates that caregiver stress and the outcomes emanate from various aspects, including the demographic features, the burden in providing care, stressful life issues, and social responsibilities. Some of the core concepts, in theory, are adaptation, input, control process, and output. The selection of this theory is based on identifying and mitigating the stressors among healthcare providers. According to Nowrouzi et al. (2016), the working environment is significantly associated with nurses' psychological and physical well-being and their quality of work-life (QWL). The model's application is based on identifying the stressors through the interviews before developing the awareness program. The interview, through open-ended questions, allows for gathering more information beyond one’s understanding. These factors are the inputs. Besides the stressors, other information collected through interviews is demographic, which can be evaluated concerning the stressors.

The theory of caregiver stress further helps determine the control processes, such as exercises, mindfulness, and socialization to manage the stress. The main objective of this learning plan is to promote the nurses’ mental well-being. This is related to other outcomes as identified in the theory of caregiver stress, including enhancing the individual’s self-esteem, nursing role enjoyment, physical functions, and work-life balance. The achievement of these objectives or outcomes is evaluated through another interview with the nurses. This aims to obtain their feedback about the awareness program after week eleven. The feedback will be essential in developing improvement measures to the awareness program.

CNO Competencies

Achieving the awareness program’s objective to stressed and overburdened nurses due to COVID-19 is influenced by communicator and educator competencies.

CNO Competency 1: Communicator

Registered nurses should apply various strategies and technologies to create and sustain professional relations, share knowledge, and promote therapeutic environments (CNO, 2018). This competence is related to my learning objective through using communication skills to establish the nurses’ stressors and sharing mitigation strategies, including mindfulness, socialization, diet, and physical exercises through PowerPoint presentations and brochures. Identifying the stressing factors and implementing the awareness programs is significantly related to the knowledge application, accountability to other healthcare providers, and promoting the relationships with the healthcare providers (CNO, 2002). Key competencies related to the communicator competence are,

3.1 Introducing oneself to the healthcare team members through the right title to build trust.

3.2 Active listening to the nurses’ issues.

3.3 Apply the evidence-based communication skills to establish a therapeutic, trusting, and compassionate relationship with the other nurses.

3.6 Use the ICT approaches, such as PowerPoint presentations, to support the communication.

3.8 Document the entire learning plan in an accurate, concise, and timely manner.

CNO Competency 2: Educator

Registered nurses, as educators, are tasked with establishing the clients’ learning needs and applying various strategies to promote their health (CNO, 2018). In this learning outcome, the objective is to promote the nurses’ knowledge about managing stress to promote their mental well-being. This requires competence as an educator. The relationship with the CNO standards, including knowledge application, relationships, and accountability, involves sharing one’s knowledge to benefit others and fostering professional relationships with the nurses during the engagement process (CNO, 2002). The competencies related to the educator CNO competence include,

8.1 Developing an education plan with the team and the client to meet the learning needs.

8.2 Applying various education strategies to optimize the nurses’ health literacy.

8.4 Evaluating the effectiveness of the teaching program through interviews and obtaining feedback from the nurses.

8.5 Assisting the nurses as the clients to access, review, and examine the information they get through ICT.

RNAO BPG Guidelines

RNAO BPG 1: Facilitating Client Centered Learning

This BPG involves facilitating the learning process for individuals to navigate the complex healthcare system (RNAO BPG, 2012). The recommendations include;

(A) Practice Recommendation: Use various educational strategies for profound learning. This involves the use of different approaches to enhance awareness. The strategies include printed materials, videos, and audiotapes. Combining the learning approaches enhances grasping of concepts.

(B) Education Recommendation: Reflecting on the integration of the LEARNS approach in daily practice. The recommendation entails integrating the LEARNS model and reflecting on the improvements. Implementing the LEARNS model involves listening, establishing partnerships, facilitating learning, and communicating in a manner understood by the client.

(C) Organization and Policy Recommendation: Implementing the best practice guideline and using adequate planning, approaches, resources, and support to facilitate the guideline's uptake. The recommendation involves evaluating readiness, involving all stakeholders, and ensuring the dedication of the qualified individuals.

RNAO BPG 2: Workplace Health, Safety, and Well-being of the Nurse

This BPG entails promoting the overall health of the nurses. A conceptual model for ensuring healthy work environment factors in the physical, professional, and socio components (RNAO BPG, 2018). The relevance of this BPG to the learning objective is to establish the stressors and their mitigation. The recommendations include;

(A) Organization Practice Recommendation: Implementing best practices for workplace health and safety across all the healthcare sectors. This recommendation involves knowledge transfer activities and developing standardized databases for sharing effective practices in nurses’ well-being.

(B) Research Recommendations: Research how to use the current databases about nurses’ health and critical elements to foster a healthy working environment.

(C) Education Recommendations: Nursing education institutions incorporating information about the safety, health, and well-being of the nurses in the education programs.

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For a Full Paper as a Sample or a unique, high-quality, and customised paper or assignment done by a professional writer, kindly reach through:

Email: pearlbrill.pb@gmail.com

WhatsApp: +1 689 247-7728

References

Arnetz, J. E., Goetz, C. M., Arnetz, B. B., & Arble, E. (2020). Nurse reports of stressful situations during the COVID-19 pandemic: a qualitative analysis of survey responses. International Journal of Environmental Research and Public Health, 17(21), 8126.

Brophy, J. T., Keith, M. M., Hurley, M., & McArthur, J. E. (2021). Sacrificed: Ontario Healthcare Workers in the Time of COVID-19. NEW SOLUTIONS: A Journal of Environmental and Occupational Health Policy, 30(4), 267-281.

CNO (2002). Professional standards, revised 2002. Retrieved February 22, 2021, from https://www.cno.org/globalassets/docs/prac/41006_profstds.pdf

CNO (2018). Entry to practice competencies for registered nurses. Retrieved February 22, 2021, from https://www.cno.org/globalassets/docs/reg/41037-entry-to-practice-competencies-2020.pdf

McEwen, M., & Wills, E. M. (2017). Theoretical basis for nursing. Lippincott Williams & Wilkins.

Nowrouzi, B., Giddens, E., Gohar, B., Schoenenberger, S., Bautista, M. C., & Casole, J. (2016). The quality of work life of registered nurses in Canada and the United States: a comprehensive literature review. International Journal of occupational and environmental health, 22(4), 341-358.

RNAO BPG (2018). Workplace health, safety, and well-being of the nurse. Retrieved February 22, 2021, from https://rnao.ca/sites/rnao-ca/files/bpg/HWE._Workplace_Health_Safety_and_Well-Being_0.pdf

RNO BPG (2012). Facilitating client-centered learning. Retrieved February 22, 2021 from, https://rnao.ca/sites/rnao-ca/files/BPG_CCL_2012_FA.pdf

Tsai, P.-F. (2003). A Middle-Range Theory of Caregiver Stress. Nursing Science Quarterly, 16(2), 137–145. doi:10.1177/0894318403251789