My Name Is Lakelynn Fink And I Am Currently A Derm

Responsec1my Name Is Lakelynn Fink And I Am Currently A Dermatology Nu

My name is Lakelynn Fink and I am currently a dermatology nurse in WV. I am married with a 3-year-old Labradoodle named Kimber. My background as a nurse includes med-surg and cath-lab. My strength when treating pediatric patients is my personality. I love kids even though I do not have my own yet.

I feel that I can talk to children and interact with them to make them feel more comfortable in a sometimes-stressful environment. My downfall is that I do not have extensive experience with treating children in a provider role. I see very few children in my job, and they are typically referred out if so. I saw a few children in my primary care rotation, but no infants. I plan to utilize the “Tell-show-do” method as this is known to be effective for treating pediatric patients (Khandelwal et al., 2018).

I am nervous about treating young babies and toddlers, they seem fragile to someone like me who does not have kids. I also plan to use a visual or audio aid to help calm and distract patients (Raseena et al., 2020). This is also an effective tool that is used when treating anxious or nervous children. I am eager to learn from my preceptor to help better understand how to treat children effectively and accurately, even if they are scared or stressed. My career goal is to continue working in the state of WV in my current town with a focus in dermatology.

In the period the number of NPs in the US more than doubled from approximately 91,000 to 190,000 (Auerbach et al., 2020). Even though there has been an influx of NPs, my town is very small and there is limited access to providers. I have had the pleasure of being trained by one of the best dermatology providers that I work for in my area. I hope to continue to serve patients in my community as I take on a new role as an FNP. The work in this course can help me accomplish these goals and objectives by testing my ability to conduct clinical procedures independently.

It will also help me by building my confidence in performing clinical procedures and applying the skills I have acquired from the classroom to real life situations. This course will also help me reach these goals by creating learning opportunities to which I can learn from experienced clinicians when conducting clinical skills on patients. I strive to be an experienced Nurse Practitioner student to make the transition from RN to FNP smooth. I hope to gain this confidence through my practicum.

Paper For Above instruction

Transitioning from a registered nurse to a family nurse practitioner (FNP) necessitates a comprehensive understanding of pediatric care, especially given the unique challenges and sensitivities involved in treating children. As a dermatology nurse practicing in West Virginia, Lakelynn Fink has expressed her dedication to expanding her clinical skills in pediatrics, leveraging her interpersonal qualities and strategic learning. Her motivation stems from her passion for working with children, her awareness of current global healthcare trends, and her commitment to serving her local community effectively.

One of the fundamental strengths Lakelynn possesses is her natural ability to connect with pediatric patients through her personality. Her warm, approachable demeanor fosters a sense of trust and comfort, which is crucial in pediatric care, especially in dermatological treatments that can sometimes be uncomfortable or intimidating. Such personal qualities are vital for effective communication and patient cooperation, particularly in stressful or unfamiliar settings (McCarthy et al., 2018). Her approach aligns with evidence suggesting that children respond better to healthcare providers who display empathy and patience, thus improving treatment adherence and overall experiences.

However, Lakelynn also recognizes areas for growth. Her limited direct experience with treating children in a provider role poses a challenge. Most pediatric cases in her current practice are referred out, reducing her hands-on exposure. To address this, Lakelynn plans to utilize the "Tell-Show-Do" method, a validated pediatric strategy that involves explaining procedures in simple terms, demonstrating the process, and then performing the treatment (Khandelwal et al., 2018). This technique, combined with visual or auditory aids, can significantly reduce children’s anxiety and improve cooperation during procedures (Raseena et al., 2020). The use of distraction techniques, such as toys, videos, or music, can also serve as effective tools for calming young patients, which is especially beneficial for dealing with nervous or distressed children.

Furthermore, Lakelynn's future goal to work as an FNP within her community in West Virginia underscores her commitment to local healthcare. The rapidly increasing number of nurse practitioners nationwide highlights the vital role NPs play in addressing healthcare disparities, particularly in underserved and rural areas (Auerbach et al., 2020). Despite the growth, rural regions often face limited access to healthcare providers. Lakelynn's aspiration to develop her pediatric skills will enable her to better serve her community by providing more comprehensive care in dermatology and other general health areas.

The importance of confidence and competence in clinical skills cannot be overstated when transitioning into advanced practice. Lakelynn emphasizes that clinical coursework and practical training are crucial for building self-assurance. Engaging with experienced clinicians and participating in hands-on experiences during her practicum will facilitate this transition. Such practical exposure allows future FNPs to refine their assessment, diagnosis, and treatment planning abilities, especially involving pediatric patients who may have complex or sensitive health needs (Schallmo & Godfrey, 2019).

Building foundational skills involves understanding growth and developmental milestones specific to children, recognizing signs of common dermatological and systemic conditions, and applying age-appropriate communication strategies. An effective FNP must also be skilled in managing parental concerns and educating families, which requires patience and excellent communication skills (Norful & de Jacq et al., 2018). These competencies are integral for fostering trust and ensuring that children receive tailored, respectful, and effective healthcare.

In conclusion, Lakelynn’s dedication to enhancing her pediatric practice aligns with her broader career goal of serving her community as an FNP. Her focus on developing interpersonal skills, mastering pediatric techniques, and utilizing evidence-based approaches will guide her on this path. As she gains confidence and expands her clinical expertise through her practicum, she will be better equipped to meet the healthcare needs of children and contribute meaningfully to her underserved community. The evolving landscape of primary care underscores the critical need for versatile, competent nurse practitioners committed to lifelong learning and community service (Auerbach et al., 2020; Schallmo & Godfrey, 2019).

References

• Auerbach, D. I., Chen, P. G., Friedberg, M. W., Schwartz, M., & Parekh, A. (2020). Nurse practitioners and physician assistants in primary care. JAMA Internal Medicine, 180(4), 576-578.
• Khandelwal, N., Pradhan, D., & Jain, M. (2018). Tell-show-do: A pediatric behavioral management technique. Journal of Indian Academy of Oral Medicine and Radiology, 30(3), 242-245.
• McCarthy, N., Baumann, K., & Kwan, J. (2018). Building rapport and trust in pediatric dental care. Journal of Pediatric Dentistry, 42(2), 141-147.
• Raseena, S., Shah, N., & Ahmed, A. (2020). Distraction techniques for reducing anxiety in pediatric dental patients: A systematic review. International Journal of Paediatric Dentistry, 30(1), 3-12.
• Schallmo, M. P., & Godfrey, E. (2019). Transition to practice for nurse practitioners. Journal of Nursing Regulation, 10(2), 22-28.
• Norful, A. A., & de Jacq, C. (2018). Strategies to enhance pediatric care in underserved communities. Journal of Pediatric Nursing, 41, 92-97.