Replies: I Am Returning To School To Complete A BSN Degree

Replies 1i Am Returning To School To Complete A Bsn Degree Because It

Replies 1i Am Returning To School To Complete A Bsn Degree Because It

Replies 1 I am returning to school to complete a BSN degree because it is a prerequisite for me to change my military occupation code (MOS) and return to Active Duty as a nurse. I see myself in the third, new beginnings phase of Bridge’s Model of Transition because I have my sights set on future goals post-graduation (Blais & Hayes, 2015); I have accepted my transition from an in-person ADN student to an online BSN student and have modified my behavior to ensure success in said role (where “success” is measured by completion of the degree with a cumulative GPA of > 3.5). In the absence of a fourth phase to Bridge’s Model, Blais and Hayes (2015) emphasize the importance of prioritizing a healthy work-life balance to prevent slipping back to a previous phase that no longer serves the goals of the current one.

Once internalized, character traits that would help solidify my position in the new beginnings phase include reflectiveness, determination, resilience, and confidence (Blais & Hayes, 2015). Because this program is more rigorous than my last one, leaving behind previous habits and staying committed to the revised time hacks and study goals I have established for myself will be essential to my success.

Replies 2 Why are you returning to school? I decided to return to school to further my knowledge and meet the entry-level requirements most healthcare facilities seek in this ever-evolving, high-demand profession, as technology and evidence-based practices enhance patient safety and care. Returning to school will not only improve my critical thinking when it comes to patient outcomes but will increase my salary and provide more job opportunities as I continue to acquire new skills that demand a higher level of complexity as I transition into new areas within my specialty as a Perioperative RN.

Using key points from the Bridges Model, where do you see yourself transitioning to the professional level role? What professional skills and characteristics will you need to develop to transition to the next level in the Bridges Model of Transition? Within the three phases of the Bridges Model, I find myself in the ending phase, as a new grad nurse working as an RN for just five months. It has been a challenge. I sometimes struggle with disengagement as I shift from my old nursing student role to my new RN role (Blais & Hayes, 2016).

During this new role as an RN, I wonder if I made the right choice; according to the Bridges Model, I enter the disorientation component of doubt as I transition into the new role (Blais & Hayes, 2016). Now, rather than observing and getting a little hands-on experience during the clinical rotation as a student nurse, the roles have shifted. The responsibilities are now mine as I embrace this new role as an RN. In this new role as an RN, the professional skills and characteristics I will need to develop to transition to the next level of the Bridge Model would be adequate time management, gaining more confidence in myself, and knowing that I can achieve each task and obstacle daily. I earned my license, and now it is time to embrace my new role, learn new skills, and get out of my comfort zone. As I progress in my current role as an RN as well as achieving my BSN, embracing the shift in changes and knowing it is just an integral part of life in the field of nursing will allow me to transition to the next level in the Bridges Model, as my mindset adopts to the new challenges I will face along the way.

Paper For Above instruction

Returning to school to complete a Bachelor of Science in Nursing (BSN) degree is a significant decision that encapsulates both personal growth and professional advancement. This transition is motivated by the need to meet military requirements for changing an occupational code and returning to active duty as a nurse. It also signifies a broader commitment to enhancing one’s skills and adapting to the evolving landscape of healthcare. According to Blais and Hayes (2015), the process of transition involves multiple phases, and identifying one's place within this process can promote resilience and success. The individual in this context describes being in the "new beginnings" phase, where they have accepted their role as an online BSN student and are focused on achieving academic success with a GPA exceeding 3.5. This phase emphasizes the importance of behaviors such as adaptability, goal-setting, and perseverance necessary to navigate the challenges of returning to academia after initial professional experience (Blais & Hayes, 2015). Furthermore, internalized character traits like reflectiveness, determination, resilience, and confidence play crucial roles in maintaining motivation and focus during rigorous academic pursuits. As the individual notes, aiming for a healthy work-life balance is essential to prevent regression into previous phases or roles that might hinder current progress.

Similarly, the second individual’s motivation for returning to school reflects a desire to stay competitive in the healthcare industry. The rapid advances in medical technology and evidence-based practices require continuous education to ensure optimal patient safety and care. For this person, transitioning within the profession involves moving from a newly minted RN to a more advanced practitioner capable of handling complex clinical scenarios. Drawing from Bridges' Model of Transition, the individual identifies themselves as being in the "ending" phase of their professional role, having served as an RN for five months. This phase involves recognizing the challenges faced while adapting from a student role to a fully responsible nurse. The feelings of doubt and disorientation are natural in this stage, as the individual navigates the shift from supportive clinical rotations to independent practice (Blais & Hayes, 2016). To progress, they acknowledge the importance of developing specific skills such as time management, confidence, and continual learning. These competencies are essential to transition to the next stage of mastery and professional competence, as they embrace the ongoing career development integral to nursing (Bridges, 2009). The mindset of embracing change, recognizing that challenges are part of the growth process, and committing to lifelong learning are vital strategies for successful transition.

Both narratives underscore that transition in nursing is complex and multifaceted, involving psychological, emotional, and skill-based adaptations. The application of Bridges' Model provides a structured framework for understanding these changes, emphasizing the importance of self-awareness and proactive adaptation. For nursing professionals at any stage, developing resilience, confidence, and adaptability is crucial to navigating transitions successfully. Ultimately, continuous education and personal growth are key to thriving in the dynamic healthcare environment, ensuring both personal satisfaction and improved patient outcomes.

References

• Blais, K., & Hayes, J. (2015). Work and Culture in the 21st Century. Pearson.
• Bridges, W. (2009). Managing Transitions: Making the Most of Change. Da Capo Press.
• Blais, K., & Hayes, J. (2016). Work and Culture in the 21st Century. Pearson.
• Grossman, S. S. (2014). The evolution of nursing roles in a changing healthcare environment. Journal of Nursing Administration, 44(10), 541-546.
• Fitzgerald, B. (2018). The importance of continuous education in nursing. Nursing Forum, 53(4), 490-495.
• Oermann, M. H., & Gaberson, K. B. (2018). Evaluation and Testing in Nursing Education. Springer Publishing Company.
• Sullivan, E. J., & Decker, P. J. (2018). Effective Leadership and Management in Nursing. Pearson.
• National Academies of Sciences, Engineering, and Medicine. (2016). Assessing Progress on the Institute of Medicine Report The Future of Nursing. The National Academies Press.
• American Nurses Association. (2015). Code of Ethics for Nurses with Interpretive Statements. ANA Publishing.
• Benner, P. (2010). From novice to expert: Excellence and power in clinical nursing practice. AJN The American Journal of Nursing, 110(2), 58-67.