The Lived Expression Of A Nurse Being A Brand New Nurse I Wa

The Lived Expression of a Nursebeing A Brand New Nurse I Wanted

These two insightful posts provide a nuanced understanding of the developmental stages nurses experience as they progress in their careers. The first post highlights Ayah's journey from a novice to a competent practitioner in Benner’s framework, illustrating how clinical skills and confidence evolve over time through continuous learning and experience. The writer reflects on the importance of patience and deliberate practice in achieving proficiency, emphasizing that growth in nursing is a gradual process that demands commitment (Black, 2014). Meanwhile, the second post explores Khadijah’s transition from dependence to independence during her nurse residency, influenced by Cohen’s socialization model. Her progression from reliance on preceptors to autonomous nursing practice underscores the value of mentorship and experiential learning in fostering confidence and critical thinking (Black, 2016). Both posts demonstrate that whether through accumulating clinical expertise or developing independence in practice, new nurses' growth is supported by structured learning opportunities and reflective engagement. Engaging with these narratives emphasizes that nursing proficiency is a journey marked by challenges, support, and perseverance, fundamental to the development of competent and confident nursing professionals.

Paper For Above instruction

Both posts effectively exemplify the developmental stages outlined in nursing theories, particularly Benner’s Stages of Nursing Proficiency and Cohen’s Model of Basic Student Socialization. Benner’s model describes a progression from novice to expert, emphasizing experiential learning and intuition. Ayah’s narrative aligns with the “competent” stage, typically reached after 2-3 years of practice, where nurses begin to see the “big picture” and develop clinical judgment (Benner, 1984). Her acknowledgment of initial struggles with prioritization and her subsequent growth signifies the importance of time and deliberate practice in skill mastery. This transition reflects how nurses move from reliance on rules and guidelines to a more holistic, nuanced understanding of patient care.

Khadijah’s experience, on the other hand, vividly illustrates Cohen’s first three stages of socialization. The initial dependence on her preceptor fits Cohen’s first stage of unilateral dependence, where novice nurses rely heavily on guidance (Black, 2016). Her subsequent progression into the independence/mutuality stage marks increased confidence and the ability to integrate knowledge from mentors into autonomous practice. Her journey underscores the importance of mentorship and experiential learning in fostering professional development. Both narratives highlight that transitioning from novice to proficient nurse involves a structured process of gaining confidence, refining skills, and developing critical thinking skills, which are essential for delivering safe and effective patient care.

These developmental processes are integral to nursing education and practice because they underpin the cultivation of competent practitioners capable of managing complex clinical situations. Experience, reflective learning, and mentorship are pivotal in this journey. Research indicates that nurses’ confidence and competence improve significantly through ongoing education, simulation, and real-world practice (Fitzgerald, 2014). Institutions that support such developmental opportunities contribute to better patient outcomes and higher job satisfaction among nurses (Benner, 1984; Cohen, 1982). Understanding these stages enables nurse educators and clinical managers to tailor support systems that meet the evolving needs of nurses at different points in their careers, fostering continuous professional growth.

In conclusion, the personal narratives captured in these posts exemplify the core principles of nursing development frameworks. They reinforce that progression in nursing proficiency is a multifaceted journey involving technical skill acquisition, critical thinking, confidence building, and professional independence. As new nurses navigate these stages, mentorship, structured training, and reflective practice are vital. Such support not only enhances individual competencies but also ensures the delivery of high-quality, safe patient care—a fundamental goal of nursing practice.

References

• Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing practice. Prentice-Hall.
• Black, B. P. (2014). Professional nursing: Concepts & challenges (7th ed.). Elsevier/Saunders.
• Black, B. P. (2016). Professional Nursing Concepts and Challenges (8th ed.). Elsevier/Saunders.
• Cohen, I. G. (1982). Socialization of nursing students: A review. Journal of Nursing Education, 21(10), 419-425.
• Fitzgerald, M. (2014). Developing clinical judgment in nursing students: The impact of simulation-based education. Nurse Education Today, 34(2), 195-200.
• Black, B. P. (2016). Professional nursing: Concepts & challenges (8th ed.). Elsevier/Saunders. (Repeated for clarity and proper referencing)