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Professional Identity Assignment- Part I

Heidi Lugo

Galen College Of Nursing

Loretta Elder

NSG 3050 Trans to Baccalaureate

July 25, 2023

Introduction

The Professional Identity Assignment’s introduction reviews “professional identity in nursing” and sets the stage for the paper’s disputes. RN-BSN students need a strong professional identity to succeed and enjoy their nursing careers. Nursing has always beckoned me. Nursing is driven by a passion for assisting others, promoting health, and improving vulnerable and troubled people’s lives. Nurses may assist and advocate for patients and their families at difficult times. As I begin this transformational journey in the RN-BSN program, I will examine the basic components and competencies necessary for my professional identity. This investigation will discuss my nursing philosophy, values, and beliefs, as well as my professional strengths and opportunities for improvement. The Bridges Model of Transition will help me manage my transition to the baccalaureate job.

Reason for Choosing Nursing

A deep feeling of purpose and a genuine desire to improve people’s lives led me to become a nurse. I was attracted to caring for, supporting, and comforting others from an early age, and nursing was the right way to fulfill this calling. I was inspired to become a nurse after seeing nurses’ compassion and devotion during healthcare interactions. Nursing’s ability to holistically use scientific knowledge and care for people appealed to me. Working with a diverse healthcare team to promote wellness, prevent sickness, and relieve suffering aligns with my values and beliefs. I loved nursing because I could create genuine relationships with patients and their families, comfort them in difficult times, and advocate for the defenseless (Billings et al., 2021). I also liked nursing since it offers ongoing learning, progress, and possibilities to specialize in other professions. This and the joy of helping others persuaded me that nursing was my calling. Nursing represents my compassion, sensitivity, and continuous devotion to serving others. It is an honor and joy to start this path, and I am excited to face the difficulties and benefits of becoming a devoted and skilled nurse.

Personal Philosophy of Nursing

Every person deserves dignity, respect, and tailored care, which is my nursing perspective. Nursing is both a science and an art, combining evidence-based techniques with caring and holistic ways to meet patients’ physical, emotional, and spiritual needs. As a nurse, I promise to listen and advocate for my patients, ensuring their voices and choices are respected. I believe in ethical behavior, patient autonomy, and teamwork for the best results. A constructive and trustworthy nurse-patient connection is crucial to giving excellent treatment (Billings et al., 2021). I want to collaborate with patients to help them recover by fostering open dialogue and safety. Understanding and respecting a patient’s different origins, beliefs, and values is also part of my philosophy. I also recognize the need for lifelong learning since nursing is dynamic and ever-changing. I am devoted to remaining current on advances and best practices to provide the greatest care.

I also believe in patient-centered care and my nursing philosophy. Effective and meaningful healthcare requires patient-centered care. As a nurse, I will actively include patients in decision-making while respecting their autonomy and choices. Each patient has distinct requirements, and I personalize my treatment to their physical, emotional, and psychological well-being. Patient-centered care also acknowledges and involves the patient’s support system, including family and loved ones, where appropriate. I empower patients, encourage their active engagement in their health, and improve health outcomes and healthcare satisfaction by providing patient-centered care.

Values and Beliefs Guiding Your Conduct as a Nurse

As a nurse, my basic values and beliefs form my professional identity and guide my relationships with patients and their families. Compassion is one of my core nursing ideals. I believe in treating everyone with respect, sensitivity, and Understanding, acknowledging their physical and mental struggles (Flaubert et al., 2021). I establish trust in patients by embracing compassion, creating a therapeutic atmosphere where they feel heard, respected, and cared for. I also believe in patient advocacy; I advocate for my patient’s needs and preferences in the treatment plan. An older patient was afraid to challenge the proposed treatment regimen. I advocated for them to communicate openly with the healthcare staff, resulting in more tailored and adequate treatment. This event confirmed my belief that fighting for patients’ rights and well-being is essential to getting the best results. Integrity and ethics are also part of my nursing philosophy. I value patient confidentiality and strong moral standards. I remember a difficult circumstance when a patient confided in me about a delicate topic. I protected their privacy and supported them without judgment. This encounter reinforced my nursing ideals of respecting patients’ dignity and confidentiality.

Professional Strengths and Opportunities for Growth

I have two professional qualities that help me practice nursing. I can relate with patients and coworkers thanks to my emotional intelligence. I can grasp others’ feelings and needs via emotional intelligence, improving patient satisfaction and collaboration. In a difficult situation involving a terminally sick patient and their mourning family, I used emotional intelligence to give medical treatment and emotional support. My ability to identify with their sentiments of loss and vulnerability generated a therapeutic relationship, allowing the family to share their issues and improve their coping skills freely. Another quality of my nursing work is my ethical commitment. Integrity, honesty, and patient advocacy guide my ethical decision-making. One example was when a patient’s family asked me to keep crucial medical information from the patient out of concern that it would upset them (Poorchangizi et al., 2019). I explained to the family the necessity of collaborative decision-making and honoring the patient’s right to be informed. This approach-built trust with the family, resulting in a more collaborative care plan that respected the patient’s autonomy.

Despite my skills, I recognize that I can improve my nursing practice. I want to improve conflict management. Conflict may emerge in any healthcare environment owing to team members’ different objectives and opinions. Developing my conflict management skills can help create a pleasant work atmosphere that improves patient outcomes. For instance, I want to attend conflict resolution courses and learn from experienced nurse leaders how to resolve problems diplomatically.

I see room for improvement in clinical/professional skills. As a nurse, I understand the need to remain current with evidence-based procedures and grow my knowledge base to deliver the best patient care. I will continue my education, attend conferences, and take skill-building seminars to do this. I will seek mentoring from experienced nurses in specialty areas to improve my clinical skills. My emotional intelligence and ethical commitment enable ethical decision-making and compassionate patient care (Abdi et al., 2021). I realize the need for additional development in conflict management to promote a peaceful work environment and in clinical/professional competence to assure high-quality patient care. By developing these areas, I aspire to improve my professional identity as a skilled and compassionate nurse committed to lifelong learning and patient-centered care.

Transition to the Baccalaureate Role

The Bridges Model of change places me at the “ending, losing, and letting go” stage of the baccalaureate role change. I must leave the comfort of the associate degree in nursing (ADN) program to pursue a BSN. I am pleased about the baccalaureate program’s chances for development and knowledge, but I am sad to leave my ADN friends and support system. Adapting to a new learning environment and higher academic standards marks the end of my academic career. Despite these feelings, I know that the baccalaureate job will broaden my viewpoint and improve my abilities, which will help me become a well-rounded and effective nurse (Zehra et al., 2023). The Bridges Model of shift may lead me through the “neutral zone” and “new beginning” of my baccalaureate role shift. As I go from ADN to BSN, I may suffer confusion, ambiguity, and disorientation in the neutral zone. I need patience and self-compassion while I learn new talents and let go of the old. The model reminds me that this neutral zone is valuable for growth and exploration. I can use faculty mentorship and peer collaboration to overcome challenges and discover my unique strengths and interests in the baccalaureate role (Sanchez et al., 2023). The approach allows me to imagine my “new beginning” at the end of my bachelor’s degree as I go through the neutral zone. Setting short- and long-term objectives helps me embrace my BSN-prepared nursing identity and develop the confidence and competence needed for professional success. This fresh beginning includes academic improvement and an increased professional identity that matches my nursing philosophy, beliefs, and objectives. The Bridges Model of Transition highlights the transforming character of this educational journey and its possibilities for personal and professional progress.

References

Abdi, M., Khademi, E., Saeidi, M., Piri, S., & Mohammadian, R. (2021). Emotional intelligence and quality of nursing care: A need for continuous professional development.
Iranian Journal of Nursing and Midwifery Research,
26(4), 361. https://doi.org/10.4103/ijnmr.ijnmr_268_19

Billings, J., Ching, B. C. F., Gkofa, V., Greene, T., & Bloomfield, M. (2021). Experiences of Frontline Healthcare Workers and Their Views about Support during COVID-19 and Previous Pandemics: A Systematic Review and Qualitative Meta-Synthesis.
BMC Health Services Research,
21(1). https://doi.org/10.1186/s12913-021-06917-z

Flaubert, J. L., Menestrel, S. L., Williams, D. R., & Wakefield, M. K. (2021). Supporting the Health and Professional Well-Being of Nurses. In
www.ncbi.nlm.nih.gov. National Academies Press (US). https://www.ncbi.nlm.nih.gov/books/NBK573902/

Poorchangizi, B., Borhani, F., Abbaszadeh, A., Mirzaee, M., & Farokhzadian, J. (2019). The importance of professional values from nursing students’ perspective.
BMC Nursing,
18(1), 1–7. https://doi.org/10.1186/s12912-019-0351-1

Sanchez, J., Maiden, J., Barton, E., Walters, L., Quinn, D., Jones, N., Doyle, A. K., & Lim, D. (2023). Factors that sustain indigenous youth mentoring programs: a qualitative systematic review.
BMC Public Health,
23(1). https://doi.org/10.1186/s12889-023-15253-2

Zehra, T., Tariq, M., Rehman, R., & Zuberi, R. W. (2023). Basics of faculty-to-faculty mentoring: A process to identify support and challenges.
Plos One,
18(6), e0287127–e0287127. https://doi.org/10.1371/journal.pone.0287127