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The development and monitoring of learning goals/needs through a professional ePortfolio Essay Example

  • Category:
    Nursing
  • Document type:
    Assignment
  • Level:
    Undergraduate
  • Page:
    2
  • Words:
    1069

The development and monitoring of learning goals/needs through a professional ePortfolio

Nurse as a leader

As a nurse, my personal leadership vision is to become a transformational leader. Thorns and Duffield (2012) consider this leadership styles as characterised by a leader who has the skills to motivate the followers, share the vision, and inspire commitment to ensure greater performance.

Essentially, I am eager to motivate members of staff in my department by providing them with objectives, which are realistic, as well as within their potential. I believe that this would inspire their interest in their different tasks. I am certain that this is how the hospital believes that the role of leadership should be inspiring the nurses to provide patient care (Stanley & Sherratt 2010).

As a transformational leader, my main strategy would be to get to know each member of my staff at a personal level. I intend to use simple and practical approaches, like greeting them each day, building relationship with them by engaging them in casual conversations to show an interest in their lives outside work, providing them with an opportunity to be heard and to feel that their input is appreciated by giving them autonomy in making some decisions, and praising them for their small wins. I believe that this will enable me to build their confidence and my capability as a leader, as well as to establish a positive relationship with the nursing staff.

Realistically, however, these strategies may not always be achievable, as, in some situations, the staff may resist the objectives I have passed. An example of this is an occasion when a member of staff was consistently late for work, as a way of protesting against some objectives.

In such situations, being emotionally intelligent would be crucial. It is about being self-aware of my emotion, as well as having an insight into other’s feelings, values, motives, strengths, and weaknesses (Thorns & Duffield, 2012). As a leader, I will seek an opportunity to identify such employees and talk to them at a personal level to learn their competencies, skills and goals, as well as to discuss the significance of having a common purpose, which is effective patient care.

My long-term career goal is to be a Clinical Nursing Specialist in Eyes. Therefore, as a future, advance practice nurse, I am aware of the many things I need to learn at present to develop a critical insight into the diverse role functions of a nursing specialist in eyes. I am aware that I need to learn from already practising professionals, improve my interpersonal skills, and be more self-confident.

Therefore, in preparation for this advanced career, I will establish a network of friends with professionals in the area. From a Clinical Nursing Specialist in Eyes who is already practising, I expect to learn how to be an expert nurse who can impeccably integrate nursing knowledge into practice, as well as how to develop advocacy skills for certain populations. I will also find out from them how to integrate theory and knowledge into an evidence-based nursing care, as well as how they have managed to integrate legal and ethical principles in their practice (Curtis et al. 2011).

I will also seek to improve my interpersonal skills, as this will enable me to communicate effectively with patients, as well as other practitioners to enable shared clinical governance (Pepin et al. 2010). To achieve this, I intend to obtain self-help books on interpersonal communication, watch DVDs on effective communication in nursing, as well as work in partnership with interdisciplinary teams in the scope of specialist nursing. I expect that these strategies will help encourage continuous learning. In practicum experience, I had an opportunity to observe a clinical nursing specialist in eyes, as well as function in a range of roles in addition to how such roles are combined with those of other specialists, including an optician, radiologists, laboratory technicians, and pharmacists. One of the important things I learnt was the value of collaboration. As a participant in the patient care team, I was urged to team up and consult with other practitioners.

Evaluation of my action plans will be in the form of scheduling and listing achievements, as well as reflection on the experiences. I will keep a diary to reflect on my interaction with other specialists to list the skills I have picked from them, and the interpersonal skills I have gained. Afterwards, I will engage a self-managed method of addressing the weak areas. In this way, I expect to force myself to learn from personal experiences, as well as to improve my capacity to identify and evaluate learning outcomes.

I also seek to improve my self-confidence by creating task sheets and organisational plans. Once I attain an objective, I will cross it on the list and consider it an attained small win. It will enable me to experience a sense of attainment, communication skills and increase my momentum to achieve my long-term goal (Kourkouta & Papathanasiou 2014). After that, I will rate my outcomes based on a scale of 1 to 10, as well as identify my strengths and weaknesses. I will then discuss the results with my colleagues, and ask them for their opinions. I believe that the achievements that I had not initially reflected on would provide me with augmented confidence and a feeling of accomplishment, which I have previously identified as potentially standing in my way of achieving my long-term goal. In essence, I would evaluate achievements on a win/lose scenario, yet by making efforts to work towards acquiring a win/win tendency would enable me to become more self-confident. I would indicate these on my direct reports, which I would then review and determine any accomplishments, including whether I can communicate with confidence in a team without feeling awkward.

References

Curtis, E, Vries, J & Sheerin, F 2011, «Developing leadership in nursing: exploring core factors,» British Journal of Nursing, 2011, vol 20, No 5, pp.306-309

Kourkouta, L & Papathanasiou, I 2014, «Communication in Nursing Practice,» Mater Sociomed, vol 26 no 1, pp.65–67

Pepin, J, Dubois, S, Girard, F, Tardiff, J & Ha, L 2010, «A cognitive learning model of clinical nursing leadership,» Nurse Education Today, vol 31, pp.268–273

Stanley, D & Sherratt, A 2010, «Lamp light on leadership: clinical leadership and Florence Nightingale,» Journal of Nursing Management, vol 18, pp.115–121

Thoms, D & Duffield, C 2012, Clinical Leadership, Chatswood, Chruchioll Livingstone Elsevier