ross_pps.pdf
Professional Progress Summary
NURS 481- Role Transition
NURS 481- Role Transition
- Purpose of Assignment
- The Professional Progress Summary Paper is a major writing assignment that is part of the Portfolio. The purpose of this paper is to guide you through a process of self-reflection and self-evaluation to discover the scope of your personal and professional development while enrolled in the undergraduate nursing program.
- The Professional Progress Summary Paper is a major writing assignment that is part of the Portfolio. The purpose of this paper is to guide you through a process of self-reflection and self-evaluation to discover the scope of your personal and professional development while enrolled in the undergraduate nursing program.
- Student Approach to Assignment
- I reviewed all of my clinical logs over the course of the past five semesters. From there, I chose examples that either showed my starting point, a large amount of growth, or exemplified current competency.
- I reviewed all of my clinical logs over the course of the past five semesters. From there, I chose examples that either showed my starting point, a large amount of growth, or exemplified current competency.
- Reason for Inclusion of Assignment in the Portfolio
- This paper goes through my five semesters and examines each one in how I have grown through the Great Eights. I wanted to show my growth as a nursing student, soon to be nurse, from where I started in August 2017.
- This paper goes through my five semesters and examines each one in how I have grown through the Great Eights. I wanted to show my growth as a nursing student, soon to be nurse, from where I started in August 2017.
- Critical Thinking
- Evaluates nursing care outcomes through the acquisition of data and the questioning of inconsistencies
- Example: See page 3, paragraph 2 (Senior year)
- Example: See page 3, paragraph 2 (Senior year)
- Engages in creative problem solving
- Example: See page 3, paragraph 3 (Role Transition)
- Example: See page 3, paragraph 3 (Role Transition)
- Evaluates nursing care outcomes through the acquisition of data and the questioning of inconsistencies
- Nursing Practice
- Implements traditional nursing care practices as appropriate to provide holistic health care to diverse populations across the lifespan
- Example: See page 5, paragraphs 2 and 3 (Senior year)
- Example: See page 5, paragraphs 2 and 3 (Senior year)
- Demonstrates an awareness of complementary modalities and their usefulness in promoting health
- Example: See page 5, paragraph 1 (Junior year)
- Example: See page 5, paragraph 1 (Junior year)
- Implements traditional nursing care practices as appropriate to provide holistic health care to diverse populations across the lifespan
- Communication
- Uses therapeutic communication within the nurse-patient relationship
- Example: See page 6, paragraph 4 (Junior year)
- Example: See page 6, paragraph 4 (Junior year)
- Adapts communication methods to patients with special needs
- Example: See page 6, paragraph 5 (Senior year)
- Example: See page 6, paragraph 5 (Senior year)
- Expresses oneself and communicates effectively with diverse groups and disciplines using a variety of media.
- Example: See page 6, paragraph 4 (Junior year)
- Example: See page 6, paragraph 4 (Junior year)
- Demonstrates skills in using technology, informatics, and communication devices that support safe nursing practice.
- Example: See page 6, paragraph 5 (Senior year)
- Example: See page 6, paragraph 5 (Senior year)
- Uses therapeutic communication within the nurse-patient relationship
- Teaching
- Uses information technologies and other appropriate methods to communicate health promotion, risk reduction, and disease prevention across the life span
- Example: See page 6, paragraph 5 (Senior year)
- Example: See page 6, paragraph 5 (Senior year)
- Evaluates the efficacy of health promotion and education modalities for use in a variety of settings with diverse populations
- Example: See page 8, paragraph 2 (Senior year)
- Example: See page 8, paragraph 2 (Senior year)
- Uses information technologies and other appropriate methods to enhance one’s own knowledge base
- Example: See page 9, paragraph 2 (Senior year)
- Example: See page 9, paragraph 2 (Senior year)
- Uses information technologies and other appropriate methods to communicate health promotion, risk reduction, and disease prevention across the life span
- Leadership
- Assumes a leadership role within one’s scope of practice as a designer, manager, and coordinator of health care to meet the special needs of populations
- Example: See page 10, paragraph 1 (Junior year)
- Example: See page 10, paragraph 1 (Junior year)
- Delegates and supervises the nursing care given by others while retaining the accountability for the quality of care provided
- Example: See page 10, paragraph 2 (Senior year)
- Example: See page 10, paragraph 2 (Senior year)
- Assumes a leadership role within one’s scope of practice as a designer, manager, and coordinator of health care to meet the special needs of populations
- Professionalism
- Differentiates between general, institutional, and specialty-specific standards of practice to guide nursing care
- Example: See page 11, paragraph 1 (Junior year)
- Example: See page 11, paragraph 1 (Junior year)
- Demonstrates accountability for one’s own professional practice.
- Example: See page 11, paragraph 2 (Senior year)
- Example: See page 11, paragraph 2 (Senior year)
- Differentiates between general, institutional, and specialty-specific standards of practice to guide nursing care
- Culture
- Integrates knowledge of cultural diversity in performing nursing interventions
- Example: See page 12, paragraph 3 (Patient death)
- Example: See page 12, paragraph 3 (Patient death)
- Maintains an awareness of global environmental factors that may influence the delivery of health care services
- Example: See page 12, paragraph 2 (Access to care)
- Example: See page 12, paragraph 2 (Access to care)
- Integrates knowledge of cultural diversity in performing nursing interventions