The learning environment for the clinical work context can be acute or sub-acute. Learning continuously and practising in health care environment involves adapting to changes and underpinning the values so that better care could be provided. This report covers the factors that enabled nurses to undergo clinical practices. It helps in analysing all the situations deeply so that action plans could be developed accordingly. The learning style that is used is integration into the practices that help them to improve the behaviour towards nurse’s practises but on the other hand they can have negative impact as they learn under supervision. It is beneficial as it promotes them to learn about new health concerns and understand how to resolve risk. This report covers detail critical analyses on all the factors that enable nurses to learn in practise setting. Some of the drawbacks that are faced by nurses in the clinical practises are also discussed. The main motive that enables nurses to practise in clinical setting is getting experience and dealing with all the cases practically – please change this sentence, it is weak and irrelevant.
Critical Analyses: The factors that enable nurses to learn in the practice setting as they respond to the needs and challenges of a rapidly changing health care environment
The health profession and environment is changing day by day, thus it has become important for the nurses to learn and respond to new practises with time. The factors that have helped nurses to respond to the challenges easily are the readiness to adapt to the changes easily. Also, the uniqueness of knowledge and skills help nurses to learn about new tactics and strategies that would help them to meet the contemporary health needs (Hewitt,
.Chreim & Forster, 2017). It proves to be beneficial for nurses to continue their learning as it increases their workforce capacity. It is beneficial as nurses are continuously updated to the latest technology so that they understand all the applications and experiences. It can also be seen as a negative factor as having knowledge about everything is not better than having a detailed knowledge about one profession. For taking part in clinical practice, nurses should be an expert in a particular area rather than focusing in all the areas.
It is analysed that having a practical knowledge is better in the nursing profession than just having a theoretical knowledge. Thus, it can be stated that practising the setting and operations can help nurses to gain knowledge in the health care environment (Numminen, Ruoppa, Leino?Kilpi, Isoaho, Hupli & Meretoja, 2016). As everyday they need to deal with new cases this would help them to expand their decision making. The factor that enables nurses to continue their learning practises is clinical lecture that promote them to support patients by facilitating them with constructive feedback and clinical performance (Hegney et. al, 2014).
The factors that help nurses to learn about challenges is observation or by taking part in on-board training (Laschinger, Nosko, Wilk & Finegan, 2014). The health care environment is changing with time as there are new innovations about technologies and new diseases are coming up every day. Thus, it is necessary for the nurses to be aware about all the rapid changes. On the other hand this can act as a shortcoming, by allowing the nurses to take part in challenging situations. To deal with the new competencies it is necessary that they have complex and critical knowledge about the illness (Laschinger, Nosko, Wilk & Finegan, 2014). As health care department is a sensitive area; as life of a person is dependent on the decision taking by the nurse (Numminen, Ruoppa, Leino?Kilpi, Isoaho, Hupli & Meretoja, 2016). As they, are not experienced and their decisions can be harmful for someone life. It is suggested that they should learn and reinforce their knowledge so that they could take better decisions. This make them to synthesizes on all the nursing theories and help them to bring theoretical knowledge into practical implementation.
By the discussion was found that, the nurses are the direct caregivers that offer the quality care to the patient. The performance of offering care can be enhanced if they keep on learning and practising continuously as experience in health care profession reduce the risk of taking wrong decisions. The advancement in the health care environment is changing rapidly that it is important that nurses respond efficiently of the patients need. The factors that help nurses to learn about new things are immediate access to all the critical information so that patient’s outcome could be improved (Marañón, & Pera, 2015). Thus, it is recommended that nurses should practise and learn about all the concerns in the training section rather than practising directly. As they play a central role in changing the health care of a person (Xiao, Willis & Jeffers, 2014). The barriers that exist due to expanding the knowledge and practises in the nurses are they should have a prior experience so that they can improve the practices. It is really important to transform the learning practises as it improves the overall care. The other factor is technologies that are evolving in the hospital by offering improved way to access the patients and offer care in an appropriate manner (Moorhead, Johnson, Maas & Swanson, 2016). The competence is based on the skill and knowledge they acquire. The factors that help them in acquiring the knowledge are the combination of theoretical and practical knowledge that they gain from experience (Xiao, Willis & Jeffers, 2014). The theoretical part of knowledge is not enough as nurses require practical training so that they can perform based on the profession. The clinical area of nursing helps nurses to learn in a complex environment so that they can convert their practical knowledge. It is also addressed that a positive learning environment support nurses to improve the way they operate in the clinical setting. On the other hand, poor learning can lead to an adverse effect in the health care department (Birks, 2017). The lack of advanced knowledge in the medical field can be dangerous. Thus, all these challenges can be improved by enhancing the quality of learning and promotion. The factors that promote nurses to learn in the practice setting are it offers them a platform so that they can apply knowledge into practise. The clinical setting is seen as an essential part in the health care department as it allows nurses to develop the quality experience. It allows the nurses to observe all the critical cases and also allow them to work in an unpredictable environment. The factors that will be improved due to clinical practise are quality of relation with staff and other nurses (Hegney, et. al, 2014). However, it will be a positive learning environment but it may also affect the individual skills. The clinical placement of a nurse can also be a poor performance as some nurse is not able to handle the increased workload. The lack of training skills can be dangerous but working under supervision will help them to enhance their knowledge. Clinical experience help nurses to get better high opportunities as they offer quality care initiatives (Maillet, Mathieu & Sicotte, 2015). But in some cases nurses leave the idea of higher studies and get stuck at clinical practises only. Apart, from all the side effects it supports nurses to implement their knowledge gained from learning into the real world scenario.
While entering to some professional clinical experience the past practices will help them in becoming more responsible. On the other hand, the negative experience can impact the learning outcome of a nurse (Who , 2017). It offers the opportunities to the nurses so that they can undertake future clinical practises. The nursing practices also help them to get better opportunities and it act as a source of motivation that they get while working. They can figure out the areas in which they are lacking and thus improvement could be done in that particular area (Butcher, Bulechek, Dochterman & Wagner, 2018). The main aim of clinical practices is to allow nurses to understand the principals of clinical settings.
Conclusion
Thus it can be concluded that there are various factors that help nurses to continue their learning practice setting as they respond to the needs and challenges of a rapidly changing health care environment. The clinical learning helps them to experience quality learning so that they can future use their experience in facilitating patients care. On the other hand, the negative experience at the placement service can have adverse effect as lack of knowledge can result in poor outcome. The main motive of clinical practices is to enable nurses to understand the basic principal of clinical settings. The health care environment is changing rapidly thus practising and training session support nurses to offer better health care support. In some case, this can lead to hazardous situation as nurses are not experienced and their decision can be harmful on someone’s life. It helps in reinforcing their knowledge so that better decisions could be taken.
References
Birks. M. (2017). The impact of clinical placement model on learning in nursing: A descriptive exploratory study. Retrieved from https://www.ajan.com.au/Vol34/Issue3/2Birks.pdf.
Butcher, H. K., Bulechek, G. M., Dochterman, J. M. M., & Wagner, C. (2018). Nursing Interventions classification (NIC)-E-Book. Elsevier Health Sciences, 78-79..
DiCenso, A., Guyatt, G., & Ciliska, D. (2014). Evidence-Based Nursing-E-Book: A Guide to Clinical Practice. Elsevier Health Sciences, 45-70.
Hegney, D. G., Craigie, M., Hemsworth, D., Osseiran?Moisson, R., Aoun, S., Francis, K., & Drury, V. (2014). Compassion satisfaction, compassion fatigue, anxiety, depression and stress in registered nurses in A ustralia: study 1 results. Journal of Nursing Management, 22(4), 506-518.
Hewitt, T., Chreim, S., & Forster, A. (2017). Sociocultural factors influencing incident reporting among physicians and nurses: understanding frames underlying self-and peer-reporting practices. Journal of patient safety, 13(3), 129-137.
Laschinger, H. K. S., Nosko, A., Wilk, P., & Finegan, J. (2014). Effects of unit empowerment and perceived support for professional nursing practice on unit effectiveness and individual nurse well-being: A time-lagged study. International journal of nursing studies, 51(12), 1615-1623.
Maillet, É., Mathieu, L., & Sicotte, C. (2015). Modeling factors explaining the acceptance, actual use and satisfaction of nurses using an Electronic Patient Record in acute care settings: An extension of the UTAUT. International journal of medical informatics, 84(1), 36-47.
Marañón, A. A., & Pera, M. P. I. (2015). Theory and practice in the construction of professional identity in nursing students: a qualitative study. Nurse Education Today, 35(7), 859-863.
Moorhead, S., Johnson, M., Maas, M. L., & Swanson, E. (2018). Nursing Outcomes Classification (NOC)-E-Book: Measurement of Health Outcomes. Elsevier Health Sciences, 23-34.
Numminen, O., Ruoppa, E., Leino?Kilpi, H., Isoaho, H., Hupli, M., & Meretoja, R. (2016). Practice environment and its association with professional competence and work?related factors: perception of newly graduated nurses. Journal of nursing management, 24(1), 1-11.
Who. (2017). Health nursing education. Retrieved from https://apps.searo.who.int/PDS_DOCS/B4816.pdf.
Xiao, L. D., Willis, E., & Jeffers, L. (2014). Factors affecting the integration of immigrant nurses into the nursing workforce: A double hermeneutic study. International Journal of Nursing Studies, 51(4), 640-653.
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