I feel that in my third year of graduation, clinical leadership is becoming more complex in the nursing department due to the effect of the learning process of nursing students in the clinical area. However, it has been noted that clinical leadership has many benefits such as one grows up his/ her abilities to challenge accepting, stress management, unpredictability, and constantly changing environment. Though, it is also stated in the literature that there are great chances for time and energy wastage, mental pressure, the financial burden on the education system, educational problems to students, and thus will lead to poor quality patient care in a practical sense (Stevanin, Palese & Bressan et al., 2018). There are a large number of complexities in the environment such as psychological atmosphere, perceived experience from clinical experience, interpersonal relationships, and many other negative effects. These allow nursing professionals to go through difficult situations and feel vulnerable about situations. Moreover, the studies also suggest that incompetency of instructors, weak support from students, and negative attitudes cause detrimental effects to nursing students in learning (McInnes, Peters & Bonney et al., 2015). Students do not feel like there is an issue due to the shortage of positive role models, and providers are not willing to learn and provide the best caring approach.
Based on my experiences, I feel that autonomy in the nursing profession is understood from different perspectives. It is because nursing professionals in healthcare settings are allowed to work independently, perform their level best with the range of skills and knowledge, work in a team, and boundaries for autonomy. Rather than the wider professional context, nursing professionals have to sometimes perform immediately in clinical wards. Being a nursing professional, I feel that autonomy should be turned off rather than comprising the aim of nursing (Warren, McLaughlin & Bardsley et al., 2016). It has been found from the literature also that nursing professionals require to work independently with the degree of self-assurance. They are made responsible for having confidence in doing the tasks constantly without taking any help and advice from other professionals (Kunhunny & Salmon, 2017). In this kind of situation, nursing professionals are alone is accountable and responsible for the complications arising out of the case. As an example, if I am a ward manager is working in the department independently then I am responsible for my actions. We perform all the activities on our back when we are not told how the tasks have to be done in the care of the patient.
Being a graduate in nursing, I am not expected to contribute to innovation and change in the organization where I am doing graduation. This is the behavior prevalent because experience matters in care, the quality improvement methods, system-level change management, and reconceptualizing in roles of nursing have changed the scenario of the nursing profession. Nursing students are not allowed to contribute to the innovation of programs until we are holding licenses, accreditation, and certifications from a recognized university or board (Jun, Kovner & Stimpfel, 2016). All the essential board examinations, skills, and competencies are mandated by the authorities to have by professional before contributing to any activity. Nursing professionals are only encouraged to attain education for practical training. This is the same emphasis that is laid by the community and public health settings so that for their complete graduation degree professionals must prepare themselves theoretically. However, the concentration of the nursing profession should be in such a way that the nursing professionals should also be involved in advanced nursing practices that prepare them for their roles in primary care, long-term care, and acute care as well as specialty services (Stenberg & Carlson, 2015).
Jun, J., Kovner, C. T., & Stimpfel, A. W. (2016). Barriers and facilitators of nurses’ use of clinical practice guidelines: An integrative review. International Journal of Nursing Studies, 60, 54-68. https://doi.org/10.1016/j.ijnurstu.2016.03.006
Kunhunny, S., & Salmon, D. (2017). The evolving professional identity of the clinical research nurse: A qualitative exploration. Journal of Clinical Nursing, 26(23-24), 5121-5132. https://doi.org/10.1111/jocn.14055
McInnes, S., Peters, K., Bonney, A., & Halcomb, E. (2015). An integrative review of facilitators and barriers influencing collaboration and teamwork between general practitioners and nurses working in general practice. Journal of Advanced Nursing, 71(9), 1973-1985. https://doi.org/10.1111/jan.12647
Stenberg, M., & Carlson, E. (2015). Swedish student nurses’ perception of peer learning as an educational model during clinical practice in a hospital setting—an evaluation study. BMC Nursing, 14(1), 48. https://link.springer.com/article/10.1186/s12912-015-0098-2
Stevanin, S., Palese, A., Bressan, V., Vehviläinen‐Julkunen, K., & Kvist, T. (2018). Workplace‐related generational characteristics of nurses: A mixed‐method systematic review. Journal of Advanced Nursing, 74(6), 1245-1263. https://doi.org/10.1111/jan.13538
Warren, J. I., McLaughlin, M., Bardsley, J., Eich, J., Esche, C. A., Kropkowski, L., & Risch, S. (2016). The strengths and challenges of implementing EBP in healthcare systems. Worldviews on Evidence‐Based Nursing, 13(1), 15-24. https://doi.org/10.1111/wvn.12149
Remember, at the center of any academic work, lies clarity and evidence. Should you need further assistance, do look up to our Nursing Assignment Help
Proofreading and Editing$9.00Per Page
Consultation with Expert$35.00Per Hour
Live Session 1-on-1$40.00Per 30 min.
Doing your Assignment with our resources is simple, take Expert assistance to ensure HD Grades. Here you Go....