Building Professional Capacity Assessment 2022

Running Head: BUILDING PROFESSIONAL CAPACITY 1
BUILDING PROFESSIONAL CAPACITY
Assessment 2: Building Professional Capacity
Student Name:
Student ID:
Subject Name:
Subject Code: NSB305
Professor Name:
Due Date:

BUILDING PROFESSIONAL CAPACITY 2
Table of Contents
Introduction.............................................................................................................................3
Challenge being a GRN..........................................................................................................3
Challenge posing difficulties for all GRN’s............................................................................4
Short- and long-term implications of the challenge for the GRN to achieve safe person-
centered care............................................................................................................................5
Conclusion..............................................................................................................................5
b) Video suggestions...............................................................................................................6
Reference Lists........................................................................................................................6

BUILDING PROFESSIONAL CAPACITY 3
Introduction
There might be several practical issues and leadership related challenges in
professional practice for a graduate nurse (El Haddad, Moxham & Broadbent, 2013).
Transiting from student nurse to a graduate requires integrating a lot of knowledge, skills,
and expertise. A Graduate Registered Nurse (GRN) after completing education is expected
to be hired and work in varied healthcare facilities on a variety of general and specialty
units (Marlina, 2017). The time period when a student nurse makes the transition into the
role of a professional nurse can emerge to be quite challenged, a time period of reality
shock and transition shock. Transition shock takes place as a student nurse is less familiar
with practicing nursing with varied responsibilities, relationships, and knowledge regarding
performance expectations (Freeling & Parker, 2015). In the current task of critical
assessment, the professional practice issues with leadership challenges in nursing are
discussed.
Challenge being a GRN
Transiting to a GRN requires a student nurse to perform several tasks in unfamiliar
areas (Kaihlanen, Lakanmaa & Salminen, 2013). Student nurse gets the opportunity to learn
regarding various diseases processes with their associated care required in nursing. The
main challenge or issues that students face in making the transition from student nurse to a
GRN includes applying theories, concepts and knowledge learned into actual practice in
clinical settings (Hezaveh, Rafii & Seyedfatemi, 2014). Though these challenges are
inherent in clinical education, it often stops a student from gaining a full understanding
regarding the experience and aspects of a professional nurse’s role.

BUILDING PROFESSIONAL CAPACITY 4
While a student nurse learns varied types of theories and concepts regarding the
devising of nursing care plans and experiences for patient care. While a student nurse learns
varied skills and knowledge, it often becomes difficult to apply such skills in clinical
settings (Black, 2016). As nursing faculty needs to attend to a large number of students,
high student-to-faculty ration makes it difficult to move from one clinical site to another
and apply the relevant learned skills. A GRN is not always monitored and is expected to
take care of the patient by themselves. Therefore they are expected to replicate their learned
skills which can be difficult to integrate at that very moment.
Challenge posing difficulties for all GRN’s
The challenging issue of applying skills and knowledge learned into the practical
domain requires confidence and practice. While a student nurse is transiting to a GRN, it is
backed with significant learning from the course, skills and knowledge gained (El Haddad,
Moxham & Broadbent, 2017). But as a student nurse, there is very little scope in applying
such learning into the practical domain and have confidence in their practice. A GRN might
not capably have the skills to provide nursing care plans and assistance to the patient in
critical care. There might be nervousness to apply the skills learned in practice. When a
GRN starts their career, they are often given the responsibility to manage a number of
complex patients along with organizing their day-to-day activities and responsibilities
(Dlamini et al, 2014). These several responsibilities include documentation, working with
members of the family, answering calls and working with an interprofessional team while
advocating for their patients. It can be clearly seen that the role of a GRN is different when
compared against a sheltered student's role in providing and delivering care to one stable

BUILDING PROFESSIONAL CAPACITY 5
patient. This is coupled with a transition shock that comes coupled with feelings of anxiety
with incompetence which a GRN faces in their realities of practice (Racine, Holtslander &
Banow, 2015).
The real challenge is the transition period being very stressful for new graduating
nurses. Moreover, nursing courses do not always prepare students for their roles in critical
care in specialty areas. This leads to about one-fourth of new graduates transiting into
specialty areas lacking the relevant experience. Steps need to be undertaken to narrow the
academic-practice gap such that the contrast between the role of a student nurse and
practicing nurse can be greatly narrowed (Hart, Brannan & De Chesnay, 2014). Hospitals
and healthcare centers need to recognize and focus on the cost implications, which are the
driving force to apply integral knowledge in inpatient care for gaining further practical
experience.
Short- and long-term implications of the challenge for the GRN to achieve
safe person-centered care
There are various implications of the challenge for the GRN towards attaining safe
person-centered care. The short-term implications of the challenge faced by the GRN
include losing out on confidence and leading to burn-out (Lau, Willetts, Hood & Cross,
2015). In the short-term, a GRN might face complications from the inability to render
professional patient-centric care and in providing expert care to the patient in a safe person-
centric way. The stress from learning a variety of skills and knowledge might render the
entire process of application ineffective in nature. Therefore, one of the most serious short-
term implications and complications from rendering patient-centric care includes the

BUILDING PROFESSIONAL CAPACITY 6
inability to provide safe person-centered care altogether. A GRN is likely to face break-
down following the transition process.
The long-term implications from the challenge for GRN to achieve self-centered
care are not effectively learning the applications of the theory to practice. The long-term
implications include gaps prevailing in learning for the GRN from the rush to transit into a
professional GRN (National Council of State Boards of Nursing, 2016). While a student
nurse might want to transit in an immediate manner to become a GRN, there might be a
lack of skills learned and knowledge gained, which are necessary for person-centric safe
care. For example, nursing practice related to medication safety and its application might
not be learned in an appropriate manner. A GRN might lack the skills needed to evaluate
the process with which medication safety can be implemented (Yoon, Kim & Shin, 2016).
The gap in the transition period needs to be recognized and viewed as a crucial learning
period such that a student nurse can capably transition into a professional GRN.
Conclusion
In conclusion, it can be said that GRNs experiences a varied type of issues while
transiting from a student nurse to become a professional GRN. While every student is
expected to make such a transition, it is often difficult and stressful to emerge as a
successful GRN. It requires quite some time for students to gain the expertise and skills to
emerge as a professional in the domain of nursing in a clinical setting. It is important that
GRN integrates continuous professional knowledge, skills, and expertise to emerge as a
successful professional nurse.

BUILDING PROFESSIONAL CAPACITY 7
b) Video suggestions
Introduce the issue briefly and the reason why a GRN faced with the issue/challenge
needs to bring about change.
The GRN faced the issue of applying the knowledge and skills learned as a student nurse
into the practical domain. The reason GRN faced the issue is due to a lack of experience.
Though as a student various concepts or knowledge is learned, it becomes difficult to apply
such skills. The need to bring about the change includes allowing sufficient time for student
nurses to transit as a GRN.
Describe the 3 actions being sure to justify how they will be realistic for the GRN to
achieve safe person-centered care.
The 3 actions to justify realistically for GRN in achieving safe person-centered care are;
 Evaluate practical case studies to tests knowledge and skills known. Evaluating such
case studies will enable an understanding of practical cases in a better manner.
 Reflecting on varied patient-centric cases and undertaking self-reflection on a 3-
month basis to understand the gaps in knowledge or skills. This will allow
undertaking a path to improvement and attaining safe patient-centric care.
 Testing knowledge on specific skills that matter in safe patient-centered care. This
will also help learn the necessary codes and apply them to practice.

BUILDING PROFESSIONAL CAPACITY 8
Reference Lists
Black, B. (2016). Professional nursing-E-book: Concepts & challenges. USA: Elsevier
Health Sciences. 8th Edition.
Dlamini, C. P., Mtshali, N. G., Dlamini, C. H., Mahanya, S., Shabangu, T., & Tsabedze, Z.
(2014). New graduates' readiness for practice in Swaziland: An exploration of
stakeholders' perspectives. Journal of Nursing Education and Practice, 4(5), 148.
https://www.researchgate.net/profile/Ntombifikile_Gloria_Mtshali/publication/
269944328_New_graduates'_readiness_for_practice_in_Swaziland_An_exploration
_of_stakeholders'_perspectives/links/57037e2208aeade57a25314d/New-graduates-
readiness-for-practice-in-Swaziland-An-exploration-of-stakeholders-
perspectives.pdf
El Haddad, M., Moxham, L., & Broadbent, M. (2013). Graduate registered nurse practice
readiness in the Australian context: An issue worthy of discussion. Collegian, 20(4),
233-238. doi: 10.1016/j.colegn.2012.09.003
El Haddad, M., Moxham, L., & Broadbent, M. (2017). Graduate nurse practice readiness: A
conceptual understanding of an age old debate. Collegian, 24(4), 391-396. doi:
10.1016/j.colegn.2016.08.004
Freeling, M., & Parker, S. (2015). Exploring experienced nurses' attitudes, views and
expectations of new graduate nurses: A critical review. Nurse education
today, 35(2), e42-e49. doi: 10.1016/j.nedt.2014.11.011

BUILDING PROFESSIONAL CAPACITY 9
Hart, P. L., Brannan, J. D., & De Chesnay, M. (2014). Resilience in nurses: An integrative
review. Journal of Nursing Management, 22(6), 720-734. doi: 10.1111/j.1365-
2834.2012.01485.x
Hezaveh, M. S., Rafii, F., & Seyedfatemi, N. (2014). Novice nurses' experiences of
unpreparedness at the beginning of the work. Global journal of health science, 6(1),
215, viewed from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4825236/pdf/GJHS-6-215.pdf
Kaihlanen, A. M., Lakanmaa, R. L., & Salminen, L. (2013). The transition from nursing
student to registered nurse: The mentor’s possibilities to act as a supporter. Nurse
Education in Practice, 13(5), 418-422. doi: 10.1016/j.nepr.2013.01.001
Lau, R., Willetts, G., Hood, K., & Cross, W. (2015). Development of self‐efficacy of newly
graduated registered nurses in an aged care program. Australasian journal on
ageing, 34(4), 224-228. doi: 10.1111/ajag.12156
Marlina, T. T. (2017). A DESCRIPTION STUDY OF NURSING STUDENTS IN
CLINICAL PRACTICE. Jurnal Keperawatan Respati Yogyakarta, 4(3), 272-277,
viewed from http://nursingjurnal.respati.ac.id/index.php/JKRY/article/download/
162/78
National Council of State Boards of Nursing. (2016). National guidelines for nursing
delegation. Journal of Nursing Regulation, 7(1), 5-14, viewed from
https://www.ncsbn.org/NCSBN_Delegation_Guidelines.pdf

BUILDING PROFESSIONAL CAPACITY 10
Racine, L., Holtslander, L., & Banow, B. S. (2015). Using Wikis in an Online
Asynchronous Graduate Nursing Theories Course: Description of An Innovative
Educational Experience. Canadian Journal of Nursing Informatics, 10(3).
Yoon, J., Kim, M., & Shin, J. (2016). Confidence in delegation and leadership of registered
nurses in long‐term‐care hospitals. Journal of nursing management, 24(5), 676-685.
doi: 10.1111/jonm.12372