NURS 490: Reflecting on the Evolution of Personal Nursing Philosophy

This essay is a reflection on the evolution of a nursing student's personal philosophy throughout their RN-BSN program, specifically addressing the requirements of NURS 490. The student emphasizes the importance of empathetic, competent, and holistic care, rooted in values instilled during their upbringing and reinforced by the program. The essay highlights the influence of Madeleine Leininger and Chaplain's theories on the student's approach to spiritual and cultural care, acknowledging the significance of understanding patients' beliefs and values. It also describes how the student has developed awareness of patients' and healthcare professionals’ spiritual beliefs and values and how those beliefs and values impact health care. The student believes that nurses must restructure the care delivered in a manner that is ethnically meaningful to the patients. The student connects their academic experience with real-world applications, demonstrating how they met Essential IX of the program by connecting with numerous patients belonging to varied culture, while bringing together their cultural beliefs for enhancing their health, and providing culturally specific care to patients who belonged to ethnic minorities, thus aiding them during adverse health circumstances. The essay concludes by summarizing the student's commitment to providing comprehensive care by integrating cultural sensitivity and spiritual considerations into their practice.

Running head: ESSAY
NURS 490- Reflection
Name of the Student
Name of the University
Author Note

1ESSAY
Introduction- Most nursing professionals work for long hours in thought-provoking
circumstances, and their task is generally emotionally draining. Hence, presence of nursing
philosophy assists nursing professionals to engage in critical thinking, while reflecting on
their own opinions and values, thereby influencing their way of being and practice (Tanaka et
al., 2018). This essay will contain a reflection of personal philosophy that has evolved during
the baccalaureate program.
Reflection- My nursing philosophy is one where I strive to stand by for the entire
period of my nursing occupation. This nursing philosophy is predominantly based on offering
empathetic, competent, sympathetic and ideal holistic care to all patients, depending on the
best of expertise (Haley et al., 2017). The aforementioned nursing philosophy originates from
the morals and principles that had been inculcated in me all through my early juvenile years. I
had been taught the significance of helping the weak and the distressed, which further
reinforced my zeal to pursue the nursing profession. These beliefs and values are typically
concomitant with the desire to demonstrate respect and compassion towards all patients,
regardless of their personal values, while establishing a therapeutic relationship and
trustworthiness. Time and again it has been found that presence of a definite nursing
philosophy helps in informing the core content of the nursing profession, and also conveys a
meaningful way of life (Gottlieb & Gottlieb, 2017).
The baccalaureate course helped me realize that it is important for all nurses to realize
the fact that nursing is an art, owing to the fact that it surpasses to physical dimensions. My
philosophy holds that nursing is not merely based on empirical evidences but also has
associated-focused explanations and meanings. I most identify with the theories of Madeleine
Leininger and Chaplain. According to Chaplain’s spiritual care process, it is essential to play
the role of an active listener, with the aim of experiencing and gaining a sound understanding
of the suffering and pain of patients, while setting aside personal emotions (Geer et al., 2018).

2ESSAY
Therefore, the course modified my views and helped me realize that as a nursing
professional, it is imperative to deliver spiritual care to patients, based on their values and
faiths, in order to enhance their health outcomes.
I hold the opinion that development of multicultural skills facilitates learning about
the risk factors, sensitivities, and concerns of dissimilar cultures. This in turn promotes the
understanding of possible barriers to nursing and how to overcome them (Purnell, 2019). The
baccalaureate program offered me the opportunity to deliver both universal, as well as
culturally specific care to patients who belonged to ethnic minorities, thus aiding them during
adverse health circumstances. The assignments submitted during the program also helped to
comprehend that cultural care accommodation is vital to nursing and helps in negotiating or
adapting for an advantageous health outcome, or face adversity. Additionally, I also believe
that nurses must restructure the care delivered in a manner that is ethnically meaningful to the
patients.
Conclusion- Thus, I met the elements of the Transcultural theory of nursing by
connecting with numerous patients belonging to varied culture, while bringing together their
cultural beliefs for enhancing their health.

3ESSAY
References
Tanaka, K., Hasegawa, M., Nagayama, Y., & Oe, M. (2018). Nursing Philosophy of
community mental health nurses in Japan: A qualitative, descriptive
study. International journal of mental health nursing, 27(2), 765-773.
Haley, B., Heo, S., Wright, P., Barone, C., Rettigantid, M. R., & Anders, M. (2017). Effects
of using an advancing care excellence for seniors simulation scenario on nursing
student empathy: A randomized controlled trial. Clinical Simulation in
Nursing, 13(10), 511-519.
Gottlieb, L. N., & Gottlieb, B. (2017). Strengths-based nursing: A process for implementing a
philosophy into practice. Journal of family nursing, 23(3), 319-340.
Geer, J. V. D., Visser, A., Zock, H., Leget, C., Prins, J., & Vissers, K. (2018). Improving
Spiritual Care in Hospitals in the Netherlands: What Do Health Care Chaplains
Involved in an Action-Research Study Report?. Journal of health care
chaplaincy, 24(4), 151-173.
Purnell, L. (2019). Update: The Purnell theory and model for culturally competent health
care. Journal of Transcultural Nursing, 30(2), 98-105.