Nurse's Watch

Take my hand and follow me...

2012-01-01T13:00:00.000-08:00

Over the last year, I have learned so much. I still have so much more to learn but hopefully I can begin the next leg of my journey at a kinder and gentler pace.

To all the nurses out there, be aware that in the next 10 years 50% of all nurses and nurse educators will be retiring. We need more nurses who love what they do to commit to return to school to help educate our next generation of nurses.

~ When you teach your son, you teach your son's son. ~The Talmud

Nurses 'get' to be with others during the most private, joyous and heart rendering times of their lives. I love what I do and have done. Now it is time to inspire others.

~ The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. ~William Arthur Ward

Over the next year I will continue to chronicle my adventures in nursing education, as a pediatric nurse, a pediatric nurse educator and hopefully as a future doctorate student. However, I would love to look back and share some of what I have learned. To all my wonderful teachers at Charleston Southern University, thank you.

~ One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child. ~Carl Jung

Students, fellow nurses and colleagues, take my hand and follow me...

~ We have two lives - the one we learn with and the life we live after that. ~Bernard Malamud, The Natural

May we aspire to be excellent in all we do ...

Lessons Learned ~ "Life is the art of drawing without an eraser. " ~ John Gardner

2011-12-26T08:41:00.000-08:00

What have I learned?

That teaching and planning take a great deal of time and study.

That teaching can be fun and terrifying.

That teaching is not static.

That it is a labor of love, a passionate venture.

That teaching involves caring.

That learning never ends.

That experience is a good teacher but guided experience is the best teacher.

That my students much like my patients are now my responsibility.

That I must be wise.

That with God’s help I am able.

That I am entering a whole new world with new and exciting challenges.

That as I teach and guide I am simply standing on the shoulders of all those who have invested their time and effort in me. This humbles me and fills me with gratitude.

And finally that we are all part of something much larger than ourselves, the noble profession of nursing.

In January I will begin to work full-time as a pediatric nursing instructor with USC Upstate. This is so very exciting. God has ordered my steps and I am grateful. My goal was always to become a nurse educator. However, I had assumed that I would begin by teaching a fundamentals course before I would be able to move into my specialty. "Now to him who is able to do immeasurably more than all we ask or imagine, according to his power that is at work within us..." (Ephesians 3:20). I praise God.

Finally, I love collecting bits of inspiration. The quote below is from The Quote Garden. http://www.quotegarden.com/index.html

~ Enjoy ~

~When I think about all the patients and their loved ones that I have worked with over the years, I know most of them don't remember me nor I them. But I do know that I gave a little piece of myself to each of them and they to me and those threads make up the beautiful tapestry in my mind that is my career in nursing.
~Donna Wilk Cardillo, A Daybook for Beginning Nurses

Charleston Southern University MSN Class of 2011

2011-12-13T20:01:00.000-08:00

Oh, Happy Day! Graduation Time...

2011-12-04T18:04:00.000-08:00

Friday is pinning and graduation day.

I will earn my Masters in Nursing Education from Charleston Southern University.
It is almost time to celebrate,
Oh, happy day!

Leading by example...

2011-10-30T08:44:00.000-07:00

Leadership in Clinical Education and Leadership Growth

Creative Clinical Leadership

Jones (2005) proposes that senior nursing students can practice leadership by delegating responsibilities to novice nursing students. She outlines how they must gather patient information and give report to the junior students, as well as, inform them of the time they are expected to arrive, while also providing directions to the medical facility (Jones, 2005). Most importantly, they must evaluate the patient and student to determine which duties can be delegated safely and within the student’s scope of practice (Jones, 2005). This takes quite a bit of preparatory planning and organization.

Further, Jones (2005) notes that Bos (1998) identified five benefits of this type of delegation; students receive practice in prioritization, critical thinking, technical skills, use of peers as resources, and management. Other authors also relate that this type of peer tutoring increases confidence, personal leadership and personal relationships between students (Jones, 2005).

Kling (2010) had two classes of senior students lead sophomore students on their first and second days of clinical. The purpose of this endeavor was to allow the senior students to be able to participate in an active leadership position (Kling, 2010). This also allowed the students to experience life as an educator and mentor (Kling, 2010). Additionally, numerous other benefits became apparent after the implementation of this project. Friendships and support groups between the students that were initiated during this time period continued (Kling, 2010). Most notably, however, several students reflected that they might consider the possibility of someday aspiring to be nurse educators (Kling, 2010). Lastly, this leadership class took place before the NCLEX exam; this allowed the senior students time to review skills and processes as they explained these to the younger students (Kling, 2010).

In order for this scenario to be successful, students must be prepared, have a good understanding of the expectations and they must be familiar with their state’s Nurse Practice Act (Jones, 2005). If the student does not understand or is not prepared, this learning experience can fail to produce the expected outcomes.

In conclusion, this is an excellent way to introduce leadership with senior level nurses and this could be expanded upon in a number of ways. What if these senior students were assigned a sophomore or junior level student at the first of the year? They could be responsible for many aspects of the student nurse experience. Perhaps they could call a couple of times each month to see how the student is doing and if the student has any needs for tutoring or support. Not only does this provide extra direction and understanding for the novice but it could also increase the empathy level of the senior nurses toward the junior students. Is it possible this type of peer support could eventually impact lateral violence by increasing this sense of caring, collaboration and camaraderie toward other nurses early in the educational experience?

It is possible that this type of activity could be associated with the nursing honor society or the student nurse association where it could be voluntary or it could flow from one class to another. The students that feel comfortable with this experience may desire to continue to mentor the novice students after the year is over. In conclusion, this method of leadership training has tremendous potential beyond the activity itself.

Final Thoughts on Personal Growth

Fights (2011) suggests that nurses from the floor to the boardroom need to assess where they wish to be in 5 years, set career goals, discern how to accomplish them, commit to lifelong learning and get involved in policymaking, data collection and planning. She poignantly states, “As nurses, we must measure the value of what we do. Nurses are counted upon; yet if we don’t count what nurses do, nurses don’t count” (Fight, 2011, p. 59). This is very prophetic; nurses must cease to be invisible. How can this be accomplished?

This course has increased my appreciation and understanding for who I am so that I too can effectively lend my voice, vision and energy to the profession I love in an educated and intelligent manner. As Fights (2011) suggested I have been encouraged to set career goals and determine what I must do to accomplish them. This is vital to the growth, empowerment and consequent visibility of all nurses.

As I look back over this last year and a half, my growth as a professional has been incredible. This course and program of study has helped me define leadership and followership; it has helped me identify my personal leadership potential and creativity (Grossman & Valiga, 2009). Further, this course has helped me identify my personal role as a visionary, expert, achiever, critical thinker, communicator and mentor (Feldman & Greenberg, 2005). Additionally, as an educator, it has provided instruction on compelling ways to integrate and teach leadership (Feldman & Greenberg, 2005). This transformation has been subtle, continuous and at times unperceivable, yet as I look back from where I came, I am in awe.

Just a year ago, when we were instructed to write our personal philosophy; I wrote that the development of a philosophy is a process. I reflected, “Someday, I will more intimately know and understand my own personal philosophy. It will move beyond a way of doing and being to a personal philosophy of knowing. The journey has just begun” (Hiott, 2010). This has been accomplished! This class has expanded upon my “ways of knowing” (Jackson, Clements, Averill, & Zimbro, 2009, p.152). I know myself much more fully and have an appreciation for my strengths, my weaknesses, gifts, and passions all the better for participating in this program. I have been equipped, not only to teach, but also to dream and serve! Personal and professional exploration and education has increased my knowledge and confidence. Empirical knowledge helps me define the vision and set goals, while confidence from my personal, aesthetic and ethical knowing supplies the creative energy to embark upon the first step. Tyrrell (1994) shares, “Facilitation of student leadership development is an act of empowerment and an expression of caring” (Aroian, 2005, p.22). Thank you very much, Dr. Kling.

References

Feldman, H. R., & Greenberg, M. J. (2005). Educating nurses for leadership. New York, NY: Springer Publishing Company, Inc.

Fights, S. D. (2011). Future of nursing initiative: Nurses are the key. MEDSURG Nursing, 20(2), 58-59.

Grossman, S. C., & Valiga, T. M. (2009). The new leadership challenge: Creating the future of nursing (3rd ed.). Philadelphia, PA: F.A. Davis Company.

Hiott, D. B. (2010, October). Towards a personal philosophy of nursing education.

Jackson, J. P., Clements, P. T., Averill, J. B., & Zimbro, K. (2009). Patterns of knowing: Proposing a theory for nursing leadership. Nursing Economic$, 27(3), 149-159.

Jones, J. M. (2005). Chapter 26: Practicing delegation skills. In H. R. Feldman & M. J. Greenberg (Eds.), Educating nurses for leadership (pp. 279-287). New York, NY: Springer Publishing Company.

Kling, V. G. (2010). Clinical leadership project. Journal of Nursing Education, 49(11), 640-643. doi:10.3928/01484834-20100831-02

Reflecting on Nursing History

2011-10-28T23:53:00.000-07:00

Focus on nursing history and the art of reflection

In the future leadership will be an even more important aspect of nursing education. Feldman and Greenberg (2005) have included several chapters, which demonstrate creative ways to tie this information into nursing classes. Many of these ideas are creative and relevant.

One chapter captured my attention due to its emphasis on nursing history. Lewenson (2005) uses nursing history to illustrate nursing leadership. This is a great way to integrate nursing history, ethics and leadership into any class. Many nursing leaders were revolutionary individuals who bravely stepped outside of the social expectations of their time. Holmes (2008) states, “ It is the vehicle for understanding and appreciating the human situation as it has developed and evolved over time, and without it we can not claim to understand our culture, institutions or practices…” (p.104).This teaching technique engages students with inspiring stories and shows what is possible with passion, persistence and creativity.

Lewenson (2005) recounts the value of our history by quoting Lynaugh (1996) noting this is “our cultural DNA” (p.103). Further, she reflects that Christy (1969a, 1969b, 1969c, 1969d, 1970a, 1970b, 1975) wrote a series about historical nursing leaders; she has used these to inspire students to see what these nurses had to overcome to achieve their goals (Lewenson, 2005). Lewenson (2005) cautions against students using “present-mindedness” however, when interpreting these leaders actions; “present-mindedness” occurs when one judges historical information using a contemporary perspective (p.108). This can be remedied by having the students include information regarding the historical environment at the time. In 1917 the National League for Nursing Education (NLNE) suggested nursing history be added to the nursing curriculum to generate enthusiasm in nursing’s history and in the occupation, as well as, to create an appreciation for the obstacles, which had been overcome; these issues and objectives are still relevant today (Lewenson, 2005).

Lewenson (2005) notes that serendipitously nursing students noted many of the issues related to nursing have not changed, shortages, recruitment difficulties, and entry into practice debates. Further, Kearney (2010) suggests that nurses reconnect with their past to continue to fuel their passion for their daily work.

I feel that the study of history is vital for nurses. Lewenson (2005) indicated the ways which she has integrated history into the classroom, however, I feel that she has just scratched the surface of what can be done with this medium. One suggestion that could be added to this strategy would be to add present day leaders into the class through visiting lecturers, contemporary journal or news articles. While history is important visualizing current events and efforts for improvement at the local and state level can also inspire. I know that I would love to hear of contemporary educators and leaders ideas and visions for the future. Dossey (2010) states that Florence Nightingale would not want us to focus too heavily on the past but look forward to the future; thus we should look back with pride but forward with vision and anticipation.

Another very vital chapter in Feldman and Greenberg’s book was chapter nine. Morgan, Johnson, and Garrison (2005) report on the importance of the use of reflection in teaching nursing leadership. This is such an important concept for teaching, however it particularly applies to leadership. Morgan et al. note that Schon (1982) emphasizes that reflection enhances nursing skills by allowing the student to relive an experience, think about it, evaluate it, and learn from it. This reflective process promotes learning in the cognitive domain, as well as, the affective domain (Morgan et al., 2005). Consequently, reflection promotes prioritization, clarification and understanding of individual nursing practice (Morgan et al., 2005).

Reflection encourages self-appraisal, fosters critical thinking, encourages values clarification and cultivates communication (Morgan, Johnson, & Garrison, 2005). Reflection also helps students recognize patterns, form relationships, generate hypotheses, provide explanations, and draw conclusions (Morgan et al., 2005). Occasionally, students have a tendency to concentrate only on the problems, which occurred during the experience, while this is appropriate, they should be encouraged to name at least one thing that went well (Morgan et al., 2005). Langley and Brown (2010) note that most researchers value the use of reflection and feel this medium provides nurses with numerous opportunities for growth; trust between teacher and student is vital, however. I love this particular type of exploratory writing and feel that the author’s description and usage is appropriate.

While reflection is a beneficial device for students, one could argue that the addition of a rubric would provide parameters to guide the student’s thoughts and measure outcomes. In this same vein asking students to back up their insights and opinions with references from current sources will ensure optimal growth and educated conclusions. Reflection without guidance and educational expectations offers little opportunity for measurable outcomes and the development of critical thinking.

In conclusion, Dossey (2010) emphasizes that nurses must “communicate to a wider audience. This means learning to write clearly and powerfully, not only for our colleagues but also for patients, consumers, and other health care professionals, about how we as nurses integrate caring and healing” (p.223). Practicing the art of reflection can help develop the skill of writing with insight and passion. This will be particularly important as the nursing profession heads into the future.

References

Dossey, B. M. (2010). Florence Nightingale's vision for health and healing. Journal of Holistic Nursing, 28(4), 221-224. doi:10.1177/0898010110383111

Holmes, C. A. (2008). Historical enquiry and understanding our past. Contemporary Nurse, 30(2), 101-105.

Kearney, G. (2010). We must not forget what we once knew: An exemplar for helping nurses reconnect with their history and rediscover their passion for nursing. Journal of Holistic Nursing, 28(4), 260-262. doi:10.1177/0898010110376322

Langley, M. E., & Brown, S. T. (2010). Perceptions of the use of reflective learning journals in online graduate nursing education. Nursing Education Perspectives, 31(1), 12-17.

Lewenson, S. B. (2005). Chapter 8: Using nursing history to educate for leadership. In H. R. Feldman & M. J. Greenberg (Eds.), Educating nurses for leadership (pp. 101-109). New York, NY: Springer Publishing Company.

Morgan, D. A., Johnson, J. G., & Garrison, D. R. (2005). Chapter 9: Reflective journaling: Bridging the theory-practice gap. In H. R. Feldman & M. J. Greenberg (Eds.), Educating nurses for leadership (pp. 110-118). New York, NY: Springer Publishing Company.

Nursing Theorists ~

2011-10-22T11:40:00.000-07:00

Today when I checked the stats on this blog, I found I have had over 5,000 visitors! Thanks for visiting!

I notice that a lot of people are looking up the nursing theorist page. So In an effort to be collegial I want to share my nursing wiki that I have developed for teaching. I have a page on my Nursing Class Wiki that covers most of the major theorists. I am fascinated by them. I found several videos on You Tube and have these on this page. So for all you budding nurse theorist enthusiasts, enjoy!

Nursing Class wiki

By the way, this is a photo of the Yale library. Isn't it beautiful? Someday I want to go there... if only to breathe in the beauty...

Mentoring: To be or not to be...

2011-10-16T21:29:00.000-07:00

Mentoring: To be or not to be

Results of mentor assessments

The results of the mentor assessment were enlightening. On the one hand, it indicated I am 95% ready to be mentored. This I suspected. I have been on the lookout for a mentor but I often feel reluctant and hesitant to ask anyone to commit to such a task. Personally, I would enjoy the wisdom of an older woman in my life, especially since the deaths of my mother and mother in law. I have missed having older women in my life, who are secure in who they are and what they have been through. Harris and DeSimone (1998) propose that mentors can address life and career development (Vance, 2005).

Often women of the same age can be quite competitive. This is not what I am looking for at all. Grossman and Valiga (2009) write that often the mentor serves as a mixture of “good parent” and “good friend” by providing counsel during stressful moments, encouragement during challenges, and assistance with the development of professional skills (p.169). Optimally, they serve as exemplary role models and provide honest feedback (Grossman & Valiga, 2005).

The second part of the survey detailed my personal characteristics and what I am looking for in a mentor relationship. This portion of the survey indicated I value partnerships over competition and am overwhelmingly trusting. I like to question more than being told and my teaching style is also largely learner-centered. I am very tolerant but tend toward enjoying social interaction.

Having a mentor is not having someone to hold my hand as I negotiate the future. I perceive them more as a comrade in arms. Vance (2005) reflects that teaching and learning go together hand in hand and mentoring is also relational. Further, she purports that the mentor inspires, guides, models, encourages, facilitates, and nurtures (Vance, 2005). Mentoring often is reciprocal, with the mentee also committing to mentor others (Vance, 2005). What a beautiful picture.

Importance of mentors

Zilembo and Monterosso (2008) report that our current nursing shortage is global; this shortage combined with an aging nursing force and work recruitment and retention difficulties make it imperative that we proactively begin to recruit and mentor. Recently, as I reflected on my RN-BSN program, I felt that additional guidance would have been so helpful as I searched for and applied to graduate schools. This is an area that I would love to propose to explore in a PhD program. Do our RN-BSN students get the additional guidance and encouragement they need to enter graduate school?

It appears that undergraduate advisors help steer students but second degree nursing students’ or generational students who opt to enter accelerated programs or RN-BSN programs often are not afforded this guidance. These students frequently work full-time, in conjunction with raising families. Though they may be distracted by familial or financial obligations, they may be more inclined to pursue masters or doctoral degrees, if identified and encouraged. They generally have the bedside experience. Methods of identification and guidance could easily be implemented into the academic environment. This early identification could provide mentors to students interested in continuing their education. What are we doing to capture these motivated students? Are there methods of identification in place? In order to continue to ‘grow’ the profession, the best and brightest need to be gleaned from every level of the nursing educational environment. This activity needs to be purposeful. Chance and individually motivated students will not address this looming shortage. Nursing needs to proactively recruit, support, mentor and educate with an eye on the future.

Views supported

The literature supports the benefits of mentors. Dattilo, Brewer, and Streit (2009) note that new educators need an orientation to the educational environment and after they are acclimated, they need a mentor to help them with their professional goals. Sauter, Johnson, and Gillespie (2009) also report on the need for these same measures. Zilembo and Monterosso (2008) further expound upon the benefits of knowledgeable preceptors who demonstrate leadership skills. And finally, Murphy (2007) proposes that partnering with other faculty can help the novice nurse educator attain success. The literature overwhelmingly points to the benefits of mentors.

In addition to the benefits of mentors, Vance (2005) points to Erikson’s theory of human development and the stage called generativity to demonstrate that the concept is supported by theory. Jung also purports that the first part of life is spent on an outward journey and the second half of life is spent on an inner journey (Wiggs, 2010). Further Wiggs (2010) quotes Schachter-Shalomi and Miller (1995) as noting:

Many of us are rich without knowing it, because we have not permitted ourselves to examine and take delight in the successes that we planted in the past. When we harvest our lives, we receive return on our investment in the form of inner riches. We see that our work wasn’t in vain; that our relationships have brought forth rich fruit; that our struggles for meaning and value have been worthwhile; and that even our failures, stumbling, and ill-conceived actions unwittingly have led to unexpected successes and to wisdom that is beyond any price tag. (pp. 53–54)

Steps to find and become a mentor

Consequently, it is my goal to continue to look for a mentor and I believe that God will provide. While this may sound simplistic, the literature supports the need for the relationship to be the right fit, so I will be patient (Vance, 2005). Grossman and Valiga (2009) suggest that nurses who wish to find a mentor should reflect upon their strengths and weaknesses and examine their vision, goals, abilities, character and persistence. This I have done. They note that the individuals should be willing to take responsibility, respect confidences, provide feedback, accept constructive criticism and move through the logical phases of a mentoring relationship (Grossman & Valiga, 2009). I am ready for these steps.

In the mean time, I will continue to help those who ask me for assistance and direction for their plans with school. I will continue to apply myself at work and at school to increase my leadership potential and abilities. I will forge ahead with the plans I have made and follow God’s lead. Lastly, I will continue to enjoy my peer pals, guides and sponsors and try to continue to be the same to those in need (Grossman & Valiga, 2009).

References

Dattilo, J., Brewer, M. K., & Streit, L. (2009). Voices of experience: Reflections of nurse educators. The Journal of Continuing Education in Nursing, 40(8), 367-370.

Grossman, S. C., & Valiga, T. M. (2009). The new leadership challenge: Creating the future of nursing (3rd ed.). Philadelphia, PA: F.A. Davis Company.

Murphy, J. (2007). Role transition: Using partnerships and cognitive apprenticeship to become a nurse educator. In Moyer, F. (Ed.), Nursing education: Foundations for practice excellence (pp. 265-281).

Sauter, M. K., Johnson, D. R., & Gillespie, N. N. (2009). Educational program evaluation. In D. M. Billings &J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (3rd ed., pp. 467-511). St. Louis, Missouri: Saunders Elsevier.

Vance, C. (2005). Chapter 7: Leader as mentor. In H. R. Feldman & M. J. Greenberg (Eds.), Educating nurses for leadership (pp. 80-97). New York, NY: Springer Publishing Company.

Wiggs, C. M. (2010). Creating the self: Exploring the life journey of late-midlife women. Journal of Women & Aging, 22, 218-233. doi:10.1080/08952841.2010.495574

Zilembo, M., & Monterosso, L. (2008). Nursing students' perceptions of desirable leadership qualities in nurse preceptors: A descriptive survey. Contemporary Nurse, 27(2), 194-206.

Leadership ~ Sometimes means following...

2011-10-10T22:55:00.000-07:00

Leadership week 2: Follower, critical thinker and achiever

Followership Assessment

The Grossman and Valiga (2009) follower test was very insightful. Prior to starting the test, I envisioned myself as a good follower. I always try and devote myself to my work environments and educational projects by following those in the lead. My goal is to be an excellent follower and support my leader because I value and appreciate my leaders efforts. It is not an easy job. As a follower, I realize that while my role is often invisible, it is practical and important.

The Grossman and Valiga (2009) test demonstrated that I have a pretty good idea of my strengths and weaknesses as a follower. My score was 4.06; this indicates that I am a democratic self-starter who occasionally enjoys a challenge to a moderately participative follower who is an independent worker that, while not needing close supervision, does appreciate a bit of feedback (Grossman & Valiga, 2009). This I can see. I love assessing a situation or environment and seeing what I can suggest or do to make it better. Sullivan (1998) notes that followers are adept at finding solutions, not just pointing out problems (Grossman & Valiga, 2009). My natural tendency is to optimistically help things run smoothly and make sure everyone else is also a happy camper. I love encouraging people. I find that it seems everyone from our secretaries to other nurses’ come to me to ask me for advice concerning their educational ventures. I enjoy encouraging people to take the leap of faith into furthering their career and education.

I have also learned a lot about leaders and followers by participating actively in the work environment and observing those around me. Leaders who are not emotionally secure may not be able to appreciate or utilize followers to the best of their ability. Followers enjoy leaders who provide for autonomy, resources, individuality, as well as leaders who value relationships and lead effectively (Germain & Cummings, 2010). Kerfoot (2011) reports that when nurses feel safe and empowered the brain engages more actively in the work at hand, while insecurity propagates withdrawal from this same work environment. I have witnessed nurse managers whose insecurity led them to passively thwart their follower’s best efforts to support their leadership; this prompts an atmosphere of confusion and hurt. This makes sense as Kerfoot (2011) notes that leaders must manage themselves and their environment to gain and maintain the trust of employees.

Morrison (2008) also reflects that emotional intelligence can help nurses handle job stress and notes that these traits can be acquired. Therefore, I hope to continue to observe and learn how to handle conflict and collaborate with nursing colleagues to increase teamwork and productivity (Morrison, 2008).

Sullivan (1998) notes the role differences between leaders and followers are often very fluid with followers often performing as leaders and vice versa (Grossman & Valiga, 2009). Grossman and Valiga (2009) also reflect that being a good follower is excellent preparation for becoming a good leader. I agree. Most of the leaders I have followed were in positions of legitimate authority (Grossman & Valiga, 2009). Observing these different leaders has given me amazing insight into the mechanics of management, more so than leadership. However, personal growth can occur during times of good and bad leadership. My goal as a future leader is to remember not only what I have read, studied, and learned but also what I have seen and experienced. It is my hope that combining history, theory and reality can aid me to become an effective leader in the not too distant future.

Critical Thinker

The longer I have been a nurse the more my critical thinking has developed; Lemire (2005) noted that this is often the case. Each area I have worked in has had its own inherent needs and potential patient emergencies. On my first job, in labor and delivery, I can remember playing out in my mind the emergency steps necessary for various scenarios. I wanted to be ready and prepared. Each job since then has called for different skill sets and emergency applications.

The first challenge in each new job, after I determined possible emergencies, was to understand the mechanisms behind the emergency. Remembering systemically what was happening helped me determine correct nursing actions and understand the mechanisms behind them. The interventions were easier to remember when the dynamics of the situation were understood. Morgan, Johnson, and Garrison (2005) note that reflective thinking is “essential to identifying, analyzing, and solving complex problems” (p.111). After understanding the actual systemic mechanics of the emergency, the interventions were easier to remember, as were the expected nursing outcomes. Though I could not know it at the time, this process of reflection is an ongoing skill for all nurses (Morgan, Johnson, & Garrison, 2005). My graduate education has helped me name the processes I used as a young nurse to understand and organize my environment and patient care. This education will now enable me to equip others to do the same.

Further, my education challenges me as an instructor to try and find ways to increase critical thinking in the class. Lemire (2005) reports that is often difficult to execute due to the vast amounts of information, which needs to be taught. However, each step in the critical thinking process can help students remember and respond. Consequently, the skills I have developed as a nurse will now assist me as a nurse educator.

My new patient, in essence, is a student eager to pass the class and boards. Possible emergencies are misunderstanding of classroom material, which can delay learning. My goal is to assess ways to help the student assimilate the necessary knowledge, understand it, plan nursing interventions and measure outcomes. Helping them understand this process can assist them to prepare for each new unit they may work on and equip them with the skills to learn and prepare long after I have exited their lives. Vance (2005) concludes, “the teacher-mentor inspires, guides, models, encourages, facilitates, and nurtures students in their learning journey” (p.87). My education has equipped me to be a life-long learner and to influence others to recognize the value and merit in this choice as well.

Achiever

Dienemann (2005) notes “evidence of leadership is achievements” (p.37). My accomplishments as a nurse achiever stem from my personal desire to be an active part of each department I work in and my personal tendency to dissect the environment for possible improvements. When I started to teach in the clinical environment, I noticed that from week to week much of the basic clinic specific information we discussed did not change. I felt that if I could provide this basic information to the students’ prior to the clinical class, more time could be spent on discussing the experiential portion of the class. Consequently, I developed a clinical wiki, which provided the students with background information about the clinic. This allowed my co-teacher and I to concentrate on the more immediate and practical nursing interventions that the students were responsible for.

At the Center of Pediatric Medicine (CPM) my goal has been to participate in the CPM community and offer what support I can. The wiki has been useful for the clinic, as well as, the students in that it offers great basic information to assist with student and employee orientation.

Teaching is near and dear to my heart, consequently, I also joined the literacy committee at CPM. This committee serves as a liaison with the Reach Out and Read Initiative. Reach Out and Read is a grant that provides children ages 6 months to six years with a new book each time they attend a well child check up. While serving on this committee, I suggested that we find a way to give out books to older children, which do not qualify for this initiative. Therefore, we have had several book drives to collect books for these children. Being an achiever is a goal of mine wherever I go.

Dienemann (2005) reflects that nursing interventions and outcomes currently are somewhat invisible to the public; this makes outcomes for nursing care hard to measure and quantify. The more nurses find ways to achieve recognition and visibility in their perspective nursing arenas the easier it will be to see the value of the profession in measurable terms.

I feel that I have a great deal to offer the nursing profession. My graduate education has enabled me to see weaknesses in the media portrayals of nurses and opened my eyes to numerous ways the image of nursing could be improved upon and projected into the community at large. Ultimately, nurses who are passionate about what they do, need to ensure that the work of nurses is no longer invisible. We must labor to increase the public’s knowledge and appreciation of nursing so that the profession is portrayed as the valuable asset it is to humanity.

References

Dienemann, J. A. (2005). Chapter 4: Leader as achiever. In H. R. Feldman & M. J. Greenberg (Eds.), Educating nurses for leadership (pp. 37-50). New York, NY: Springer Publishing Company.

Germain, P. B., & Cummings, G. G. (2010). The influence of nursing leadership on nurse performance: a systematic literature review. Journal of Nursing Management, 18, 425-439.

Grossman, S. C., & Valiga, T. M. (2009). The new leadership challenge: Creating the future of nursing (3rd ed.). Philadelphia, PA: F.A. Davis Company.

Kerfoot, K. M. (2011). The art and neurobiology of connection: The leader's challenge. Nursing Economic$, 29(2), 94-95.

Lemire, J. A. (2005). Chapter 5: Leader as critical thinker. In H. R. Feldman & M. J. Greenberg (Eds.), Educating nurses for leadership (pp. 51-66). New York, NY: Springer Publishing Company.

Morrison, J. (2008). The relationship between emotional intelligence competencies and preferred conflict-handling styles. Journal of Nursing Management, 16, 974-983. doi:10.1111/j.1365-2834.2008.00876.x

Vance, C. (2005). Chapter 7: Leader as mentor. In H. R. Feldman & M. J. Greenberg (Eds.), Educating nurses for leadership (pp. 80-97). New York, NY: Springer Publishing Company.

http://www.reachoutandread.org/

"Let me tell you the secret that has led me to my goal. My strength lies solely in my tenacity." ~ Louis Pasteur

2011-10-03T21:01:00.000-07:00

I have decided to post my leadership portfolio on my nursing blog, Nurse’s Watch. This blog began as an undergraduate RN-BSN attempt to explore nursing blogs in informatics. It has since included discussions on theory and ethics as I have progressed through my undergraduate RN-BSN program and my Masters in Nursing Education program.

Further, I have discussed how I have used wikis in the classroom and the developed an e-portfolio. These posts have not been written as a showy demonstration of anything that I can do, but as a guide to others who may be called upon to navigate these self-same waters.
Therefore, Nurse’s Watch will now house my Leadership portfolio. My personal objectives for this course are simple; by the conclusion of this course I hope to have a even clearer idea of my future goals as a nurse and a plan on how to get there! I hope to refine my personal vision to more fully harness the energy and passion I have for nursing. Consequently, I invite you to follow along as I conclude my MSN program and begin the next chapter of my career as a nurse leader with my sights set on a PhD in nursing!

I feel so very, very fortunate to have been able to attend graduate school. I love nursing; what could be more perfect than teaching others what you love? The program I am attending has been phenomenal. I cannot believe how much I have learned and grown! This program has taught me about a myriad of teaching methodologies that are utilized in the classroom with the accompanying rationale and evaluative techniques. I am ready to teach! However, this program has also developed me as a leader. How, you may ask?

Leading does not necessarily involve holding positions of power (Grossman & Valiga, 2009). Grossman and Valiga (2009) note that often leadership and management are used interchangeably; they are, however, vastly different. Aroian (2005) reflects “ great leadership demands the ability to create and communicate a personal vision that points the way for others” (p.16). Further, she ends the chapter by noting that educators need to assist students to create and share their visions of the future (Aroian, 2005). Consequently, finding and developing a personal vision is important for me on two levels, as an educator and as an aspiring leader.

Jackson, Clements, Averill, and Zimbro (2009) discussed the attributes of a theory for leadership that involves Carper’s Ways of Knowing. I am intrigued by theories of all shapes and sizes and this one I especially liked. Basically, they observed that just as nurses must practice with a holistic approach to patient care, so must nurse leaders (Jackson et al., 2009). Carper’s Ways of Knowing (1978) includes empirical, aesthetic, ethical, and personal knowing (Jackson et al., 2009). It has been added to through the years with the inclusion of sociopolitical and unknowing ways of knowing (Jackson et al., 2009). Further, Jackson, Clements, Averill, and Zimbro (2009) contrast this leadership theory with the transformational leader. This explorative article concludes with the proposal of a leadership theory that encompasses all the appropriate and theory specific ways of knowing for nurses (Jackson et al., 2009). Over the next few weeks I intend to study this theory and others to increase my understanding and ‘knowing’ of leadership (Jackson et al., 2009).
The Vision

In order to reach my full leadership potential, there are steps I must accomplish in the short run and the long run. First, I am hoping to secure a full-time teaching position! Once I find my university ‘home’, I want to immerse myself in teaching and also find other areas to contribute in the overall academic environment. Public service is an area that I feel is part of this job as well.

Next, I hope to join my local and national nursing associations. This I would have done before now, except that I have no money for these things at present. Currently, any extra funds are going towards PhD program application fees, transcripts and the GRE! However, lending our voices and talents to our local and national associations ensures that they reflect our values and vision. Also, as Aroian (2005) suggests interaction can bring together people with a common vision and this is what will be needed to set the future course of nursing practice.

Which brings me to my ultimate goal, to begin a PhD program by next summer or fall! Why you may query would I just finish one program and desire to begin another? First, I am afraid if I stop and get out of the paper writing, studying mode I may never wish to return to this level of commitment. More importantly though, I have spent time reflecting upon my ultimate goals and this is where it led me. I asked myself, if I could do tomorrow what I most desire, what would it be? The answer is to teach, lead and write; I love to write. There is only one degree that really supports these goals, and that is a PhD in nursing. Holland (1996) and Schumaker (1998) reflect, “a vision is not just a direction;it also has a destination” (Aroian, 2005, p.22). Consequently, the journeycontinues.

Leader as Expert

Frank(2005) notes, “the leader as expert is one who uses multiple ways of knowingfor gathering information” (p.25). Further, the expert leader is skillful andknowledgeable; he or she is able to impact their surroundings in a positive andcreative way to accomplish goals (Frank, 2005). I have been fortunate to haveaccumulated quite a bit of life experience; this has led to growth inempirical, personal, ethical, and aesthetic knowing.

Fifteenyears in labor and delivery and pediatrics has contributed to empiricalknowing, as has my educational background. While Frank (2005) notes that thistype of knowledge is an important foundation for leading, “having knowledge ofself helps one to use the empirical knowledge gained” (p. 26). Reflectivepractices experienced during writing and blogging have increased my personalknowing or “knowledge of self” tremendously (Frank, 2005, p. 26). My faith andservice opportunities have impacted my ethical knowing. Frank (2005) reportsthat ethical knowing helps leaders with decision making, while aestheticknowing beautifully weaves these areas of strength together. I love to reflect,write, garden and create; these experiences have increased my awareness ofaesthetic knowing. Consequently, I feel that I am a expert leader due in partto the diversity of my life experiences. Embracing all these facets of my lifehas increased my ways of knowing and increased my leadership abilities andpotential.

Aroian, J. (2005). Chapter 2: Leader as visionary. In H. R. Feldman & M. J. Greenberg (Eds.), Educating nurses for leadership (pp. 16-23). New York, NY: Springer Publishing Company.

Frank,B. (2005). Chapter 3: Leader as expert. In H. R. Feldman & M. J. Greenberg(Eds.), Educating nurses for leadership (pp. 24-36). New York, NY: SpringerPublishing Company. Grossman, S. C., & Valiga, T. M. (2009). The new leadership challenge: Creating the future of nursing (3rd ed.). Philadelphia, PA: F.A. Davis Company.

Jackson, J. P., Clements, P. T., Averill, J. B., & Zimbro, K. (2009). Patterns of knowing: Proposing a theory for nursing leadership. Nursing Economic$, 27(3), 149-159.

An exciting assessment...

2011-07-29T13:26:00.000-07:00

This blog began in February 2010 in response to a BSN school project for informatics. I started by visiting nursing blogs to try and determine 'what makes nurse bloggers tick'. Get it, nurse's watch, tick? Corny, I know...almost as bad as the proverbial knock, knock joke. Anyway, I soon enrolled in graduate school and this blog has followed right along with me, my partner in work and education. It has provided a reservoir for all kinds of project studies from nursing theory to Wiki development.

Well, who would have thought it; I'm on the web! Nursing Watch was noted in the article below located at Masters in Nursing: Online Nursing Degree Programs in a blog article from Linda. Thank you, Linda! Some of these blogs are sites, which I have visited, commented on, and follow as well. Congratulations to them and give them a read. To review the importance and reasons for nursing blogging you can go back to the first of this blog; otherwise hitch a ride as I continue to finish my MSN in Nursing Education and hope to start a PhD or DNP soon. I have included the article and link below. Enjoy ;)

50 Best Nursing Blogs You Aren’t Reading Yet!

http://www.mastersofnursing.org/

by Linda on January 3, 2011

Nurse blogs are popular, not just for their medical content, but for the humor, insights and advocacy that male and female nurses display in their joy and in their frustrations with their jobs. This list of the 50 best nursing blogs you aren’t reading yet were created during and after January 2009. The blogs are categorized by year, and each blog is listed by the creation month. We may have missed some great up and coming nursing blogs in this process, so feel free to share your popular picks with us.

2010

Nursing School the Accelerated Route: Follow the blog of a student enrolled in an accelerated BSN program (January).
The Student Nurse: Read about the adventures of a student nurse who is embarking on a second career (January).
Travelista, RN: This blogger is pursuing both an ASN/RN and MS in Management (January).
Just Call Me Nurse…Eventually: A wife and mother decides to return to nursing school (February).
Nurse’s Watch: Registered nurse with a background in pediatrics, labor and delivery, recovery, postpartum and newborn nursing (February).
Nursebound: A former journalist goes back to school for nursing, where “It’ll only hurt for 16 months” (February).
The Medical RNinja: A third-year medical student and RN blogs about nursing, medicine and considerations on becoming a doctor (February).
Mom, Wife, Student, Nurse, Ahhh! This full time executive assistant is starting an evening CNA course and plans to become a nurse (March).
Nursing & EDS! A 24-year-old with EDS has one more year of nursing school to go. This blog is dedicated to recording the bumps, bruises, and dislocations along the way (March).
The Nerdy Nurse: A wife and mother and self-proclaimed “nerdy nurse” writes about her experiences (March).
NurseXY: This nurse is starting a new grad critical care internship on the CVICU in a 1000 bed, Level I hospital in one of the largest metro areas in the country (April).
R (etired) N: This retired RN still focuses on health, especially for women (April).
GamecockNurse’s Brave New World: A male emergency room nurse uses this blog to work through the anger and tears to get to the smiles and laughs (May).
Happy Hospitalist: This blog is dedicated to bringing the latest information about hospitals, hospital jobs, hospital equipment and more to readers (May).
Madness: tales of an emergency room nurse: This blog is about the adventures of a veteran nurse in an inner city ER (June).
Frazzled_razzleRN: A wife and mother talks about her return to nursing school (September).
Tales of a School Zoned Nurse: A school nurse rigid in the frontlines of the war against lice, patching up playground boo-boos, begging parents to bring their child’s emergency medication to school, and helping the snacks in the teacher’s lounge mysteriously disappear (September).
The Doctor Stole My Stethoscope: Raquel is not Florence Nightingale from her own admission…but she is a nurse and mom who tries to do an above average job at both (September).
Sam the RN: Sam is an RN in a hospital located somewhere in the U.S. (October).
The Nursing Ethics Blog: Dr. Nancy Walton is an Associate Professor of Nursing in Daphne Cockwell School of Nursing at Ryerson University and Dr. Chris MacDonald is a philosopher by training who has written widely in the area of applied and professional ethics, including nursing ethics (October).

Faith Integration...

2011-06-26T09:32:00.000-07:00

The school I am attending is a Christian University. One of the courses I'm taking this summer is called Faith Integration; I love it. The book we are using for this course is Called to Care by Shelley and Miller. It is excellent. Someday soon, I will be writing my own Christian nursing theology paper. I am excited. I know, I know, I am such a nerd...

Reflections of an Educator: The Beginning

2011-03-26T19:21:00.000-07:00

An Overview

As I reflect on the completion of the nurse educator projects, it is amazing how transformative this course has been. Not only has it provided a brief and insightful glance into the world of education, but also, it has illuminated the complete picture of the nursing educational environment for me. This course has filled in many gaps in my concept of nursing education that I was unaware even existed. Previously, my idea of this environment was very compartmentalized. In addition to broadening my vision of nursing education, it has also motivated me to begin to organize and plan now for my practicum in the fall.

First, I generally consider myself very organized. This project has demonstrated that even an organized person needs to have a plan B! Having completed my previous clinical practicum with G.H.S., it never occurred to me that I would not be able to be a student there again! Imagine that? I can work for them, teach in the clinical environment for a local technical college there, but I cannot be a student there. I now know all about rules and contracts with schools; needless to say, I was unprepared for this little glitch. Fortunately, the instructors at the college where I teach in the clinical environment were very kind and accommodating. I made numerous calls, left endless panicked messages and was able to find an instructor who worked somewhere besides G.H.S. Consequently, for my practicum, I worked in an extended care facility (a far cry from pediatrics) and in several simulation labs. This broadened my view of the nursing program tremendously, however. Consequently, while this was not my first choice for the clinical environment, it proved to be the most enlightening.

While working in the simulation lab, oddly enough, I actually met another instructor who is due to graduate this spring from a different school who had encountered the same practicum problem. Wow! Note to self, there is no such thing as too much planning and organizing! Thus, I will start now planning for the 180 hours due this fall! Therefore, lesson number one involved a simple (well, maybe not so simple) lesson in mechanics!

Clinical Reflections

The simulation labs were amazing. I had never participated in these before. The students of the fundamentals class, which attended the simulation lab, were required to either perform a wet to dry dressing, a female catherization, or nasopharyngeal suctioning. The students each had a backpack full of their own supplies such as catherization kits and suction kits. This was great. This would have been so helpful for me as a tactile learner when I was in school. It would have been wonderful to be able to practice procedural steps over and over with the actual equipment. This could have significantly reduced anxiety and stress! Another simulation lab required more advanced students to enter a room as a team to take care of a patient who was in respiratory distress. Other simulation experiences included having the students work with a mentally ill patient and the delivery of a baby.

I was really impressed with the simulation labs and the experiences they could provide. The ‘patients’ could talk, perspire, cry, cough and groan. They had appropriate pulses, blood pressures and color changes. This provided the students with much needed practice, as well as, the opportunity to critique the care they provided, much like a football coach reviews game footage with the players each week.

The clinical experiences in the extended care facility were also very revealing. This rotation was not just to allow the students to experience elder care but was also structured so that the students learned to work as a team. Each day a charge nurse and a medication nurse were chosen, the other nurses were then assigned patient care. The charge nurse was responsible for checking on the other nurses to ensure that everything was going smoothly and to assist in any way possible. The medication nurse dispensed the required meds and worked with the staff nurses to assure that vital signs were noted and within normal range before medication administration. This experience was very profitable for the students and me. It was interesting how the teacher had combined the experiences of nursing care, leadership and delegation. Teamwork is an essential part of nursing and this provided an excellent environment to teach this.

Didactic Reflections

Didactic teaching was an eye opener! In order to teach the instructor must first and foremost know the material. Consequently, I learned that teaching is very time consuming! I could not simply write some case studies and present them. I had to know the material. This required hours of review. After I digested the material. I then looked for applicable case studies and more often than not, wrote my own. I was excited and pleased when the instructor asked for copies of them when the class was over. Later, I also learned that the students had all performed very well on their test. Yay! While this endeavor was very challenging and time consuming, it was a great experience.

Each week I was able to observe the primary teacher; this included her teaching techniques and some interesting class dynamics. This instructor utilized a PowerPoint and lecture as her main teaching focus, however, embedded in this PowerPoint were tests and relevant video links. Her technique was very interactive and informative. I was impressed that despite one small group of disruptive students she always remained calm and focused. The last day of my presentation the disruptive students were actually sent to a meeting with another teacher and the department head. This situation made it clear that teaching is not for the weak of heart, it takes passion, organization, time, strength of character and dedication!

Conclusion

In conclusion, nothing can replace clinical experiences, for the student nurse or for this budding nurse educator. One can read about teaching all day long but until objectives are written, outlines designed and materials organized and presented, it is not the same. Ultimately, my dream is to educate. Consequently, I am excited to have had this glimpse into the future. This peek has provided a glance into the responsibilities and challenges that await me this fall, for this I am very grateful.

The Greatest Challenge to Success

2011-03-26T18:41:00.000-07:00

The Greatest Challenge to Success

As I began to approach this time of practicum, I was much more nervous than I expected. Why? I am a nurse with fifteen years experience in labor, delivery, mom, baby, newborn nursery, and pediatrics. This is a pretty varied background. Although I do confess to feeling a bit under equipped at times, particularly in the medical surgical area. In my own area, I may be considered an expert. However, teaching is a whole new experience. Yes, I have home-schooled my children, but the students in my future will be adults and will not related to me! Ultimately, I realize the most difficult part of this whole experience goes far beyond creating lesson plans, outlining objectives and organizing a practicum. It is much more personal. It is realizing I will be a novice again. Cangelosi, Crocker, and Sorrell (2009) affirm that moving from an area of expertise to an area of inexperience can create anxiety and tension. Thus, the thought of starting over in a new career is as exciting, as it is excruciating. I, like most people, like to be comfortable.

However, I also can see first hand how the nursing instructor shortage is affecting everyone. My own son is on the waiting list for a BSN program at a local college after preparing for two years in the undergraduate arena. Nursing instructors are needed. Who better to teach them than a nurse who loves what she does, loves to teach and loves to care for others? Murphy (2007) observes that just as nurses care for patients, nurse educators care for students. So what is the answer? If lack of experience, lack of confidence and lack of knowledge are the challenges I face, how can these challenges be remedied?

Education and experience are the keys to growing in confidence and comfort but these tasks have been initiated. I know I have the desire. I love the thought of someday pursuing my doctorate. However, with essentially three different jobs right now I often feel divided and conflicted. What are other contributors to these feelings of insecurity? How can I address the challenges awaiting me? Are there steps to take that can help an adult in midlife who changes careers? If there are, what are they? How can a nurse prepare to become a nurse educator?

Rose Kearney-Nunnery (2008) recounts that Bridges’ Stages for Managing Transitions is comprised of three phases. The first phase involves letting go of the comfort and safety of routine and to experience loss (Kearney-Nunnery, 2008). This I have definitely experienced. In the second phase the individual has let go of the old ways and yet needs support and assistance to grow in the new area (Kearney-Nunnery, 2008). This is where I am now. Lastly, the final phase is the new beginning; here the individual moves in an alternative direction with energy but must operate in a culture of respect to grow and become confident and competent (Kearney-Nunnery, 2008). This makes a great deal of sense. I do feel uneasy at times about moving into a new job, however, I have gathered supporters who are assisting me. Consequently, it will be vital as I move into the educational environment to seek out positive mentors and schools that encourage the use of preceptors. Murphy (2007) notes that the mentor relationship is more informal than the preceptor relationship and lasts for a longer period of time. Generally, in this situation it is best if the student is allowed to pick a mentor to ensure compatibility (Murphy, 2007). In some respects it would be easier to move into the hospital environment as an educator, however, I passionately desire to enter the academic environment. Therefore, it will be especially important for me to garner the friendships of fellow educators for encouragement.

Chapter fourteen from Nursing Education: Foundations for Practice Excellence addresses mentoring in nursing education. When I read this material, I recognized that Charleston Southern University has followed the same steps suggested for novice nurse educators in setting up the masters in nursing education program. The more of this chapter I read, the more comforted I became. Though it will be a long time before I am an expert nurse educator, all the prerequisites have been provided for me. I have had the opportunity to select a mentor who can serve as a role model and who can scaffold her guidance and support. As well as, the opportunity as a student to expand my experience level, reflect upon this new practice and articulate this growth (Murphy, 2007). As I reflect upon the skills that have already been attained, I am reassured that I will indeed be competent when I complete the program. I have already had the opportunity to learn about curriculum design, staff development, portfolios, leadership, lesson planning, objective development, learning and teaching strategies, technology, research and the statistics behind the research. These are just a few of the skills, which have been worked on thus far and it has only been seven months! This is a tremendous base as a novice educator to build upon and yet I still have nine months to go! Imagine all I have yet to learn and grow comfortable with. Yes, I am in Bridges’ stage two with my sights set on the future!

Completing this essay has helped me realize how far I have come in a short period of time. This has been very reassuring. As I reviewed the recommended tactics for assisting novice nurse educators to become experienced, I realized afresh that my school is aware of these strategies. This realization alone increased my confidence. Reviewing Bridges’ Stages for Managing Transitions encouraged me that the ambiguity I feel at times is normal. Thus, my greatest dilemma, which was hesitancy, a lack of confidence and the fear of being a novice, has been faced and replaced with peace.

References

Cangelosi, P., Crocker, S., & Sorrell, J. (2009). Expert to novice: Clinicians learning new roles as clinical nurse educators. Nursing Education Perspectives, 30(6), 367-371.

Kearney-Nunnery, R. (2008). Advancing Your Career: Concepts of Professional Nursing (4th ed.). Philadelphia, PA: F.A. Davis Company.

The first objective: Enter to Learn...

2011-02-25T20:59:00.000-08:00

Personal Written Objectives and Reflective Journaling

This week we are posting personal objectives, which are to be achieved during the clinical and didactic teaching practicum during my Teaching Methodologies class. As you can see one of my first objectives in each area is to become more comfortable with writing objectives! Objectives are important. They offer the teacher and the learner a guide for what will be covered and how. Bastable and Doody (2008) note, “Together, objectives and goals form a map that provides directions (objectives) as to how to arrive at a particular destination (goal) (p.286). Below I have written my clinical and didactic objectives. On a side note, it is harder than it looks!

Clinical Objectives:

When planning for clinical, I will write clear objectives by utilizing our teaching texts.

In the clinical environment, I will make appropriate assignments after reviewing the dynamics of the setting.

Prior to clinical practice, I will organize an effective pre-conference by addressing student orientation needs.

After clinical practice, I will choose relevant post-conference topics to review and reinforce situational learning.

In the clinical environment, I will recognize student needs for support and reassurance by observing the students and checking with their nurses.

In the clinical environment, I will demonstrate leadership and direction by being available and involved with the students and nurses.

In the clinical environment, I will evaluate student-nursing care by assessing patient care and charting.

In the clinical environment, I will demonstrate understanding of the legal responsibility of the instructor by reviewing hospital and school protocols.

Finally, my preceptor and the students will assess all these objectives. They will observe my performance in the clinical environment and critique my abilities with a final written evaluation.

Didactic Objectives:

Prior to class, I will write clear objectives for class instruction by referencing our class texts.

Prior to class, I will organize and plan didactic instruction by reviewing the material to be taught.

Prior to class, I will create lesson plans by expanding upon the material to be taught.

During class, I will generate excitement and interest in the presented material by involving students in class discussion.

During class, I will foster activities to create critical thinking by introducing relevant case studies.

During class, I will demonstrate professional and caring behavior by coming to class prepared.

During class, I will foster understanding versus memorization with the utilization of real case studies.

Following class, I will evaluate student comprehension and retention by inviting discussion.

As with the clinical portion, the didactic portion of the class will be evaluated by the preceptor and the students. This will be accomplished with a written critique.

Reflection

I feel a bit better since I met with my preceptor. Together we have tentatively mapped out the didactic portion of my teaching project. She has sent me her PowerPoints and I will be supplementing her teaching with appropriate case studies. These will allow the students to practice some critical thinking skills. The three classes will be devoted to the muscular/skeletal system, the gastrointestinal tract and the genitourinary tract. Each class session I will have an hour to teach. I really would like to find ways to help the students interact with the material. That is why I felt that case studies could provide this essential link between the written material and nursing care.

The picture featured in this post is by Alan Levine. It was taken at Keene State College and it speaks volumes about learning. The verb enter can be substituted with many others: read to learn, study to learn, write to learn, compute to learn...the key is that learning is linked with an action verb, as are objectives! Consequently, to learn one must take action.

References

Bastable, S., & Doody, J. (2008). Behavioral Objectives. In S. Bastable (Ed.), Nurse as educator: Principles of teaching and learning for nursing practice (3rd ed., pp. 383-427). Sudbury, Massachusetts: Jones and Bartlett Publishers.

And so it begins...

2011-02-18T06:30:00.000-08:00

Hello, old friend. I recently finished my Nursing Informatics class, which I loved....Now I am beginning Teaching Methodologies. I am excited about this. For the next five weeks I will be blogging about the first classes I... yes I... will be planning, implementing and teaching! I hardly know what to expect. One thing I have learned, is that when a professor teaches a class, and you learn, and it's interesting, a lot of hard work went into it! So, to say that I am not nervous and a little overwhelmed, at this point, would be a falsehood.

This week I have begun by finding my preceptor. I am so happy that I started instructing clinical students with a local technical college this past fall, in addition to my job at the clinic. I have met some wonderful masters and PhD prepared instructors who are very agreeable to helping me. Thankfully, God is always one step ahead of me. Don't you love it when we say things like this? How small we often think. Of course God is one step ahead of me; He is, after all, the beginning and the end! When I began teaching, I viewed this only as a way to make much needed extra income! Shortsighted, I know.

At this point, I have spoken with my preceptor and we have discussed some ideas as to how we will accomplish the teaching required for this five weeks. All total I need 22.5 hours in clinical teaching and 22.5 hours in classroom teaching. This weekend I will try and work on a plan and all my objectives. I believe we are going to come up with some material to reinforce some of her teaching and to hit areas they may not otherwise have time to cover. In short, this is going to be a crazy busy weekend. Hopefully, though, it will be very productive. I am a big planner, so once I get this all set up I'll feel much better.

Often I like to use historical nursing photos for project blogs but I couldn't resist this picture of "Dorrie as a nurse." I too am just beginning my life as a nurse educator, however, I am not near as cute! The photographer is Paul Schultz and I found this photo on Flickr. It has an attribution license which allows users to re-post if they credit the author. For budding bloggers remember to check the license of the photo you wish to post. If it is copyrighted you will need permission from the author. This is one reason I like to go to Flickr and check the creative commons gallery.

Nursing Informatics...

2010-12-11T12:42:00.000-08:00

Well, I have survived my first semester in graduate school!!! Yay! While the nerd in me has enjoyed every excruciating minute of it, the human part of me is pooped, sucked dry, devoid of any remaining creativity. Well, maybe not quite....

I have started a nursing wiki. What about that? Every time I think I have accomplished the last computer initiative possible for me, I find another creative avenue to pursue. This was completed as an assistive device for the nursing informatics class I am developing in my curriculum development class. I wanted to utilize the Internet for this class to involve the medium we will be studying. Then I decided it could be used for my current clinical students as well. As alluded to in the humorous picture above, informatics will be increasingly important in the years ahead. Who knows what the future will bring.

I mention this here to offer this creative activity to other aspiring BSN students or MSN graduate students. I watched a video on You Tube where a professor discussed his use of the medium. I read about different free wikis and decided on Wetpaint. This provides a place where I can post class notes, background information, videos, and PowerPoints. I have been very impressed with the ease of the overall process.

While some wikis can be altered by others, I have mine restricted so that only I can change notes. It will be interesting to watch the progress of this site and to 'play' with it as well.

If you are interested in wikis and/or how to use them, I have videos in my wiki called Nursing Class from You Tube about them. These are located in video collection one. Feel free to visit the wiki if you so desire at: http://nursingclass.wetpaint.com

A Grand Nursing Theory...

2010-10-23T19:36:00.000-07:00

Over the years nurses have attempted to define nursing. From these efforts, numerous theories have emerged. Many might consider these theories rather dry material, and in all honesty, this was probably my first conclusion as well. As I studied nursing theorists, I felt confused by the language. I was at a loss to see the purpose. However, for any students grappling with these same feelings, I would like to encourage you. The more you study them, the more you appreciate these nurses who spent a great deal of time and effort defining our profession, for ultimately this is what delineates a science.

The first nursing theorist was Florence Nightingale. Through the years numerous other nurses added to her theory and expanded upon the ever-changing profession with theories of their own. Defining these nursing theories or categorizing them can be quite a task and many have tried. Tomey and Alligood organized theories by scope. They coined the terms grand theory and middle range theory (McEwen & Wills, 2007). For the purposes of this presentation these are the terms, which will be utilized.

Grand theories are ambitious, abstract, broad and complex (McEwen & Wills, 2007). Middle range theories are more precise when it comes to nursing practice but are also more limited (McEwen & Wills, 2007).

Last year I performed a PowerPoint about Myra Estrin Levine. I found her grand Conservation Theory interesting and clinically applicable. However, this year I am going to study Jean Watson’s Theory of Human Caring. This is one of the most beautiful and ethereal grand theories. Does she incorporate common nursing metaparadigms? Does she utilize the main nursing paradigm consisting of ways of knowing? Is this theory clinically applicable? Can it be used in different settings? Is it realistic? We shall see.

The Philosophy and Science of Caring by Jean Watson

Jean Watson grew up in the Appalachian Mountains, the youngest of eight children (Tomey & Alligood, 1998). She attended the Lewis–Gale School of Nursing, graduated, got married and moved to Colorado with her husband. She then attended the University of Colorado. Here she received her B.S.N., an M.S. in Psychiatric Mental Health Nursing and later her Ph.D. in Educational Psychology. Nursing: The Philosophy and Science of Caring by Jean Watson was first published in 1979 and later updated in 1985, 1988 and 1999 in Caring Science as Sacred Science (Johnson & Webber, 2010). Jean Watson has experienced a long and fruitful career as an instructor, coordinator and director of the Center for Human Caring at the University of Colorado in Denver. She has received numerous awards and grants and is a prolific writer and speaker.

The basis for the theory of human caring revolves around ten carative processes. Watson states that these ten carative processes are the core of nursing, procedures and tasks are the ‘trim.’ “Curing disease is the domain of medicine…the caring stance that nursing has always held is being threatened by tasks and technology (George, 1990).”

The Ten Carative Processes:

1. Humanistic-altruistic system of values

2. Faith-hope

3. Sensitivity to self and others

4. Developing helping-trusting, caring relationship

5. Expressing positive and negative feelings and emotions

6. Creative, individualized, problem-solving caring process

7. Transpersonal teaching-learning

8. Supportive, protective, and/or corrective, mental, physical, societal, and spiritual environment

9. Human needs assistance

10. Existential-Phenomenological and spiritual forces

Nursing has at its core the metaparadigm of person, environment, nursing and health.

Watson has defined these in relationship to her theory. Watson’s metaparadigm definitions listed below are from Nursing Theories by Julia George (1990):

Person: “A valued person to be cared for, respected, nurtured, understood, and assisted.”

Environment: “Caring (and nursing) has existed in every society. Every society has had some people who care for others. A caring attitude is not transmitted from generation to generation by genes. It is transmitted by the culture of the profession as a unique way of coping with its environment.”

Nursing: “ A human science of persons and human health-illness experiences that are mediated by professional, personal, scientific, esthetic, and ethical human care transactions…Nursing involves understanding health, illness and the human experience...”

Health: “Unity and harmony within the mind, body, and soul; health is associated with the degree of congruence between the self as perceived and the self as experienced.”

The paradigm of nursing is often represented with Carper's Ways of Knowing. Are ways of knowing included in Jean Watson's theory? Yes, Carper's Ways of Knowing consist of empirical knowing, esthetic knowing, and ethical knowing and personal knowledge. Watson’s definition of nursing includes all these ways of knowing as evidenced by the next quote. "Nursing is a human science of persons and human health-illness experiences that are mediated by professional, personal, scientific, esthetic, and ethical human care transactions (George, 1990)." From casual observation Watson’s Theory of Human Caring probably represents the paradigm of nursing better than any other theory, clearly and succinctly.

As beautiful and inspiring as these concepts sound, are they applicable and practical?

Applying grand nursing theories in any nurse practice setting and evaluating those applications can be difficult. Often qualitative research is necessary. Results of qualitative research are generally not as accepted for making evidence based practice changes as quantitative research methods. However, hopefully this will be changing. Watson states she does believe in the scientific method (empirical evidence) but she also feels that other ways of knowing are necessary to provide the holistic perspective (George, 1990). In order to measure the most beautiful and essential part of nursing, “Watson suggests that qualitative-naturalistic-phenomenological and descriptive phenomenological approaches are more useful (Johnson and Webber, 2010).” Some studies were found where the carative processes were applied with HIV patients and hypertensive patients. Both these studies indicated a positive response to the process of caring.

In conclusion, Jean Watson stated, “Traditional health care is a myth, this is medical care. True health care focuses on life style, social conditions and environment (George, 1990).” This is so true. Time and caring is what sets the nursing profession apart from medicine. As time goes on and the science of nursing continues to move in ever diverse directions, it will be increasingly imperative for nurses to hold fast to their roots in the philosophy of caring. If we lose sight of this aspect of the profession, we will lose the part of our science, which is most noteworthy and desirable, our overall identity.

In conclusion, I wanted to add a beautiful tribute to caring. Consequently, the next two blog posts have videos, which, I feel demonstrate the beauty of caring in song and dance during this month of October, national breast cancer awareness month. These videos reflect what we all know; caring is not unique to nurses. However, as nurses it is what we do and who we are...Put your pink gloves on and enjoy!

References

Alligood,Martha Raile; Marriner Tomey, Ann. (1998). Nursing Theorists and Their Work (4th ed.). (L. Wilson, Ed.) St Louis: Mosby.

Eichelberger, Lisa Wright; Sitzman, Kathleen. (2004). Understanding the Work of Nurse Theorists : A Creative Beginning. Sudbury, Massachusetts: Jones and Bartlett Publishers, Inc.

George, J. B. (Ed.). (1990). Nursing Theories: The Base for Professional Nursing Practice (3rd ed.). Norwalk, Connecticut: Appleton and Lange.

Johnson, B. & Webber, P. (2010). An Introduction to Theory and Reasoning in Nursing. (3^rd edition) Tokyo: Wolters Kluwer: Lippincott Williams & Wilkins.

McEwen, Melanie; Wills, Evelyn. (2007). Theoretical Basis for Nursing (2nd ed.). (H. Kogut, E. Kors, & M. Zuccarini, Eds.) Philadelpia, PA: Lippincott Williams & Wilkins.

Photographs

“Theory” creative common license by Diolz Aslant Mohamed. Retrieved from Flickr 10/17/10

“Heart in Hand” creative common license by Eisenbahner. Retrieved from Flickr 10/17/10

Pink Glove Dance: The Sequel

2010-10-23T14:19:00.000-07:00

Pink Glove Dance

2010-10-23T14:14:00.000-07:00

Introducing Nursing Theory...

2010-10-03T15:45:00.000-07:00

Well, I have just started my nursing theory class and I love it. It's kind of heady information but intriguing. Theory is the infrastructure around which nursing is built, defined, and expanded upon. In this class we will be studying different educational philosophies, theories, and how they can be used while teaching patients and students.

At some point, I need to present a project concerning a grand nursing theory. I may use the venue of blogging to present the chosen theory. In my undergraduate nursing course, I prepared a power point, however, utilizing this blog would fit the creative criteria and could possibly be of use to other nursing students in the future. Hmmm, I'll have to think on this....

Well, until I get to the meat of theory and have something more than a few big words to share, I shall close for the day. To all the nursing students out there, hang in there, it's worth it!

Also, just got the word, an A in Applied Statistics...by the skin of my chinny chin chin but I'll take it!

;)

Modest Goals...

2010-09-22T07:49:00.001-07:00

Well, however, lame this sounds,

my goal for this masters level applied statistics course was rather modest.

My goal?

To survive...

Last time I checked, I still have a pulse!!!

Final, Saturday.

A little bit more coffee and a lot of prayer should do it...

Statistics....

2010-09-05T12:40:00.000-07:00

       OK, well, the graduate course I'm in requires statistics...I whined my way through my undergraduate course in statistics and I may cry myself through this one! Actually, however, I do see the importance. At the graduate level whether you intend to teach or perform research, you are ultimately being groomed to lead. I am ready for this change. So, I will suck it up and try not to complain about statistics!

       The book we are utilizing does have some way cool quotes though, interspersed between the probability, independent t-test, Mann-Whitney U-test, and so forth and so on. So in the interest of providing some insight into grad school and statistics I thought I would share some of them with you.

"Statistics are human beings with the tears wiped off." Paul Brodeur

"Statistics is the grammar of science." Karl Pearson

"Statistics are no substitute for judgment." Henry Clay

"A judicious man uses statistics, not to get knowledge, but to save himself from having ignorance foisted upon him." Thomas Carlyle (My personal favorite!)

       Lastly, for all our nurses out there,

"Developing evidence-based practice is an important way to get your ideas implemented, improve the health of the American people, and move the profession forward into the 21st century." Dr. Patricia Grady

       That's all for now... three more weeks and counting... not whining, just stating a fact!   ;)

WOOOOHOOOOOOO!!!!!!

2010-08-18T17:29:00.000-07:00

Sorry for the slightly, overly dramatic title. I finished my B.S.N. and August 17th I started my Masters in Nursing Education! I am so excited! Wow, the R.N. to B.S.N. program I was in was very difficult but I believe that it has prepared me well for a M.S.N. program. Is there anything a true nerd loves better? Probably not. I have learned a great deal. For those considering possibly continuing their education may I offer some insights:

1) People constantly would ask me how in the world I was managing. I work full-time and am a full-time student. The key to perseverance? Plan, study, keep your head down, utilize every second and complete the task at hand....Just do the next thing. Don't look ahead, worry, and fret. It accomplishes nothing. Remember this is for a season, not forever.

2) Elicit help from your family. This commitment after all is for them too. My kids would bring me snacks and my husband ran the show. For a long time I mourned not being able to be supermom anymore but he works part-time and I am our main support. Life is what it is....

3) I did worry that perhaps the investment was too great since I was fifty when I started this journey and I will be fifty-three when I finish my M.S.N. However, as a friend astutely noted, I'm going to be fifty-three anyway! Yes...Yes, I am, good Lord willing.

4) Anything worth having is worth working for, consequently plan on sequestering yourself and studying. Also, if you are planning on attending graduate school, grades are important.

5) I was lucky in that we have a study in our house. Here I could close the doors , put my ear plugs in and immerse myself in the task at hand. If the family is underfoot and you need to study consider the library, staying over at work, or hijacking your bedroom for your very own.

6) Organization is extremely important. This is something I have to work at, not an innate gift. However, rearing six active homeschooling children has probably helped me acquire some of these skills. Calendars are a must. Syncing phone calenders and computers are great technological advances.

7) The internet is indispensable. At the very end of my program our internet cable was cut by local builders. I ended up getting an i-phone so I could tether to my computer to hand in some documents and I spent time at my daughter's house. If you on-line school, have a back-up plan for internet...don't wait till the crisis happens.

8) It helps to have a friend. I was very blessed during my program to have one. Often on nights when we were working on projects, text messages of humor and complaint would fly back and forth over the airwaves. Yes, a friend is good. Thanks Nikki :)

9) Go for it! A B.S.N. is becoming more and more necessary. I love working as a staff nurse. However, in our area of the country floor nursing is about all you can do without a B.S.N. Realize that in the future the day will inevitably come when you are tired of required overtime, tired of being short staffed, or just plain tired. You may be to the point where you simply want more...Prepare now!

10) With more education comes more opportunity, more options, more independence and more autonomy...Yes, that pretty more sums it up. The older and wiser you get the more you will desire these intangibles.

More later on how to begin...

Structured guidance in blurry situations...

2010-07-09T10:15:00.000-07:00

       In our Professional Nursing Issues class we recently had to post an ethical dilemma which we had encountered in our professional lives as nurses. We were then to back up our action or non-action with the Code of Ethics for Nurses from the ANA. This has been an excellent way to learn the Code of Ethics. I found this made me read it once as an overview and then read it again to find the parts which backed up my choices during times of ethical uncertainty. We then read everyone elses post to ascertain which parts of the code may or may not apply to their situation. I'll have to remember this...We always remember things better when we can apply it to real life. Now, the code is no longer ethical mumbo jumbo to me but a professional guide available to all nurses when ethical boundaries can become blurry.

       The Code of Ethics for Nursing is beautifully written and morally compatible with my personal beliefs and the history of our profession. How nice it would be if nurses would care for others selflessly just because it's the right thing to do. Yes, I am an idealist. Until that day however, we can access the ANA Code of Ethics for Nurses here.

       "Sweetest Lord, make me appreciative of the dignity of my high vocation, and its many responsibilities. Never permit me to disgrace it by giving way to coldness, unkindness, or impatience."
                                                                 Mother Teresa

I'm ready for recess!

2010-06-20T07:44:00.000-07:00

   Sorry for the lack of posts. Summer school is, well, quick! Midterms have passed and the final is June 28th! Working on my formal paper for this semester and I can not believe that I am saying this but APA format is finally getting a little easier. Ugh!

   I am in Community Health this semester and the funniest thing is that I didn't realize I am a community health nurse now?! Working at the Center for Pediatric Medicine we see NICU grads to seventeen year olds. Amazing. I have learned so much.

   OK, so back to the paper...I have decided to write about vaccine controversies. This has actually been a very interesting topic, perhaps I'll share some of the details later. For now, I best get back to work.

   Last update on school...graduate school here I come!!! Yay! I am Charleston Southern bound and I am so excited! I'll be working on my MSN in Nursing Education starting in August....combining the two things I love nursing and education!

   Finally, Happy Fathers Day to all you dads out there. You are indispensible!!!!

"God's gifts put man's best dreams to shame." ~Elizabeth Barrett Browning

2010-05-29T10:29:00.000-07:00

This is my last semester before completing my B.S.N. at the first of August, if I can survive two more months! Somewhere in the distance I am sure I hear the theme song to Rocky echoing...What I have learned is tremendous. It has been difficult, certainly, but well worth the struggle.

Hopefully, this fall I will begin work on my masters. It is then that strains of the theme song to Chariots of Fire will began to play gently in the background of my life, as I run in slow motion down the beach, for the next eighteen months! Hmmm, this actually is a funny mental picture since I could not run around the block without gasping for breath and needing supplemental oxygen! Ironically, however, I can't wait... I think?

I am a true nerd at heart. I really enjoy school which is why a Masters in Nursing Education degree fits me perfectly. Plus the fact that I have home-schooled my children and prepared each of them to enter college. I guess hindsight truely is always 20/20!

       I read a quote last night from, What Color Is Your Parachute? 2010 by Richard Bolles that epitomizes career satisfaction. Bolles states that God gives us each a unique talent that only we can perform, He guides us toward this talent, which He has lodged in us, through our hearts. This talent usually gives us the greatest pleasure while exercising it and it is usually the one that, when we use it, causes us to lose all sense of time!"

       Wow! I have done that...I have been so involved in moments at work that I lost all sense of time, while at the moment felt incredible peace and satisfaction. I am working, but there is a sense of ultimate fulfillment and sheer joy. A knowledge that for that moment in time, I was where I was supposed to be, doing what I was supposed to be doing. It reminds me of the Bible verse in Esther chapter four, verse fourteen, " And who knows but that you have come to this position for such a time as this?" For such a time as this, indeed...

       Consequently, for all nurses out there, I encourage you to look for these moments. Find your mission, your true calling, and work will seem less like drudgery and more like your gift which you can hand back to the Father some day with a deep sense of joy and satisfaction.

       Does this mean that I know completely where I am going and what I will be doing? No, but it means I have a vision and a desire which I will follow with God's help. Look for your gift. He gave you something unique only you can bring to this profession if you will...

                                               ~ Remember ~

       "What we are is God's gift to us. What we become is our gift to God." ~Eleanor Powell

He conquers who endures. ~Persius

2010-05-02T18:26:00.000-07:00

hospital corridor by Boliston

While visiting around the other night, I happened upon the doorstep of a quite inspiring soon-to-be nurse. He is currently finishing his BSN and his wife is a pediatric icu nurse. He has posted a piece called, Abstract Thinking. It is phenomenal! Here is an excerpt.

I bring a multi-disciplinary point of view that has always centered about pediatrics and holism. As an older student I bring life experience, world experience, parenting experience. I have seen things, done things, experienced things that help me to meet people where they are; to respect, if not understand different points of view. My previous clinical doctorate affords me the essential basic skills of assessment, diagnosis, and perhaps most importantly, critical thinking.

This was written in an effort to obtain an externship. If he didn't get it, it is definitely their loss. Feel free to visit him at Nurse XY. You will be inspired, I promise!

I Survived...

2010-04-27T08:30:00.000-07:00

Yay!

   Well, this nursing student has survived this semester to see another one. This blog was started for my Nursing Literacy class. It was phenomenal and by far my favorite class! Sigh... Soon I will begin my last semester to complete my B.S.N. Yay!!!

       So what, you may ask, am I going to 'do' with myself for the three weeks off. Ahhhh, garden, work, BREATHE!!! Oh, and start studying for the GRE. Don't ya know that will be fun.

       In the meantime I will continue to visit nursing blogs (hence Nurse's Watch), post information to assist other RN to BSN students, and examine our profession and the conversation that is going on out there.

       See ya :)

Ragbag ~ A little bit of this and a tad of that...

2010-04-11T07:39:00.000-07:00

   Today I visited with a lovely young lady who is a labor and delivery nurse. You know that stole my heart. I found it interesting that she was having a book give away and asked the questions: How did you find me? Do you have a blog? and What do you think about nursing blogs and their contributions to the profession? Wow, very coincidental and convenient! I had fun reading the comments. My favorite was by St. Catherine.

I believe that most healthcare blogs help the healthcare industry. They provide a way for a patient or a prospective healthcare worker to peer inside the life of a nurse. Why should a professional nurse's thoughts, ideas, or feelings remain secret? Patients and prospective nurses alike, gain insight on what it takes to be a nurse. Fellow nurses share in your challenges and joys. I think it's a win-win situation.

   St. Catherine can be found at Highs, Lows, and Career Changing Woes which is located at @http://stcatherinealexandria.blogspot.com/ She states her blog is about "A Girl's Journey From Dropping Out of Law School to Becoming a Nurse." Wow, with a name like St. Catherine Alexandria you know I'm going to be popping in! Note to self: I love her musical selections! Oh yeah....

   Anyway, Prisca's blog is called N is for Nurse @ http://nursesomeday.blogspot.com/ I found her blog an interesting mix, a little bit of this and a tad of that which we are going to dub a Ragbag ( creative little word search from the word mixture). Great little visit; which may be why I had saved it. Enjoy!

Rest well and good night...

2010-04-02T19:06:00.000-07:00

I found another wonderful blog! It falls under several of our previous titles. It is warm, funny, insightful and informational. I enjoyed visiting with this "lady of the night." Her blog is called Night Time Nursing. She introduces herself as follows:

"I'm Tracey, a 32 year old critical care RN who works the 12 hour night shift. I now work as a critical care resource nurse. I started this blog as a way to deal with the stress that nursing has delt me. They say getting it all off your chest is the best therapy.

I also wanted a way to remember some of the more special stories. Thanks for reading and feel free to leave comments as you please."

Immediately, I took a liking to this nurse. As previously discussed many nurses do write to reflect and remember. Her posts were well written and positive. I encourage you to drop by one evening for a visit.

Tracy @ Night Time Nursing

http://nighttimenursing.blogspot.com

The photograph for this post pictures a hospital at night. It looks quite a lot like where I worked nights several years ago. Though I found it physically draining, I loved the camaraderie the night shift shared. This team spirit and support was not to be found on days.

Years later I spoke with a nursing buddy who worked nights and managed to enjoy it, not simply endure. I explained what I had felt like physically and my usual daily schedule. She responded,"No wonder you felt awful, you were living on both sides of the clock! You can't do that and enjoy nights." Thanks Beth, wise words and true. To all our night nurses, thank you! Our own Florence Nightingale was called "the lady with the lamp." You are following in a grand tradition.

Ridiculous and Just Plain Funny...

2010-03-27T08:57:00.000-07:00

Some nursing blogs are just plain funny. They tell their own funny misadventures in nursing and host a spot for others to air their tales. Now I think most nurses would agree that getting through a twelve plus hour shift without engaging in a little irreverent humor occasionally would be hard. As the old saying goes we laugh so we don't cry. Is this revelant? You bet! We all need a smile every now and again!

Please feel free to visit Tex at Weird Nursing Tales

http://www.weirdnursingtales.blogspot.com

Rampage ~ Gripe ~ Diatribe

2010-03-21T16:30:00.000-07:00

   I almost hesitate to probe into this next topic. Most all blogs are guilty of this at times, some more than others. After all a blog is personal territory. Consequently, it stands to reason that one's personal delimmas and angst will creep into the nursing dialog. Rampaging against long hours, inconsiderate co-workers, poor leadership and ridiculous patients and situations contribute to the diatribe. Is it any wonder that an occasional nursing conversation would consist of a gripe session?

   How does this contribute to our profession? Is it revelant? I say yes. If a nurse doesn't want to participate or feels uncomfortable with the conversation she can always visit elsewhere. However, for many it can be equated to the team spirit gained through sports participation. Although most nurses would probably argue it is more akin to the comraderie gained from the battlefield. Either way, commiserating can be healthy.

As I stated before most blogs contribute to this dialog at some time or other but today's featured blog is :
   Jo @ Head Nurse http://head-nurse.blogspot.com

Revolutionary Recruits ~ In union there is strength. ~ Aesop

2010-03-16T21:44:00.000-07:00

Some nursing blogs read much like lunch with a friend. Yes, this is a compliment. Reading these blogs and the comments that follow is like listening to the hum of collegues conversing. This blogging chitchat covers the trials of nursing school, jobs, and home life. The excitement, the trials, the insecurities, the holidays, paychecks, and long hours are lamented. The struggles innate in the profession are exposed, discussed and understood. The result is voices of encouragement.

How revelant is this conversation? Is this sharing of ideas contributing to the profession? Yes, indeed, "in union there is strength." Commiserating together is human nature. Everyone likes to have friends support and encourage them, even online. Blogs which hold these conversations on life are below.

Nursapalooza @ http://Nursapalooza.blogspot.com

Savor the discussion... The photograph above is by otisarchives3 at Flickr's Creative Commons. It pictures US Army nurses, 1st Reserve Hospital, Manila in the Spanish-American War. How exciting. What brave, young women.

Restore, Remember, Mend, Cure ~ The healing art of beauty....

2010-03-10T07:20:00.000-08:00

Everybody needs beauty as well as bread,

places to play in and pray in,

where nature may heal and give strength to body and soul. ~John Muir

Many nursing blogs are simply beautiful. Though they may occasionally refer to their life and work, poetry, photography, and humor are featured most often. Spiritual encouragement may also be present. These blogs are often visually alluring and quite comforting.

The nurse may muse over daily life, children, or hobbies; his or her work as a nurse is not the full focus of the blog. When nursing stories do emerge in these blogs, they often take on reflective, meditative, prayerful qualities. The details of the cases remain broad and elusive, while the nurses try to make sense of the drama played out before their eyes.

Isn't it just like a nursing blog to attempt to restore and mend broken hearts and lives with beauty?

Examples of blogs which offer this type of respite include:

A Tidings of Magpies
@ http://tidingsofmagpies.blogspot.com

Mops and Pops Place
@ http://mopsandpopsplace.blogspot.com

Even online...a nurse's work is never done.

Reality ~ "Do you promise to tell the truth, the whole truth and nothing but the truth?"

2010-03-06T16:06:00.000-08:00

Some bloggers simply tell the truth. They write what is. This can be comforting to the experienced and disconcerting to the novice. I remember a time I wished to see no evil, hear no evil, and certainly speak no evil, even if it were true.

I mean, what the heck...these nurses are so jaded. When in actuality they are merely relaying the day's experiences. Often the veteran nurse has accumulated numerous experiences and truths which can be just plain hard to hear and accept. To the young idealistic nurse, older nurses sound, well, mean!

These blogs exist with their hippa statements and tales to offer camaraderie and solace to the veteran nurses who journey their way. As hard as nursing is there needs to be a place to pick you up and comfort you when the bubble of idealism bursts.

Nursing is a wonderful profession. It takes a special person. It is a hard job. People will abuse you, take advantage of you, lie to you...You will see life begin, end, and all that is in between. You can not remain untouched. It is nice to read that someone, somewhere, at some time, has also been this way, felt this way, and most importantly, survived to stay the course!

Blogs which employ this hard dose of reality therapy include the following:

Maha at Call Bells Make Me Nervous @

http://pakazoid.blogspot.com

Braden @ 20 Out of 10

http://20outof10.blogspot.com/

Take off those rose colored glasses and get to work youngster! We need you!

Reflection ~ "If I don't write to empty my mind, I go mad." ~ Lord Byron

2010-03-04T19:42:00.000-08:00

There are several nurses who blog about stories from work. At these sites the nurses are anonymous and they change patient's names so that privacy is maintained. Often these stories involve encouraging, sad, or stressful, encounters which are posted almost in an effort at self therapy.

Nurses work crazy hours. Often the last thing they want to do is talk about problems at work. Blogging is akin to having a silent friend that absorbs the situation like a sponge, without the further energy drain of having to speak. Nurses are able to hash out the details and relive the event in the safety and comfort of home. This is very akin to the art of reflection which we are studying in our professional development class right now.

So it appears sometimes a nurse's blog is a professional reflection on cases and clients.

Examples of blogs which reflect on work are listed below.

One Nurse @ Heartbeats of Faith
@ http://heartbeatsoffaith.blogspot.com

Julie @ Wife.Mom.Nurse
@ http://wifemomnurse.blogspot.com

If you go to these sites be prepared to be inspired and shed a tear or two. Please note that tissues are optional. Also, I love the photograph pictured above. This one is supplied by Tony the Misfit at Flickr's Creative Commons. It is photograph of the nurse's memorial located in Arlington National Cemetary. It makes me proud of the heroic sacrifices that our fellow nurse's have made through the years.

Exploring Nursing Blogs ~ Welcome to Nurse's Watch...

2010-02-24T19:02:00.000-08:00

Alright here we go...Blogging and It's Relevancy for Nursing, this is what I would like to explore. I will try and do this by finding as many nurse blogs as I can and evaluating why they blog, the format they use, and the content and purpose of the blog. Can these ramblings and musings add to the profession?

I know that some nurses blog to let off steam. Most have HIPPA statements. I personally have never read any account that had enough information attached which could compromise patient privacy. Although I personally know nurses who have been reprimanded for their Facebooks which included pictures at work involving a willing mother and child? Hmmmm...So can social networking and blogging be hazardous to your job...maybe. Many bloggers are anonymous and this could be why.

A blog is probably preferable to a wiki in that no one but the blogger can change, edit or delete information....much safer.

We will examine several nursing blogs and hopefully through our internet wanderings will discover what makes nurse bloggers tick! What does this medium have to offer the profession as a whole?

I have started a new blog called Nurse's Watch for this purpose. Nurse's Watch will host a conversation on nursing blogs and their relevancy and purpose. The blogs which will be observed will be linked to this page. Feel free to tag along...

I love the photo above. It is from a memorial dedicated to World War medical personnel located in Pittsburgh, PA. It is called Caduceus: Detail of Giuseppe Moretti's 1922 Bronze "Hygeia."