NRSG 490 How did you use your more advanced practices to step back into that novice nurse role?

NRSG 490 How did you use your more advanced practices to step back into that novice nurse role?

NRSG 490 How did you use your more advanced practices to step back into that novice nurse role?

Part 1

I used my advanced practices as guidance when transitioning from novice to experienced nurse in a new unit. While considering myself an expert in orthopedic nursing, I understood the necessity of approaching this new role with humility (Lopes-Júnior, 2021). Furthermore, it was imperative that I become acquainted with routines, assessments, and medications specific to this unit before making my transition complete.

To successfully navigate my transition, I sought support from a preceptor. They proved instrumental in filling any knowledge gaps I encountered as they provided guidance, introduced me to unit routines, and shared insights into patient care (Hallaran et al., 2022). Textbooks, research articles and evidence-based practice guidelines proved particularly helpful as I better understood assessments and medications related to this new unit.

Part 2

For an effective learning experience, precepting novice nurses requires creating an atmosphere that encourages

NRSG 490 How did you use your more advanced practices to step back into that novice nurse role
NRSG 490 How did you use your more advanced practices to step back into that novice nurse role

participation without feeling like an imposition. I would employ several strategies as a preceptor to do this, including creating an atmosphere conducive to sharing experiences effectively (Loughran & Koharchik, 2019). By cultivating a relationship characterized by trust, empathy and approachability, I aim to provide a safe space for novice nurses to seek guidance or ask any necessary questions. Second, I would personalize their learning experience based on their individual needs as a novice nurse. By assessing their strengths and areas for development, I could customize my teaching approach and offer targeted guidance that supports their growth at their own pace.

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An ideal preceptor possesses strong communication and interpersonal skills, clinical expertise, patience and a genuine passion for teaching (Sherrod et al., 2020). An ideal preceptor also exhibits empathy, professionalism and positive energy fostering an ideal learning environment for their student nurse.

References

Hallaran, A. J., Edge, D. S., Almost, J., & Tregunno, D. (2022). New Nurses’ Perceptions on Transition to Practice: A Thematic Analysis. Canadian Journal of Nursing Research, 55(1), 084456212210748. https://doi.org/10.1177/08445621221074872

Lopes-Júnior, L. C. (2021). Advanced Practice Nursing and the Expansion of the Role of Nurses in Primary Health Care in the Americas. SAGE Open Nursing, 7, 237796082110194. https://doi.org/10.1177/23779608211019491

Loughran, M. C., & Koharchik, L. (2019). Ensuring a Successful Preceptorship. AJN, American Journal of Nursing, 119(5), 61–65. https://doi.org/10.1097/01.naj.0000557917.73516.00

Sherrod, D., Holland, C., & Battle, L. H. (2020). Nurse preceptors: A valuable resource for adapting staff to change. Nursing Management (Springhouse), 51(3), 50–53. https://doi.org/10.1097/01.numa.0000654876.89427.e0