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Journal Of Pediatric Rehabilitation Medicine

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Journal Of Pediatric Rehabilitation Medicine

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Journal Of Pediatric Rehabilitation Medicine

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Transition to practice is an essential component of optimal delivery of the safeguard interventions to the patient in distress. This transition allows the healthcare professionals to effectively switch to new intervention methodologies on the basis of upgraded technology (Blair and Jansen 2015). Effective and smooth transition of nurses to new practices allows effective handling and imparting of remedial treatment to the patient. The smooth transition enhances the experience of the nurses building their professional identity. Furthermore, there has been a tremendous lag in smooth transition of practices by the nurses especially the new ones that prevent nurses from imparting effective treatment (Teoh, Pua and Chan 2013).
The essay undertakes detailed analysis on the transition to practices among nurses and its effect on the professional identity of the nurses.
This essay outlines the importance of transition to practice among nursing professionals and its effect on their professional identity. Furthermore, this essay provides interview of a psychologist by me as a care giver in order to compare the effect of transition to practice among two different professions. Additionally, an analysis has been conducted on the purpose, values and the practice of me as a care giver nurse for elderly people.
Transition to practice is an essential component of growth and development of the safeguard interventions imparted by the nurses to the patients. Different theories have been formulated past decade to determine the transition to practice but the framework provided by Meleis is widely accepted as it is a concoction of both conceptual and theoretical analysis. This theory determines the importance of patient-oriented nursing on the basis of human analysis and the principles of ergonomics. This helps in formulating and adherence to information and communication technology and assistive technology. The theory provided by Meleis determines the response of a patient to internal and external factors such as environmental and bodily factors. Furthermore, it determines the role of experience of the patient based on social, cultural, psychosocial, economic beliefs. Additionally, theory determines the insufficiency of role experienced by the patient and further determining the responsibilities of nurses as a supplemental role. The kind of transition to practice that can occur as per the theory of Meleis are developmental, situational, health and organizational. The process of transition occurs by altering the awareness level, time span, effective engagement, change of identities and critically analysing the life events of the patient. Besides this, transition is also required at the personal, community and society level. The transition can occur by altering the existing beliefs and thought processing at each level (Ramsay et al. 2014).
According to Barnes (2015), the theory also determines the importance of optimal and patient-oriented interventions by nurses in order to create a holistic environment of treatment based on palliative care, pharmacological and non-pharmacological interventions. Furthermore, this can be undertaken with the help of detailed assessment on personal status, supporting family members and patient at their level, assessment of knowledge on the prevailing condition and extrinsic support by nurses (Barnes 2015).
The Interview is conducted between a psychologist and I as a care giver nurse for elderly people (Please refer appendix 1 for the verbatim interview). Care giving nursing is one of the prevailing options chosen by different patients especially elderly people for their treatment on various severe health conditions. These care giving nurses undertakes treatment in the tertiary care facilities such as nursing homes or other assisted facilities. Such facility of treatment are preferred by many elderly patients due to 24 hour treatment facility, patient-oriented treatment, direct communication, friendly environment, concerned care and others. Besides this, psychologists are healthcare professionals that evaluates and analysis the mental conditions of a patient under distress. A psychologist understands the mental condition of a patient and provides remedial treatment predominantly with the help of non-pharmacological interventions such as counselling, therapies and others (Demeh and Rosengren 2015).
According to Betz et al. (2014), the transition to practice helps care givers of elderly people through multicomponent interventions in accordance with the patient-oriented regulation of treatment. A tailor made concoction of pharmacological and non-pharmacological intervention is made in order to provide relief to the patient. In accordance with the framework of Meleis, nurses are capable to undertake shifting of the patient from one healthcare facility to another, provision of emergency care, ambulatory services, non-pharmacological interventions such as pain management therapies, massages, exercises and others. This framework provides, effective communication and optimal sharing of information through the establishment of informal relationship between the nurses and patients. Additionally, nurses are provided with the provision of undertaking the usage of assistive technology to provide support to the patient (Betz et al. 2014).
In comparison to the care givers, transition to practice allows the psychologists in the establishment of the patient-oriented practices, data management of the client treatment, incorporating new age technology for the provisioning of the treatment and maintenance of the finances. Psychologists undertake patient-oriented practices with the help of the model provided by Meleis and analysis the condition of the patient suffering from. Additionally, record keeping is undertakes by electronic measures and privacy management is given topmost priority. Furthermore, the finances are managed in accordance with the GST law and maintain of electronic claiming and insurance management. Besides this, psychologists also undertake the provision of new age technology in order to update their tools , equipment and medication for the enhancement in the remedial treatment imparted by them (Kumaran and Carney 2014). In respect to both the professions, Meleis framework of the transition to practice provides effective establishment of the professional identity by providing the healthcare professionals effective guidelines to proceed with the remedial treatment (Baird and Reed 2015).
Being a nurse, it is essential to impart effective remedial treatment to the patient under distress with the help of optimal concoction of pharmacological and non-pharmacological interventions (Jackson et al. 2013). As per my analysis and evaluation, transition to practice is an essential component for enhancing the extent and quality of the intervention as it allows undertaking updates practices by skilled nurses. Furthermore, certain barriers also exist that prohibits the exertion of full impact of transition to practice on the interventions. These barriers can be lack of zeal and interest among nurses towards the remedial treatment and handling of the patient, emphasis on theoretical knowledge during the course study and conduction of training, lack of awareness on professional and technical skills, no effective experience on smooth transitioning to the new practices and many others (Yoder 2014).
According to Debono et al. (2016), nursing as a profession is extremely demanding in terms of somatic and mental concentrations required from the nurses. In accordance with my experiences, lesser salary, average status in society, no personal life, excessive work pressure are some factors that affects the lack of zeal towards effective treatment. Furthermore, deficient provision of experimental training inhibits us undertaking from effective practices under critical conditions. These practices are concoction of palliative care, pharmacological and non-pharmacological interventions. Furthermore, these barriers prohibit effective transitioning to new practices by the nurses especially the ones who are new in this profession and lacks experiences (Debono et al. 2016).
Chang and Daly (2015), determines that the conceptual and theoretical framework for transition to practice provided by Meleis provides effective strategies to the nurses in order to preserve the ethical and moral wellbeing of both nurses and patient. These values are dignity, sympathy, justice, trust, extent of accuracy, autonomy while decision-making, altruism, responsibility, friendly relationship, privacy, precision and others. Furthermore, these values are deeply embedded in my profession and require to be regulated effectively in accordance with the remedial treatment (Chang and Daly 2015).
Transition to practice is an essential determinant of practices and regulation of effective treatment among the patient under critical condition. The transition theory determined by Meleis provides a theoretical and conceptual framework of effective formulation, implementation and regulation of practices for optimal imparting of treatment in accordance with updated tools, equipments and medication interventions. The care giver nurse for elderly people and psychologist are two different professions but have primary role of providing effective remedial treatment to the patient under stress. The transition theory provides profession-oriented assistance to both care givers and psychologists by updating the associated intervention requirements and provisioning optimal guidelines for effective proceedings. Additionally, the transition theory also tackles the prevailing barriers in both the professions that prohibit optimal regulation of the treatment by nurses and psychologists. These barriers for psychologists can be ineffective assessment of the prevailing critical condition, analysis on mental maladies and illness, ineffective documentation for future remedial treatment decision-making, extent of awareness among patient regarding their mental maladies and illness and many others. Besides this, for care giver nurse especially for elderly people can face barriers such as ineffectual communication, lack in assessment of the critical condition, lack of awareness of the condition among patients, lack of experience on remedial steps and many others. The transition to practice overcomes all such barriers by providing effective framework based on theoretical and experimental guidelines. For past many years, this framework has proved to be extremely effective in regulating effective treatment to the patients and must be further incorporated in other professions in order to increase the extent of the effectiveness.
Baird, M.B. and Reed, P.G., 2015. Liminality in Cultural Transition: Applying ID-EA to Advance a Concept Into Theory-Based Practice. Research and theory for nursing practice, 29(1), pp.25-37.
Barnes, H., 2015, July. Nurse practitioner role transition: a concept analysis. In Nursing forum (Vol. 50, No. 3, pp. 137-146).
Betz, C.L., Ferris, M.E., Woodward, J.F., Okumura, M.J., Jan, S. and Wood, D.L., 2014. The health care transition research consortium health care transition model: a framework for research and practice. Journal of pediatric rehabilitation medicine, 7(1), pp.3-15.
Blair, K.A. and Jansen, M.P., 2015. Advanced practice nursing: Core concepts for professional role development. Springer Publishing Company.
Chang, E. and Daly, J., 2015. Transitions in nursing: Preparing for professional practice. Elsevier Health Sciences.
Debono, D., Travaglia, J.F., Dunn, A.G., Thoms, D., Hinchcliff, R., Plumb, J., Milne, J., Erez-Rein, N., Wiley, J. and Braithwaite, J., 2016. Strengthening the capacity of nursing leaders through multifaceted professional development initiatives: A mixed method evaluation of the ‘Take The Lead’program. Collegian, 23(1), pp.19-28.
Démeh, W. and Rosengren, K., 2015. The visualisation of clinical leadership in the content of nursing education—a qualitative study of nursing students’ experiences. Nurse education today, 35(7), pp.888-893.
Jackson, D., Wilkes, L.M., Daly, J. and Cross, W., 2013. The emotional demands of nursing leadership: challenges and strategies for career sustainability. In Proceedings of RCN 2013 International Nursing Research Conference, 20-22 March 2013, Belfast, UK (pp. 46-46).
Kumaran, S. and Carney, M., 2014. Role transition from student nurse to staff nurse: Facilitating the transition period. Nurse education in practice, 14(6), pp.605-611.
Ramsay, P., Huby, G., Thompson, A. and Walsh, T., 2014. Intensive care survivors’ experiences of ward?based care: Meleis’ theory of nursing transitions and role development among critical care outreach services. Journal of clinical nursing, 23(5-6), pp.605-615.
Teoh, Y.T.E., Pua, L.H. and Chan, M.F., 2013. Lost in transition—a review of qualitative literature of newly qualified Registered Nurses’ experiences in their transition to practice journey. Nurse Education Today, 33(2), pp.143-147.
Yoder-Wise, P.S., 2014. Leading and managing in nursing. Elsevier Health Sciences.

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