Objective Two
Professionals should communicate and exchange with the patient’s environment, showing an ability for dialogue that allows them to see other people who may be different from them. From an ethical point of view, applying this paradigm in professional practice implies the development of competencies that allow nurses to establish symmetrical therapeutic relationships based on the recognition of the moral autonomy of other people to provide medical care and joint health promotion (Gulati & Weir, 2022). Thus, the importance of synthesizing knowledge of nursing, natural and social sciences, mathematics and humanities as a basis for providing culturally competent assistance in a diverse society is determined.
Achieving these high-quality therapeutic relationships and a complete understanding of someone else’s experience requires deep and diverse knowledge from professionals. Given the disciplinary elements discussed so far, it seems possible to assume that nurses should develop moral skills in various fields to comply with best practices (Gulati & Weir, 2022). Consequently, this objective meets the AACN Essentials of Baccalaureate Education: Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice, Essential VIII: Professionalism and Professional Values (American Association of Colleges of Nursing, 2008). They reflect an approach demonstrating the importance of developing competencies and values combined with a constant desire to study relevant information from other fields of knowledge.
Given the inextricable link between personal development and the adoption of practices in accordance with professional ethics by nursing students, promoting ethical competencies through the nursing training process is a complex task requiring a continuous and coordinated process. Of particular importance, in this case, is the desire to find new sources of information and integrate them with nursing (Gulati & Weir, 2022). This allows medical professionals to effectively develop new concepts and approaches that contribute to the significant development of patient treatment systems. Emphasizes the importance of interdisciplinary work and research so that nurses, along with society, take responsibility for meeting communities’ social and medical needs.
Objective Three
In light of modern requirements, more attention is paid to primary care, early diagnosis, and prevention of diseases, which is impossible without nursing staff. This is reflected in their knowledge, skills in caring for patients, performing manipulations, working with relatives, teaching patients, competent provision of emergency first aid, and most importantly, the staff’s communication skills (İlaslan et al., 2022). Consequently, this is how the importance of using critical thinking skills in the nursing process is determined, working in joint partnerships to protect, strengthen and optimize the health of individuals, families, and communities.
To think critically means to be able to analyze information from the standpoint of logic, to be able to make informed judgments and decisions, and apply the results obtained to both standard and non-standard situations, questions, and problems. Nurses need not only to know the generally accepted protocols but also to possess modern technologies for finding new evidence-based clinical information, which consists of working with various sources of clinical information (İlaslan et al., 2022). Consequently, this objective meets the AACN Essentials of Baccalaureate Education: Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health Outcomes, Essential IX: Baccalaureate Generalist Nursing Practice (American Association of Colleges of Nursing, 2008). Therefore, the nurse is obliged to critically evaluate the methods of patient management proposed in the recommendations, protocols of patient management, and standards of medical care.
Objective Four
Any professional requires the ability to properly manage the skills acquired during training and be able to apply them in various situations. Consequently, this is how the need is determined to demonstrate leadership and managerial skills for productive work in interprofessional teams to improve quality revision processes and outcomes in various healthcare institutions. In these concepts, the effectiveness of leadership is directly linked to achieving results and meeting the needs of the group (Cummings et al., 2021). A prerequisite for effective leadership is awareness and support from the group members (Cummings et al., 2021). Thus, it is necessary for a nurse to develop this aspect of personality in order to effectively interact with and solve the problems of patients, families, and colleagues.
It is worth noting that leadership and leadership skills are genuinely related to each other. For a nurse, it is necessary to be able to interact with various team members in order to delegate tasks and provide reporting to management properly. Consequently, this objective meets the AACN Essentials of Baccalaureate Education: Essential II: Basic Organizational and Systems Leadership for Quality Care and Patient Safety, Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health Outcomes (American Association of Colleges of Nursing, 2008). The successful development of any sphere of human activity is unthinkable in modern society without management, that is, a systematic process of using resources to achieve certain goals (Cummings et al., 2021). Thus, for the effectiveness of the nurse’s activity, sufficient development of leadership qualities and organizational and communicative inclinations is necessary.
Objective Five
It is essential for a nurse to conduct a systematic search and analysis of reliable facts in the medical literature and use the information obtained to make a decision about providing medical care. Evidence-based medicine provides for the conscientious, explicable, and common-sense use of the best modern achievements for the treatment of each patient (Lam & Schubert, 2019). Introducing evidence-based medicine principles into healthcare practice is to optimize the quality of medical care in terms of safety, efficiency, cost, and other significant factors. The concept of evidence-based medicine also implies a thorough search and critical evaluation of data obtained during clinical trials.
In order to do this, more is needed to have professional skills and common sense, and it is also necessary to use a number of specially developed rules. Consequently, this objective meets the AACN Essentials of Baccalaureate Education: Essential III: Scholarship for Evidence-Based Practice, Essential V: Health Care Policy, Finance, and Regulatory Environments, Essential VIII: Professionalism and Professional Values (American Association of Colleges of Nursing, 2008). Evidence-based nursing practice is defined if the integration of individual experience with the best available external evidence obtained in systematic research is used for decision-making, and the needs of the patient are taken into account.
The basis of evidence-based nursing practice is the integration of scientific data with a nurse’s clinical experience and values. Evidence-based data is critical to consider when making decisions, as well as in clinical situations (Lam & Schubert, 2019). In order to properly implement EBP, the nurse’s knowledge, patient preferences, and numerous studies of evidence must be combined and used to develop an appropriate solution to the task (Lam & Schubert, 2019). These skills are taught in the framework of modern nursing education, as well as in the framework of vocational training.
References
American Association of Colleges of Nursing. (2008). The essentials of baccalaureate education for professional nursing practice.
Cummings, G. G., Lee, S., Tate, K., Penconek, T., Micaroni, S. P., Paananen, T., & Chatterjee, G. E. (2021). The essentials of nursing leadership: A systematic review of factors and educational interventions influencing nursing leadership. International Journal of Nursing Studies, 115, 103842. Web.
Gulati, S., & Weir, C. (2022). Cultural competence in healthcare leadership education and development. Societies, 12(2), 39. Web.
İlaslan, E., Adıbelli, D., Teskereci, G., & Üzen Cura, E. (2022). Development of nursing students’ critical thinking and clinical decision-making skills. Teaching and Learning in Nursing. Web.
Lam, C. K., & Schubert, C. (2019). Evidence‐based practice competence in nursing students: An Exploratory study with important implications for educators. Worldviews on Evidence-Based Nursing, 16(2), 161–168. Web.