Creating A Professional Development Plan Essay

Creating A Professional Development Plan Essay

Nursing education is a dynamic and ever-changing discipline that needs continual professional development and progress. Pursuing a master’s degree in nursing education as an MSN-prepared nurse is a chance to broaden one’s knowledge and competence in the area, as well as to build the skills and traits required for success as a nursing educator (Walden University, 2019). My professional development plan aims to outline specific goals and strategies for achieving my goals, focusing on expanding knowledge and expertise in nursing education, expanding effective teaching skills, enhancing leadership and management skills, conducting research, and continuously improving professional practice. The nurse will be well-prepared to succeed in their master’s degree and fulfill their long-term professional objectives as a nursing educator due to this approach.

My professional development plan details the measures I will take over the next year to attain these objectives and advance my nursing career. My professional development strategy includes the following components: To further my understanding of the advanced nursing practice and healthcare systems, I plan to pursue a Doctor of Nursing Practice (DNP) degree and specialize in medical surgical oncology, Participate in a leadership development program to strengthen my communication and decision-making abilities, Attend seminars and workshops on specialist areas of nursing, particularly cancer and informatics, to broaden my knowledge, Seek for a mentor in my intended field of study to acquire insight and advice on professional progress, and Participate in professional groups and networking events to extend my contacts and prospects (Walden University, 2019). This paper aims to describe a thorough professional development plan for me as an MSN-prepared nurse interested in pursuing a master’s degree in nursing education. The plan will concentrate on defining precise goals, tactics for reaching those goals, and techniques for assessing progress and success.

Area of Focus

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My special area of interest in nursing education is medical-surgical oncology. I hope to work as a Clinical Nurse Specialist (CNS) in the oncology medical and surgical unit, teaching students about the care of cancer patients, including palliative care, where I will be able to apply my advanced knowledge and abilities to enhance patient outcomes and provide specialized care. To be successful in this profession, I will need to acquire the following educator skills and use them as my area of focus.

My first area of focus is to Increase my knowledge and expertise in medical-surgical oncology. This may be accomplished by taking oncology courses including medical-surgical oncology, pharmacology, and pathophysiology. Again, I can attend medical-surgical oncology conferences and seminars. Seeking mentoring from experienced medical-surgical oncology nurses and educators should also aid in the accomplishment of my professional development goals. Finally, evaluating my coursework performance, presentations at conferences and workshops, and good comments from my mentorship experience is a means to expand my knowledge and competence.

My second area of interest is improving my teaching skills in medical-surgical oncology. This can be accomplished by participating in medical-surgical oncology, teaching practical training and clinical instruction experiences, observing and assisting skilled clinical oncology nurses and educators in the classroom and clinical settings, seeking feedback on teaching skills from supervisors and coworkers in medical-surgical oncology, and receiving positive evaluations from students and colleagues after successful completion of teaching practicum and clinical instruction.

My third goal is to improve my leadership and management abilities in medical-surgical oncology. Because MSN nurse educators consider themselves leaders, enrolling in coursework and training on leadership and management in healthcare, with an emphasis on medical-surgical oncology, should be a primary area of attention as an MSN. Seeking chances for leadership roles through my professional organizations or inside the workplace in medical-surgical oncology is another crucial area of attention that will serve as a bridge to further leadership opportunities. Participate in mentorship and relationship building with experienced medical-surgical oncology nurse leaders as part of the area of focus of MSN nurses.

My fourth area of interest is medical-surgical oncology research. This is an important field in which I can work as a researcher. This can be accomplished by identifying a research subject of interest in medical-surgical oncology, obtaining advice from a research mentor or adviser with expertise in medical-surgical oncology, and attending medical-surgical oncology research workshops and seminars. I can also strive to continuously improve my professional practice in medical-surgical oncology by soliciting regular feedback from colleagues and supervisors, participating in ongoing professional development opportunities in medical-surgical oncology, and staying up to date on relevant research and trends in medical-surgical oncology nursing education.

Professional Goals

  1. Education Advancement: Pursue a Doctor of Nursing Practice (DNP) degree to broaden my understanding of advanced nursing practice and healthcare systems (USM, 2020). This goal is consistent with my nurse educator philosophy, as I believe in lifelong learning and staying up to date on the latest advancements in the field.
  2. Oncology Specialization: I plan to broaden my knowledge of oncology by attending conferences and workshops and pursuing mentoring opportunities. This objective stems from my philosophy statement that specialist treatment may enhance patient outcomes and provide a higher quality of care (USM, 2020).
  3. Participate in a leadership program to strengthen my communication and decision-making abilities. This aim is consistent with my philosophy that nurses should be thought leaders in their fields and actively contribute to the progress of the nursing profession (USM, 2020). These professional objectives are closely related to my nurse educator philosophy since they focus on my growth and development as a nurse, as well as my dedication to providing outstanding care to my patients via further education and specialization (Miles & Scott, 2019).

Other Professional goals include providing expert care where I stay up to date on the latest treatments and advancements in the field to ensure that all clients receive high-quality, evidence-based oncology care, Interdisciplinary Collaboration Promotion to offer complete patient care, encouraging successful collaboration across interdisciplinary teams, Oncology Nurse Mentoring and Development where I mentor and coach new oncology nurses to ensure they have the information and abilities needed to offer excellent patient care.

These objectives are consistent with my nurse educator philosophy, which is focused on giving the best possible care to my patients while also encouraging the growth and development of future nurses. I am better able to deliver professional care to my patients if I remain up to date on the newest therapies and breakthroughs. Collaboration with multidisciplinary teams ensures that patients receive complete treatment, and mentoring future nurses guarantee that high-quality cancer care is offered in the future. As an MSN-prepared nurse and prospective cancer Clinical Nurse Specialist, I am dedicated to utilizing my advanced education and knowledge to improve the lives of my patients while also contributing to the nursing profession’s continuous growth and development.

Influences

Several other factors may have an impact on my employment as a Clinical Nurse Educator in Oncology and my ability to meet my professional development objectives. These are some examples:

  • Social: Changing demographic trends and cultural attitudes toward universal health care and disease can have an impact on the demand for oncology nursing services as well as patient and family expectations, this in turn, influences my professional development as a nurse educator (Piotrkowska et al., 2019).
  • Economic restrictions and resource allocation choices can all influence the money and resources available for nursing education and research efforts (Piotrkowska et al., 2019).
  • Political: Government rules and laws governing healthcare delivery and reimbursement can have an impact on the provision of cancer nursing services as well as the function of nurse educators (Piotrkowska et al., 2019).

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Analysis: Scholarship Activities

As an MSN-prepared nurse, I intend to engage in scholarship activities such as continuing education, research, and sharing my findings with the nursing community (Oermann, 2019). To guide my scholarship efforts and guarantee that my practice is influenced by the most recent research and evidence, I will use the Iowa Model of Evidence-Based Practice.

  • Ongoing Education: I am constantly looking for educational opportunities, including conferences and seminars, to broaden my expertise and keep up with the newest discoveries in cancer (Oermann, 2019).
  • I can also identify a clinical question about oncology nursing that I would like to research further.
  • Conduct a comprehensive search of the existing literature to locate the best available evidence to address my clinical query.
  • Assess the evidence’s quality and relevance to my clinical question.
  • To enhance patient outcomes, I incorporate the best available evidence into my training.
  • Evaluate the outcomes of my training regularly to ensure that my measures are having a positive impact.
  • Introduce my findings and their influence on patient outcomes at seminars and through publication in professional journals.

Following this strategy and participating in continuing scholarship activities will allow me to continue to enhance my practice, develop the area of oncology nursing, and give the best care possible to my patients.

                                                                Leadership Role

As an MSN-prepared nurse and prospective Clinical Nurse educator in cancer, I hope to take on leadership responsibilities in the following ways:

Mentorship: As a mentor and role model, provide guidance and support to novice oncology nurses. I will share my expertise and experience, as well as create possibilities for professional development and progress.

Collaboration: Collaborate closely with other healthcare professionals, such as physicians and administrators, to encourage multidisciplinary collaboration and enhance patient outcomes. I will utilize my leadership abilities to help team members communicate and collaborate effectively and resolve any difficulties that may occur.

I hope to make a positive difference in the lives of my patients and to participate in the growth and advancement of the nursing profession by engaging as a mentor and supporting multidisciplinary teamwork. I am certain that my extensive education and knowledge, together with my leadership abilities, will enable me to play an important role in creating the future of cancer nursing and enhancing patient care.

Development and Education Plan

To meet my objectives as an MSN-prepared nurse and potential Clinical Nurse Specialist in cancer, I have devised a thorough development plan that includes the following: Education and Training: Attend conferences, workshops, and seminars to broaden my knowledge and remain up to speed on the newest discoveries in the field of cancer nursing, Certification: The Oncology Nursing Certification Corporation will certify you as a Clinical Nurse Specialist in Oncology (ONCC). This certification will demonstrate my dedication to the field as well as my knowledge of oncology nursing. Training: To improve my abilities and patient outcomes, I will participate in specific training programs such as patient safety and quality improvement efforts, participate in research initiatives and share my results at conferences to promote the profession of cancer nursing.

I will be well-equipped to meet the demands of my work as a Clinical Nurse Specialist in Oncology and to have a good influence on patient care if I pursue continued education and training, get the certification, and participate in research. My professional development plan will allow me to consistently enhance my practice, broaden my knowledge and experience, and realize my full potential as a nurse educator.

Reflection

I am confident in reaching my professional development objectives and carrying out my growth and progression plan as an MSN-prepared nurse. My nursing enthusiasm and dedication to patient care, together with my extensive education and experience, have successfully equipped me for a successful career as a Clinical Nurse Specialist in Oncology.

Furthermore, I feel that my dedication to ethical conduct will be a crucial aspect of my success. In all of my professional activities, I will always prioritize the needs of my patients and uphold the highest ethical standards. I am certain that I will be able to attain my professional goals by constantly reflecting on my practice, pursuing opportunities for advancement, and adhering to ethical norms.

 References

Caldwell, B., & Vaughan, T. (2021). Transforming education through the arts. Routledge. https://www.ncbi.nlm.nih.gov/books/NBK209885/

Miles, J. M., & Scott, E. S. (2019). A new leadership development model for nursing education. Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing35(1), 5–11. https://doi.org/10.1016/j.profnurs.2018.09.009

Oermann, M. H. (2019). Building your scholarship from your teaching: Plan now: Plan now. Nurse Educator42(5), 217. https://doi.org/10.1097/NNE.0000000000000417

Piotrkowska, R., Jarzynkowski, P., Książek, J., & Mędrzycka-Dąbrowska, W. (2019). Satisfaction with life of oncology nurses in Poland. International Nursing Review66(3), 374–380. https://doi.org/10.1111/inr.12521

USM. (2020). Nurse educators’ career outlook with. Usm. https://online.usm.maine.edu/degrees/healthcare/msn/nursing-education/what-nurse-educators-do/

Walden University. (2019). Professional development for nurses: The role a nurse educator plays. Walden University. https://www.waldenu.edu/online-masters-programs/master-of-science-in-nursing/msn-nursing-education/resource/professional-development-for-nurses-the-role-a-nurse-educator-plays

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Assessment 4 Instructions: Creating a Professional Development Plan
• PRINT
• Write a 6-8 page professional development plan for your work as a nurse educator.
Introduction
In this assessment, you will create a professional development plan that will support continuous improvement in your role as a nurse educator.
The Institute of Medicine has charged nurses to be leaders in health care change, and that requires educators to be at the forefront of those changes.
Preparation
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.
Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
• What are some approaches that nurse educators can use when encountering resistance to change?
• How might effective leadership styles be the same or different for the following roles?
o BSN nursing faculty.
o Community health educator.
o Staff development educator.
• What are some ways that scholarship fits with nursing practice?
• Nurse educators are regularly evaluated by students and administrators. There may also be peer evaluations of teaching skills. As an educator, how do you or would you view these evaluation processes? What can be most useful to faculty from student evaluations?
Instructions
Write a 6–8 page professional development plan for your career as an MSN-prepared nurse. The professional development plan should include the following:
• Introduction – A brief introductory paragraph that clearly states the purpose of the paper. Do not use the heading introduction—use the title of the paper in a Level 1 heading format.
• Area of focus – A description of your specific area of focus in nursing education, the position that you wish to obtain, and the educator competencies that you will need as an MSN-prepared nurse.
• Professional Goals – A statement of your specific professional goals (a minimum of three) and discussion of their relationship to your nurse educator philosophy.
• Influences – A brief description of any additional forces (social, economic, political, institutional) that may influence your nursing education role.
• Analysis – An analysis of how you will carry out scholarship activities as an MSN-prepared nurse and a specific plan for scholarship based on a model.
• Leadership Role – A discussion of specific ways (a minimum of two) that you will develop a leadership role in the area of focus you have chosen.
• Development Plan – Specific plans for professional growth and any additional education, certifications, or training to be acquired.
• Reflection – A reflection in a concluding paragraph on your abilities to meet goals and achieve your professional development plan and ethical practice.
Additional Requirements
• Format: 12-point Times New Roman or Arial font, double spaced in Microsoft Word.
• Length: 6-8 pages plus a title page and a references page.
• Use correct APA format, including page numbers and a title page. Citations and references (if used) are to be in correct APA format.
• Writing should be free of grammar and spelling errors that distract from content.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
• Competency 1: Analyze the historical evolution of nursing education.
o Describe forces (social, economic, political, institutional) that may influence the nurse educator role.
• Competency 3: Analyze professionally established nurse educator competencies and models.
o Describe area of focus as a nurse educator, associated educator competencies, and professional goals in relation to nurse educator philosophy.
• Competency 4: Apply knowledge of legal and ethical issues relevant to higher education and nursing education.
o Assess abilities to meet goals, achieve professional development, and maintain ethical practices.
• Competency 5: Articulate how nurse educator serve as change agents and leaders to help advance nursing education and nursing practice.
o Discuss development of a leadership role in a chosen area of nurse educator focus.
• Competency 6: Develop a plan for engaging in scholarship in an established area of expertise.
o Develop a scholarship plan that includes analysis of how scholarship will be carried out in the nurse educator role.
• Competency 7: Establish a plan for pursuing continuous improvement in the nurse educator role.
o Develop specific plans for professional growth that identify any additional education, certifications, or training to be acquired.
• Competency 8: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.
o Write coherently to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional.

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Creating a Professional Development Plan Scoring Guide

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Describe area of focus as a nurse educator, associated educator competencies, and professional goals in relation to nurse educator philosophy. Does not describe area of focus as a nurse educator, associated educator competencies, and professional goals in relation to nurse educator philosophy. Describes area of focus in ways that are inconsistent with current conditions in the field or with nurse educator philosophy. Describes area of focus as a nurse educator, associated educator competencies, and professional goals in relation to nurse educator philosophy. Describes area of focus as a nurse educator, associated educator competencies, and professional goals in relation to nurse educator philosophy; makes explicit and insightful connections to recent developments in the field.
Describe forces (social, economic, political, institutional) that may influence the nurse educator role. Does not describe forces (social, economic, political, institutional) that may influence the nurse educator role. Inaccurately or inadequately describes forces (social, economic, political, institutional) that may influence the nurse educator role. Describes forces (social, economic, political, institutional) that may influence the nurse educator role. Describes forces (social, economic, political, institutional) that may influence the nurse educator role; acknowledges one’s own assumptions and biases.
Develop a scholarship plan that includes analysis of how scholarship will be carried out in the nurse educator role. Does not develop a scholarship plan that includes analysis of how scholarship will be carried out in the nurse educator role. Develops a scholarship plan that does not include analysis of how scholarship will be carried out in the nurse educator role or does so inadequately. Develops a scholarship plan that includes analysis of how scholarship will be carried out in the nurse educator role. Develops a scholarship plan that includes analysis of how scholarship will be carried out in the nurse educator role; grounds plan in explicitly referenced, professionally standard competencies and expectations.
Discuss development of a leadership role in a chosen area of nurse educator focus Does not discuss development of a leadership role in a chosen area of nurse educator focus. Discusses development of a leadership role in a chosen area of nurse educator focus in a manner that indicates a lack of understanding of that role. Discusses development of a leadership role in a chosen area of nurse educator focus. Discusses development of a leadership role in a chosen area of nurse educator focus; explores multiple pathways to development.
Develop specific plans for professional growth that identify any additional education, certifications, or training to be acquired. Does not develop specific plans for professional growth that identify any additional education, certifications, or training to be acquired. Develops plans for professional growth that identify inapplicable education, certifications, or training for a chosen role. Develops specific plans for professional growth that identify any additional education, certifications, or training to be acquired. Develops specific plans for professional growth that identify any additional education, certifications, or training to be acquired; bases identification on current nurse educator competencies.
Assess abilities to meet goals, achieve professional development, and maintain ethical practices. Does not assess abilities to meet goals, achieve professional development, and maintain ethical practices. Unrealistically or inaccurately assesses abilities to meet goals, achieve professional development, and maintain ethical practices. Assesses abilities to meet goals, achieve professional development, and maintain ethical practices. Assesses abilities to meet goals, achieve professional development, and maintain ethical practices; indicates plan to address the gaps.
Write coherently to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional. Does not write coherently to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional. Writes to support an idea but commits major errors of grammar, usage, and mechanics. Writes coherently to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional. Writes coherently, using evidence to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional.

 

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