Nursing: Transitions, Roles and Stresses

My Models of Transition in Nursing

According to the Bridges model, I am reflected in the neutral zone which is the second phase of the change process. The reason is that I have changed supposedly from the old practices to the new systems of the profession. The external acceptance of the novel roles is present. However, the responsibilities and behaviors associated with these new roles are yet to be internalized given the level of the study (Blais & Hayes, 2011).

As indicated by Bridges model, the old ways of thinking and perception have to be replaced by new values, thinking, and perceptions, which are reflected by behaviors and roles. In other words, my old nursing views and perception has to change to the new ways of nurses’ expert views, values, and perceptions, which must be reflected in the conduct and responsibilities. The new perceptions can only be attained after the completion of the study.

According to the Spencer and Adams model, I am in the stage of testing the limits. The reason is that I am still searching for and establishing new skills and behaviors associated with the transition process (Blais & Hayes, 2011). Besides, the feelings I have are also identified with both stages. I am extremely optimistic, self-confident, and comfortable with the new changes as well as the new roles required of an expert nurse.

My Roles in the Nursing Profession

Various roles are associated with professional nursing. According to the role theory, professional nursing roles are categorized as perceived, performed, and ideal (Blais & Hayes, 2011). All roles assumed by professional nurses are found within these categories. However, the performance of these roles is constrained by stresses or shocks associated with the profession and practice (Chang, Hancock, Johnson, Daly & Jackson, 2005).

For instance, we often perform multiple roles including routine care for the patients, daily home-based care, counseling, and studies as well as keeping up with the professional demand. However, we are often faced with various challenges such as having no control over jobs, increased work and study demands as well as a decreased supportive relationship while performing the duties. The major stressing factor among the challenges is the role conflict in which the perceived roles are always in conflict with the attitudes, emotions, and wellbeing. Work performances are always influenced by these factors.

Dealing with these constraints is a process that begins with the identification of the causes of the strains (Chang et al., 2005). Some of the ways through which the stresses are reduced include the acceptance of help from others. Besides, minimizing the past failures and coping with life issues and difficulties are also individual ways through which the stresses are reduced. At the work level, job satisfaction, clear definition of roles, acceptance of change also help in reducing some of the role conflicts (Chang et al., 2005).

Comparison of the Family Nurse Practitioner and Family Practice Medical Doctor

Currently, the roles of Family Nurse Practitioner (FNP) and that of Family Practice Medical Doctor (FPMD) are almost the same. Even though differences existed before in terms of the care and treatment of the family patients, these activities are currently performed by both FNP and FPMD (Arndt et al., 2009). However, differences exist in the focus and credentials required in the practice. FPMD is expected to have advanced medical qualifications compared with the FNP.

The qualification of the FPMD focuses on the diagnosis of various diseases affecting the family members. Other roles such as complex surgeries, referrals, and drug prescriptions are expected of FPMD (Blais & Hayes, 2011). However, FNP qualifications are broad-based and tend to look at the family as a whole. The FNP integrates the roles of other health professions and takes into consideration the social issues while in practice (Arndt et al., 2009). Besides the medical and health services, FNP provides families with various services including counseling.

References

Arndt, J., King, S., Suter, E., Mazonde, J., Tayler, E., & Arthur, N. (2009). Socialization in health education: Encouraging an integrated inter-professional socialization process. Journal of Allied Health, 38(1), 18-23.

Blais, K. K. & Hayes, J. S. (2011). Professional nursing practice: concepts and perspectives. Upper Saddle River, NJ: Pearson.

Chang, E. J., Hancock, K. M., Johnson, A., Daly, J., & Jackson, D. (2005). Role stress in nurses: Review of related factors and strategies for moving forward. Nursing and Health Sciences, 7(1), 57-65.

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