Final Blog: 4/15/12

This is my final blog for the Regis University Doctor of Nursing Practice (DNP) Program.  I have very much enjoyed the program and specifically the service learning component.  I have created and implemented simulation scenarios for the new nurse graduates of two local hospitals.  The feedback has been terrific and I have been asked to continue the work past this DNP program. 

As an educated, privileged citizen in our society, what is your role in creating a society rooted in equality and justice? Do you feel you have a responsibility and why or why not?

There are two philosophies in which I very much believe and try to emulate.   One is “pay it forward” and the other is the Charles Schulz philosophy that the people who make a difference in the lives of others are those who care; not the ones with the most credentials, the most money, or the most awards. 

I am an educated citizen. I believe that privilege comes with education.  I grew up in a household that encouraged and supported learning.  Throughout my education, I have had my families support.  They have listened, encouraged and praised me throughout the years.  Today I am a nurse educator and I believe I have the responsibility to “pay it forward”. 

I was fortunate to have family support throughout my education journey, but many of my nursing students are not so fortunate.  Many of my students are first-generation students; they do not come from families that provide the emotional support that is so helpful for college students.  I have found that the journey to becoming a nurse is much more difficult for those students with minimal support.  Because of the vast differences in financial and emotional support offered to nursing students, there is a lack of equality and justice. 

I believe that it is my responsibility to provide not only the didactic information that is a part of every nursing curriculum, but to care enough about each student  to listen, offer encouragement and praise.  With education comes privilege, but also comes responsibility.  Responsibility to provide the support and encouragement that all students need when trying to make their dreams a reality.

What have you learned about yourself and what are your future plans?

Through the service learning experience required in the DNP program, I have learned that I have something to offer that can benefit others.  This may sound like a ridiculous comment, but true none the less.  I have been an educator for over 15 years.  I have always considered myself to be good at what I do.  I know that I can benefit my students, but I have never thought that I had anything extra special to offer others outside of the classroom.   Throughout my career, I have been encouraged to present topics at conferences and write articles for publication, but I always felt that I had nothing special to offer that could be of interest to others. 

The service learning requirement forced me to leave my comfort zone and seek ways that I could provide something to the outside community.  What I have found is that I do have something to offer.  I believe we all have something to offer.  I am very thankful for the opportunity to engage in service to the community.

2/24/12

            I continue my service to the New Nurse Graduate Residency Program of St Mary Corwin Hospital and their sister facility St. Thomas More, by offering experiences with high fidelity simulation for the new nurses.  I develop and implement case scenario simulation experiences specific to the nurse’s specialty unit.  I am committed to continuing this relationship with the New Nurse Residency Program as long as they view this as beneficial.  Thus far, I have received very positive feedback from both the participants and the nursing leaders from this organization. 

            I have found that this service learning experience has benefited not only the new nurses and the facilities, but has been a tremendous learning experience for me as well.  As stated by Ash and Clayton (2009), applied learning provides students an opportunity to learn in unfamiliar environments and to interact with others unlike themselves.  I have been teaching in undergraduate nursing education for over 15 years.  The opportunity to work with the New Nurse Graduate Residency Program has provided me with a prospective of the needs of the new nurse.  This experience has enlightened me to the needs and struggles of the novice practicing nurse.  Because of this experience, I will be better able to meet the needs of my undergraduate students.

            Strengths of this service learning experience include:

·         Strong professional relationship between the agency nursing staff and myself.  Mutual trust and respect has been established. 

·         Generosity of the University to provide equipment and time in the simulation laboratory to the clinical facilities for this endeavor.

·         Individual scenarios developed specifically for the needs of each new graduate nurse participating in the experience.

·         Opportunity for the new nurse to “practice” complex nursing care in a safe learning environment. 

Shortcomings/ weaknesses of this service learning experience include:

·         Difficulty for nurses with no prior experience in simulation laboratories, being able to view the manikins as “real”.  

·         The simulation experiences are held at the University, rather than in the hospital.  The environment is not familiar.  Nurses do not have access to their computers, documents, supplies... that they typically rely on when caring for patients. 

            Based on the shortcomings listed above, I would like to develop and implement a simulation strategy that can take place in the hospital and on the nurses’ specialty unit.  I am going to propose that for the next scheduled simulation experience, I come dressed as a patient and simulate a complex patient care situation.  I believe this will be more realistic and beneficial for the participants of the New Nurse Graduate Residency Program. 

Reference

Ash, S. & Clayton, P. (2009). Generating, deepening, and documenting learning: The power of critical reflection in applied learning.  Journal of Applied Learning in Higher Education, 1, 25-48.