ho Web viewCompetencies required to improve quality of practice include “documenting the application of the nursing process in a responsible, accountable, and

Running head: PROFESSIONAL DEVELOPMENT PLAN 1

Professional Development Plan

Holley West

Ferris State University

PROFESSIONAL DEVELOPMENT PLAN 2

Abstract

The purpose of this written plan is to outline and analyze strengths and weaknesses in

performance according to the American Nurses Association (ANA) and their Standards of

Professional Performance (2010). Once weaknesses have been identified specific goals to

strengthen these weaknesses will be presented. Five and ten year goals and the actions required

for fulfilling these goals within specific timelines will also be included within this paper along

with an evaluation plan to measure both professional goals related to strengthening Standards by

becoming a committee member and learning a new language, and educational goals including

obtaining a Bachelorette in Nursing (BSN) and Master Degree in Nursing.


Professional Development Paper

Nurses are the pillars of the medical profession and thus should perform accordingly.

The Standards of Professional Nursing Performance are the guidelines we must follow in order

to perform our responsibilities as qualified competent nursing professionals. This plan was set

into motion as a requirement for completion of the bachelorette nursing program at Ferris State

University and will in essence become the game plan for my future in nursing. Analyzing my

strengths and weaknesses along with the goal and evaluation plans will further my self-

actualization and motivate me to stay on track.

Current Behaviors

Quality of Practice

Competencies required to improve quality of practice include “documenting the

application of the nursing process in a responsible, accountable, and ethical manner” along with

improving nursing care through inventiveness and creativity (ANA, 2010, p. 52). My

documentation is constantly improving. Personal innovations in nursing practice develop with

each new experienced circumstance of the abnormal. Hospice nursing necessitates consistent and

accurate documentation of patient status and pain management in addition to comfort measures

used and their effectiveness.

When participating in quality improvement minimization of cost is analyzed on each re-

certification in deciding patient needs in relevance to status and diagnosis. Lack of participation

in analyzing quality data, formulating recommendations, implementation of “activities to

enhance the quality of nursing practice; developing, implementing and/or evaluating policies,


procedures, and guidelines to improve the quality of practice” are areas of this standard not yet

participated in (ANA, 2010, p. 52). These areas need attention due to less than one year of

experience in the role of a Registered Nurse (RN). Further education and experience is necessary

to address improvement when I am currently learning the basics of my practice.

Education

Constantly increasing knowledge and strengthening of personal practices is necessary to stay

current in the ever changing field of medicine. Nursing employment history and experience enhances

scope of competence within an area of practice. Hospice, home health, geriatric care, and current

involvement in consulting in addition to being a Bachelor in Nursing (BSN) student at Ferris State

University have provided constant educational improvement and strengthened competence of care by

broadening my scope of practice.

Learning comes easy, but educating peers proves difficult due to lack of personal

experience and knowledge. Peers express expanded experience and knowledge beyond my own

thus competence in teaching them is lacking esteem. Reflection and inquiry into self-need of

growth will be completed after mastery of skills and expanded experience has allowed room for

personal improvement beyond specific skill set activities and knowledge.

Professional Practice Evaluation

Constant evaluation of self is performed to enhance skills and improve weaknesses.

Striving for excellence keeps assessment of behavior and actions at the forefront of learning to

become a competent nurse. Peer opinion and observations are encouraged and reflected upon as

growth occurs. Pride in professional performance has guided self-evaluation through informal


feedback routinely, “regarding one’s own practice from patients, peers, professional colleagues,

and others” (ANA, 2010, p. 134).

Goal and task orientation has led to current accomplishments and continues to be

necessary for personal improvement and advancement in professional development. Learning to

accept criticism has been a constant battle of ego verses self-actualization in which ongoing

improvement has been evident.

Previous review of professional performance occurred as a Licensed Practical Nurse

(LPN) and RN nursing student. Review of another peer has never been performed and is

intimidating in thought. Self-need for acceptance has become a barrier to formal evaluation of

peers along with newly acquired credentials creating a sense of subordination to seasoned

seniority nurses. Expansion of age and cultural variances is needed in order for me to strengthen

ability to evaluate competence of providing care to different age groups and cultures beyond the

general geriatric Caucasian population in which I am accustomed.

Collegiality

Compassion caring relationships with my peers are grounded by my belief in humanity

and teamwork and “contributes to a supportive and healthy work environment” (ANA, 2010, p.

135). Past employment and staff experiences have guided my preference of employer to include

positive, supportive, accepting, compassionate, and educational encouraging peers and

management. Patient care conferences are held bi-weekly in which professional opinion and

recommendations are shared freely without difficulty.

Enhancement of personal “professional nursing practice and/or role performance” is

achieved by communicating want for advice or explanation regarding skills and implementation


of care as a part of learning and expanding skill (ANA, 2010, p. 135). Peer performance and

practice feedback, as stated before, falls short due to inexperience and confidence in role

performance in relation to those with decades of experience and knowledge. Feedback given to

subordinates comes easy and is given with compassion and openness with an ease of instruction.

Collaboration

Communication with “patient, family, and healthcare providers regarding patient care and

the nurse’s role in provision of that care” has become second nature; after years of managing my

sister’s care and care of previous patients (ANA, 2010, p. 136). Partnering with others in the

management of patient care is necessary to meet patient needs and is done so with the

collaboration efforts of social workers within the team and knowledge of resources and practices

growing with each patient.

Due to the new scope of practice as a RN creation of documented plans of care, along

with referrals and provisions of care, are a weakness. Experience with difficult patients and new

circumstances are strengthening competence. Improvement is needed due to inability to complete

referrals, provisions, and complete plans without collaboration with peers as to procedure and

policies. These weaknesses will be strengthened with experience in my current employment.

Ethics

Upholding of patient’s privacy and providing care compliant with the Code of Ethics for

nurses has kept honor and trustworthiness with patients. Care is given to the human in a

respectful, individualized fashion that expresses the best interest of the patient’s wishes and

needs. There have been multiple circumstances creating times where reporting “illegal,

incompetent, or impaired practices” were necessary in order for me to ensure the protection of


patient rights (ANA, 2010, p. 137). Elderly abuse, drug influenced co-workers, and the use of

applesauce as a lubricant are examples of reports made without question of reasonability.

Collaboration with team members regarding ethical issues has been communicated as an

informal practice. Ethical committees and related groups are foreign in practice to me and have

become visibly necessary to comply with nursing responsibilities. Thus far, the nurse-patient

professional relationship boundaries have been established and sustained, but weakness is

evident when bonding with long term terminal patients and their families through emotional

situations and spiritual holistic support and care given.

Research

Being a new graduate RN and current BSN student practice is current relating to research

and application of the best evidence based information available. Incorporation of learned

material has guided decisions in patient care along with reading of scholarly nursing journals as

to new developments within the nursing field. Studies at Ferris State University’s BSN program

have recently introduced identification of clinical problems for research and methods of

conduction. Incorporation of research analyzing and interpreting such studies in practice has just

begun.

Up to this point in my professional career, research has been my biggest endeavor.

Conducting, sharing, participation in data collection, and partaking in committees relating to

research are either recent or inexperienced. Increased participation in these tasks is needed in

order to fulfill professional nursing responsibilities.

Resource Utilization


Evaluation of the factors contributing to practice options such as “safety, effectiveness,

availability, cost and benefits, efficiencies, and impact on practice” based on resources available

through community and employer (ANA, 2010, p. 140). Contracts pre-determine distributors and

limit options for use. Evaluation of these available options is necessary to provide the most cost

efficient competent care available for the patient. Acquisition of services required to meet the

patient needs are performed with each visit and re-evaluated for effectiveness of treatment and

options available. When constructing the interdisciplinary care plan, tasks are delegated “based

on the needs and condition of the patient, potential for harm, stability of the patient’s condition,

complexity of the task, and predictability of the outcome” (ANA, 2010, p. 140). Each member of

the team delegates necessary tasks to their subordinates while providing optimal personal

professional care to the patient all within each member’s scope of practice.

Informing patients of “options, costs, risks, and benefits of treatment and care” is a team

effort (ANA, 2010, p. 140). New RN licensure and inexperience limits full knowledge of this

service. Evaluation of cost is not in my scope of practice currently, thus information on options

related to cost is performed by another team member. Various treatment options and risks may

be explained within my scope, but the treating physician gives the bulk of this information and

my duty is to follow that set forth plan of care.

Leadership

Status as the eldest of five siblings has created strong leadership qualities in relation to

team work and goal completion. Educational experiences have been a continuous objective in

advancement of professional practice and will continue to be throughout my career.

Encouragement of learning experiences, along with coordination and supervision regarding


delegated tasks, are performed daily and effectively. Multiple professional strengths make up my

leadership qualities such as pride in performance, compassion, acceptance, loyalty,

dependability, and supportiveness. Human life is held with upmost respect and value; and

treating colleagues and patients as such is vital to holistic care and happy employment

environment.

Participation in a local organization is the only current practice. Creation and

maintenance of organizations outside my resident area have not been conducted. Learning at an

entry level has been my recent objective and expansion of locality supports will be provided

once foregoing objectives have been completed. Presently stated non-participation in committees

and other such professional organizations requires attention and compliance. Newly acquired

employment and practice as a RN has focused attentions to basic skill building and advancement

of performance.

Professional Goals

Five Year Goals

Continuation of current employment as well as education will occur over the next five

years. Plans include completion of a Masters in Nursing with specialty. Due to uncertainty of

specialty, investigation will prelude completion. Experience and skills will strengthen with time

and practice; leading to improved compliance with Standards of Professional Nursing

Performance. Plan and time frame specific to completion of these goals will be a useful tool in

evaluating progress.

Action plan. Completion of BSN will occur in December 2012 (see Appendix A). In the

meantime, by the end of 2011 a professional performance evaluation as a RN will be completed


by my employer and ability to evaluate peers will have been strengthened by participating in

peer evaluations, both formally and informally, with guidance from my supervisor. Within the

next two years, I will become a member of a nursing organization or committee in order to

further nursing responsibilities and contributions to professional growth through collaboration

with committee members in goal completion.

Application process to enter the Master’s Program at Ferris State University will begin

January of 2013 in preparation for admission. Admission requirements for Ferris State

University state one must be a “graduate of a BSN program with a GPA of 3.0 or higher, hold

current RN license, have two years clinical nursing experience, and submit a writing sample,

three letters of reference, a curriculum vitae or resume, official transcripts and a completed

application form” (Ferris State University, 2010, para. 8). Collection of all required materials,

along with graduation audit, completes preparation for admission. Part-time attendance will lead

to completion of core requirements in May 2014. During the months of January through July

2013, job shadowing of nursing specialties including education, clinical nurse practitioner roles,

and acute care will occur in order to decide the best avenue for furthering educational goals.

Completion of my Master degree in Nursing will occur between August 2015 and December

2015.

Following completion of the Master degree, employment in a specialized field will be

sought and obtained within six months following graduation. New goals and plans for

professional development will follow in accordance with the found scope of practice. Expansion

of treatment to cultural and age variations will occur with a broadened scope of practice leading

to larger populations of treated humans.


Evaluation plan. In January 2012, I will analyze my current skill of evaluation of self

and peers with a survey provided to my employer that will evaluate performance. By December

2013, membership to a nursing organization or committee will be documented and evaluated for

extent of participation. By assessing integration of education and experience in collaboration

with other members, the productivity of participation in chosen organization can be measured

through reflection of proficiency of accomplishments. Achievement of completion of BSN and a

specialized Master Degree in Nursing will be demonstrated by the ability to find employment

and practice in compliance with Standards of Professional Nursing Performance and analyzing

current practice behaviors via the metacognitive process and reflection for self-actualization,

which will be completed by January 2014 for the BSN and July 2016 for the Master Degree.

Ten Year Goals

Within ten years, professional stability and improvement will become the primary goal.

Research into the noted problem affecting current practice will develop and solidify my abilities

to partake in studies to improve the quality of nursing within my field. Unsure of what that field

may be, speculation as to goals ten years from now is my only contribution. Expanding cultural

nursing abilities and pursuing a second language of fluency will be investigated and completed.

Increasing knowledge and skills within my field may require further education and certification

or degree.

Action plan. College courses for learning a second language will be registered for and

admission into the course at my previously attended educational facility Muskegon Community

College will begin in 2017 and be completed by 2018. Spanish classes are offered every semester

on campus (Muskegon Community College, 2010). Research in an area of concern within


nursing practice and a confirmation study of hypotheses will be initiated in 2018. By 2019, three

years of specialty practice will be obtained and assessment of necessity for furthered education

will be evaluated and the necessary admission requirements completed. If needed, admission into

program or university will occur by 2020.

Evaluation plan. Fluency in a chosen language and coherence of native speakers in

addition to daily application in practice examines successful goal completion in 2018. Publishing

of research and studies by 2020 completes the goal of conduction of and ongoing commitment to

nursing research. Participation in furthering education and adherence to professional

responsibilities shows development and improvement of practice. Overall evaluation of ten year

plan places me in the role of a specialized Master of Nursing, bilingual, committee

representative, researcher, evaluator of performance, compassionate, caring, team building

colleague with a plan of lifelong learning and improvement.

Conclusion

Reading over my five and ten year goals and process for completion and evaluation

creates a sense of accomplishment and future. Having a time line (see Appendix B) provides me

with a visual tool to follow. Analyzing strengths and weakness helped me to identify where room

for improvement lies and ways in which improvement can occur. The prospective completion of

this professional development plan is exciting and within reach. Professional advancement of

performance, excellence, and education encompasses the goals represented and with completion

of each goal an improvement in the quality of care will be evident. Unsure of specific ten year

goals due to lack of specialty, mild modification of this plan may be needed, but the generalized

goals listed are achievable regardless, and this creates a game plan for professional growth.


References

American Nurses Association. (2010). Nursing: Scope and standards of practice. Silver Spring,

MA: Nursesbooks.org.

Ferris State University. (2010, April 21). Ferris State University: Catalog. Retrieved from

http://catalog.ferris.edu/programs/445/

Muskegon Community College. (2010). Muskegon Community College: Schedule of Classes:

Winter-Summer 2011. Retrieved from

http://www.muskegoncc.edu/Include/Registrar/Muskegoncc_WinterSum11.pdf


Appendix A


Appendix B

Timeline

2011

Continued employment and BSN education

December - Professional Evaluation by supervisor

2012

January – Employer survey completed regarding self and peer performance evaluation abilities

December – Completion of BSN

2013

January – Master Degree in Nursing application process initiated

January-July – Job shadowing specialties of interest

December – Nursing organization or committee membership evaluation of accomplishment

2014

Reflection and evaluation of current behaviors relating to Standards of Professional Nursing Performance at BSN level completed

2015

August-December – Completion of Master of Nursing Specialty degree

2016

July- New employment at Master level started

December - Reflection and evaluation of current behaviors relating to Standards of Professional Nursing Performance at Master level completed

2017

January – Second language courses begin at Muskegon Community College

2018

Research and study initiated

Completion of second language and fluency evaluation of success


2019

Evaluation of furthering educational needs and completion of required materials for admission

2020

Research study completed, published, and evaluated

Admission into education program if needed


Appendix C

Checklist for Submitting Papers

CHECKDATE, TIME, & INITIAL

PROOFREAD FOR: APA ISSUES

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1. Page Numbers: Did you number your pages using the automatic functions of your Word program? [p. 230 and example on p. 40)]

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2. Running head: Does the Running head: have a small “h”? Is it on every page? Is it less than 50 spaces total? Is the title of the Running head in all caps? Is it 1/2” from the top of your title page? (Should be a few words from the title of your paper). [p. 229 and example on p. 40]

C13/21/11, 1945 cz

3. Abstract: Make sure your abstract begins on a new page. Is there a label of Abstract and it is centered at the top of the page? Is it a single paragraph? Is the paragraph flush with the margin without an indentation? Is your abstract a summary of your entire paper? Is it written in the past tense? Remember it is not an introduction to your paper. Someone should be able to read the abstract and know what to find in your paper. [p. 25 and example on p. 41]

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4. Introduction: Did you repeat the title of your paper on your first page of content? Do not use ‘Introduction’ as a heading following the title. Do not bold your title. The first paragraph clearly implies the introduction and no heading is needed. [p. 27 and example on p. 42]

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5. Margins: Did you leave 1” on all sides? [p. 229]

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6. Double-spacing: Did you double-space throughout? No triple or extra spaces between sections or paragraphs except in special circumstances. This includes the reference page. [p. 229 and example on p. 40-59]

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7. Line Length and Alignment: Did you use the flush-left style, and leave the right margin uneven, or ragged? [p. 229]

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8. Paragraphs and Indentation: Did you indent the first line of every paragraph? See P. 229 for exceptions.

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9. Spacing After Punctuation Marks: Did you space once at the end of separate parts of a reference and initials in a person’s name? Do not space after periods in abbreviations. Space twice after punctuation marks at the end of a sentence. [p. 87-88]

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10. Typeface: Did you use Times Roman 12-point font throughout, even in your header? [p. 228]

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9. Abbreviation: Did you explain each abbreviation the first time you used it? [p. 106-111]

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11. Plagiarism: Cite all sources! If you say something that is not your original idea, it must be cited. DO NOT COPY THE EXAMPLE AND USE IT AS YOUR OWN! You may be citing many times…this is what you are supposed to be doing! Is there a citation for every paragraph? [p. 170]

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12. Direct Quote: A direct quote is exact words taken from another. An example with citation would look like this:“The variables that impact the etiology and the human response to various disease states will


be explored” (Bell-Scriber, 2007, p. 1).Please note where the quotation marks are placed, where the final period is placed, no first name of author, and inclusion of page number, etc. Do all direct quotes look like this, except for block quotes? [p. 170-172]

n/a 13. Quotes Over 40 Words: Did you make block quotes out of any direct quotes that are 40 words or longer? Did you place the period after the text rather than after the citation? [p. 170-172]

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14. Paraphrase: A paraphrase citation would look like this:Patients respond to illnesses in various ways depending on a number of factors that will be explored (Bell-Scriber, 2007). Do all paraphrased citations look like this? [p. 171 and multiple examples in text on p. 40-59]

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15. Headings: Did you check your headings for proper levels and format? [p. 62-63].

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16. General Guidelines for References: Do not bold the word References!A. Did you start the References on a new page? [p. 37]B. Did you cut and paste references on your reference page? If so, check to make sure they are in correct APA format. Often they are not and must be adapted. Make sure all fonts are the same.C. Is your reference list double spaced with hanging indents? [p. 37]

PROOFREAD FOR GRAMMAR, SPELLING, PUNCTUATION, & STRUCTURE3/21/11, 1945 cz

13. Did you follow the assignment rubric? Did you make headings that address each major section? (Required to point out where you addressed each section.)

See comments3/21/11, 1945 cz

14. Watch for run-on or long, cumbersome sentences. Read it out loud without pausing unless punctuation is present. If you become breathless or it doesn’t make sense, you need to rephrase or break the sentence into 2 or more smaller sentences. Did you do this?

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15. Wordiness: check for the words “that”, and “the”. Don’t use the terms ‘I feel’ or ‘I think’. If not necessary, did you omit?16. Conversational tone: Don’t write as if you are talking to someone in a casual way. For example, “Well so I couldn’t believe nurses did such things!” or “I was in total shock over that.” Did you stay in a formal/professional tone?

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17. Avoid contractions. i.e. don’t, can’t, won’t, etc. Did you spell these out?

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18. Did you check to make sure there are no hyphens and broken words in the right margin?

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19. Do not use “etc.” or "i.e." in formal writing unless in parenthesis. Did you check for improper use of etc. & i.e.?

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20. Stay in subject agreement. When referring to 1 nurse, don’t refer to the nurse as “they” or “them”. Also, in referring to a human, don’t refer to the person as “that”, but rather “who”. For example: The nurse that gave the injection….” Should be “The nurse who gave the injection…” Did you check for subject agreement? Likewise, don’t refer to “us”, “we”, “our”, within the paper…this is not about you and me. Be clear in identifying. For example don’t say “Our profession uses empirical data to support ….” . Instead say “The nursing profession uses empirical data…..

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21. Did you check your sentences to make sure you did not end them with a preposition? For example, “I witnessed activities that I was not happy with.” Instead, “I witnessed activities with which I was not happy.”

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22. Did you run a Spellcheck? Did you proofread in addition to running the Spellcheck?


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23. Did you have other people read your paper? Did they find any areas confusing?

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24. Did you include a summary or conclusion heading and section to wrap up your paper?

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25. Do not use “we” “us” “our” “you” “I” etc. in a formal paper! Did you remove these words? Only use these if you are the subject of your paper.

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26. Does your paper have sentence fragments? Do you have complete sentences?

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27. Did you check apostrophes for correct possessive use. Don’t use apostrophes unless it is showing possession and then be sure it is in the correct location. The exception is with the word it. It’s = it is. Its is possessive.

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28. Did you use proper punctuation, particularly commas? If you are unsure of when to use them, please contact the writing center.

Signing below indicates you have proofread your paper for the errors in the checklist:Holley West________________________________________________________DATE:_______03/18/11 _______

A peer needs to proofread your paper checking for errors in the listed areas and sign below:

_ __C Zielinski__________________________________DATE:__ 3/21/11__


Appendix D

PROFESSIONAL DEVELOPMENT PLAN

STUDENT NAME: Holley West

PROFESSIONAL DEVELOPMENT PLAN 21DESCRIPTION AND ANALYSIS OF CURRENT BEHAVIORS (Using the ANA Standards of Professional Performance)

POINTS POSSIBLE POINTS AWARDED

Quality of Practice: Description and Analysis of Current Strengths & Weaknesses

5

Education: Description and Analysis of Current Strengths & Weaknesses

5

Professional Practice Evaluation: Description and Analysis of Current Strengths & Weaknesses

5

Collegiality: Description and Analysis of Current Strengths & Weaknesses

5

Collaboration: Description and Analysis of Current Strengths & Weaknesses

5

Ethics: Description and Analysis of Current Strengths & Weaknesses

5

Research: Description and Analysis of Current Strengths & Weaknesses

5

Resource Utilization: Description and Analysis of Current Strengths & Weaknesses

5

Leadership: Description and Analysis of Current Strengths & Weaknesses

5

PROFESSIONAL DEVELOPMENT PLAN

5 & 10 YEAR GOALS: Articulates clear professional goals for 5 and 10 years within the profession which reflect the weakness identified in the behavior analysis above and/or plan to maintain compliance with Standards. These must be specific and measurable! Refer to information on nursing care plans re writing clear & measurable goals to receive full credit for this section!

5

ACTION PLAN for 5 & 10 year goals; to include actions and timelines that are consistent with the goal statements

10

EVALUATION PLAN to measure attainment of, progress toward or continuing suitability of both 5 & 10 year goals. Again this must be specific and measurable! A tool is useful for demonstrating how you will measure progress toward goals. DO NOT STATE for example “At the end of 5 years I will see if I have accomplished my goal to see if I was successful”.

10

STANDARDS & APA CRITERIA


Critical Thinking/Writing: Analysis & Plan is presented and flows with accuracy, precision, clarity, relevance, depth, breadth, logic and personal significance. Sentence structure, paragraphing, headings, spelling, typing, grammar, punctuation & neatness

15

APA: title page, running head, headers, abstract, margins, indentations, font, size, spacing, appendix, references: citations in text & reference page

15

TOTAL POINTS 100

Documents

ho Web viewCompetencies required to improve quality of practice include “documenting the application of the nursing process in a responsible, accountable, and