NURS250 Assignment 2 PDF

Preview

Summary

Download NURS250 Assignment 2 PDF

Description

1

How to Make Use of a Virtual Library

CAXXXX Athabasca University NURS 250: Professional Nursing Practice YXXXXXXX October 22, 2020

2 How to Make Use of a Virtual Library A Virtual Library (VL) is a collection of online research databases, electronic journals, and reasonable web resources that enhances the quality of evidence-based research (Adeniran & Unuigboje, 2018). A virtual library is used for effective learning and has a positive effect on education because it promotes the sharing of learning resources and provides support for online education and independent learning (Adeniran & Unuigboje, 2018). This paper explores my knowledge of using a virtual library, identify acceptable sources of scholarly evidence in academic and literature review writing. I will show databases, and search terms used to find three peer-reviewed journal articles and state what level of evidence the articles represent according to Using Evidence in Scholarly Writing (Athabasca University [AU], 2020). Finally, I will write short summaries of the findings in the three pieces of literature. The Process The following three databases were searched: ProQuest Nursing & Allied Health Source, Cumulative Index to Nursing and Allied and Health Literature (CINAHL) Plus Full Text, and Wiley Online Library. The most effective search items used comprise professional role transition, professional role transition nursing, and transitioning to Registered Nurse. The search strategy was limited by selecting the scholarly (peer-reviewed) and full-text options and choosing a published date ranging from 2010 to 2020 to ensure all the articles chosen contains the most current research available, an important consideration according to the NURS 250 Student Guide (AU, 2020). The Result Article 1: Systematic Review: Bridging the Gap in RPN-to-RN Transitions This article was located using the ProQuest Nursing & Allied Health Source database. According to the Using Evidence in Scholarly Writing presented in the NURS 250 Student Guide (AU, 2020), “Green indicates acceptable academic evidence to support ideas presented in scholarly writing. Scholarly writing is supported with scholarly evidence, written with a purpose and is written using the language and

3 literature of the nursing profession with a depth that is well beyond that of public knowledge”. Thus, among the three levels of acceptable evidence for scholarly writing, the level of evidence found in this article is level 2, which has ProQuest Nursing & Allied Health Source as a credible database to search for scholarly publications in nursing. Also, the level of evidence is systemic review because it comprises a systemic review of multiple articles pulled together, and the article summarized findings and reviewed literature (Suva et al., 2015). The source of this article is the Journal of Nursing Scholarship , a peerreviewed journal (LibNCSU, 2014) whose target audience includes health professionals, any person involved in nursing practice, such as clinicians, researchers, educators, managers, policymakers, and students (Suva et al., 2015). The article is authored by seven (7) people who are all Registered Nurses (RNs) with Post-Graduate degrees. Three of the authors hold Masters’ degrees and four have Ph.D. degrees. Quite a few contributors are associated with the Registered Nurses Association of Ontario, and others are linked with educational institutions that offer Registered Practical Nurse (RPN) to RN bridge programs. This collective experience qualifies them as experts in the field, also the article was accepted on May 7, 2015. Article 2: The Experience of Preparing for and Transitioning to Registered Practice Article 2 was discovered in the CINAHL Plus Full-Text database using the search term Transitioning to Registered Nurse. Like article 1, this article is classified under level two of using evidence in scholarly writing because it is from CINAHL with an acceptable academic source (AU, 2020). It is authored by Elizabeth Hart, a Senior Lecturer in the School of Nursing and Midwifery, Faculty of Health, Education, Medicine, and Social Care at Cambridge University. These credentials imply that she has significant experience and authority on the subject topic. Besides, the article is a peer-reviewed journal and was accepted for publication in February 2019 (LibNCSU, 2014). The source of Article 2 is the British Journal of Nursing, well known for its clinical and evidence-based research by nurses and intended for faculty, nurse/clinical educators, and students alike (Hart, 2019).

4 Article 3: Transition Shock: The Initial Stage of Role Adaptation for Newly Graduated Registered Nurses Similar to the two articles discussed above, this article is classified under level two of using evidence in scholarly writing because it is from the Wiley Online Library database, which is an acceptable academic source (AU, 2020). The article is evidence-based, with credible information, reliable, and based on sound research. The author’s credentials were provided, and relevant to the information provided. Judy E. Boychuk Duchescher is an RN and holds a Doctorate, a facilitator of scholarly Programs and Projects, with Saskatchewan Institute for Applied Science and Technology, Saskatoon, Canada. The source of the article is from the Journal of Advanced Nursing. This article is a scholarly peer-reviewed journal because it met the standards and process of approval and was accepted for publication (LibNCSU, 2014). Its target audience includes health care professionals, students, and the public. Summary of The Three Articles Professional role transition is making a significant adjustment to changing personal and professional roles at the beginning or during one’s nursing career; these adjustments arise because of changes in society and nurses’ desire to attain self-actualization via continuing update of knowledge, to provide safe and competent care (Blais & Hayes, 2016). However, this comes with a challenging change process. Hart (2019) explains that although role transition is necessary and required, yet student nurses find transitioning into registered practice challenging and overwhelming. Suva et al. (2015) identified types of role transitions: developmental, situational, health/illness, or organizational and explained that situational transition best represents the change from RPN-to-RN. This transition entails educational and vocational role transitions (Suva et al., 2015). They further highlighted that RPNs who go through a bridging program to become RNs often undergo situational transitions that involve a change in position, function, and responsibility (Suva et al., 2015). Furthermore, Suva et al. (2015) explained that financial challenges, multiple role responsibilities, and time management are pertinent issues that can daunt the process of role transition, while mentorship, support from colleagues, managers, and nurse educators

5 can facilitate a successful progression to role transition (Suva et al., 2015). Also, Hart (2019) emphasized that support provided by mentors and educators during student nurse placement experiences impacts their success in transitioning to a registered practice program. Moreover, Duchscher (2009) wrote about transition shock, as the first stage of role change for new graduates. He explained that transition shock occurs when moving from known role to unfamiliar roles, responsibilities, knowledge, and relationships of a professional nurse, and revealed that nurses have shown some concern for lack of support during role transitions (Duchscher, 2009). He expresses that if these shocks are not properly managed, may drive enthusiastic and talented nurses out of the nursing profession and therefore urge healthcare institutions, policymakers, and managers to support professional nurses who are transitioning roles (Duchscher, 2009). Conclusion A virtual library is an important tool for accessing and using resources to write academic papers. It is easy and convenient to access a variety of resources at the same time. In this essay, I was able to assess three peer-reviewed articles using varying search terms from different databases. The evidence provided by these articles enabled me to review literature about professional role transition and identify similarities among them while learning how to assess scholarly journals. I am optimistic that the understanding of using the virtual library will help me in my further studies to source digital materials useful for evidence-based research.

6

References Adeniran, O. P., & Unuigboje, B.O. (2018). The role of virtual library in learning environment. Information and Knowledge Management, 8(2). https://iiste.org/Journals/index.php/IKM/article/view/41077/42233 Athabasca University. (2020). Using Evidence in Scholarly Writing. http://charon.athabascau.ca/cnhsundergrad/lpnbn/Using%20Evidence.pdf Blais, K., & Hayes, J. S. (2016). Professional Nursing practice: Concepts and perspectives (7th ed.). Boston: Pearson Education Inc. Duchscher, J. E. B. (2009). Transition Shock: The initial stage of role adaptation for newly graduated registered nurses. Journal of Advanced Nursing, 65(5), 1103–1113. https://doi.org/10.1111/j.1365-2648.2008.04898.x Hart, E. (2019). The experience of preparing for and transitioning to registered practice. British Journal of Nursing, 28(6), 362–368. https://doi.org/10.12968/bjon.2019.28.6.362 LibNCSU. (2014, May 1). Peer review in 3 Minutes [Video]. YouTube. https://www.youtube.com/watch? v=rOCQZ7QnoN0 Suva, G., Sager, S., Mina, E. S., Sinclair, N., Lloyd, M., Bajnok, I., & Xiao, S. (2015). Systematic review: Bridging the gap in RPN-to-RN transitions. Journal of Nursing Scholarship, 47(4), 363-370. https://doi.org/10.1111/jnu.12147...