NURS 1001
4 Reflection
My academic journey was at Cape Breton University in which I pursued Public Health and obtained a knowledge of health of the population and people oriented healthcare system, However I was less fulfilled when I saw myself interested in healthcare more than direct management and implementation of health policies. I eventually decided to pursue Nursing, and thus my decision to apply for admission at Trent University. This acceptance opened a new chapter in my life but the passage from Public Health to Nursing was not without problems. This transformation can be explained by role transition theory which explain that patients and their families have periods of emotional oscillation when they are forced to assume new roles that come with expected responsibilities (Meleis, 2010).
During this period, assurance and resilience are paramount systems . As noted by (Aryuwat et al.,2024) resilience continues to be the cornerstone in explaining academic success for students pursuing nursing, especially clinical learning. The paper focuses on the importance of formal support networks and individual buffering efforts in the process of entering into high stress jobs. Self sufficiency has been my kind of focus in all situations, hence resilience has been a major focus in my training. To avoid being overwhelmed I have had to take a lot of steps including proper time management, healthy self- practices, seeking guidance and sponsors. This process meant such a change in terms of the area of study and probably professional self-identification that had quite a deal of stress along with it. It was tough at the beginning because I was now changing course structure, learning about different clinical sites, and having to assume more responsibility for hands on patient care. The College of Nurses of Ontario (CNO) transition documents highlight that students in the healthcare profession do undergo stress during shift between roles, particularly so when transferring from Public Health department to Nursing. The RNAO’s guidelines on student success also describe the cognitive and affective aspects of nursing students as they engage in this new role.
To manage such a transition I ensured I worked within specific time schedules and took care of myself as advised by the CNO’s Code of Conduct(2024) . First step was to create a schedule in a way that some of the day was reserved for studying, clinical practice, and self-caring. To manage anxiety, effective interventions that were important were the regular exercise and adequate rest. In the RNAO’s perspective, nursing students themselves should take care of themselves as nursing education must be preceded by their healthy mental and physical state. This served useful when I had to cope with stress at places of work since it kept me balanced, directed and encouraged. Moreover, gaining knowledge from professors and peers as well as inquiring for guidance that helped the participants overcome emotional challenges.
Overall it has been exciting and quite a challenge to transition from Public Health to the field of Nursing. The change of objectives and tasks in learning process was challenging but doable . The advice from the CNA, RNAO, and CNO have proven useful as it has strengthened my commitment to holistic care and my personal growth. I am more interested than ever to becoming a compassionate nurse and I am excited about it.
REFRENCES
Aryuwat, P., Holmgren, J., Asp, M., Radabutr, M., & Lövenmark, A. (2024). Experiences of Nursing Students Regarding Challenges and Support for Resilience during Clinical Education: A Qualitative Study. Nursing Reports (Pavia, Italy), 14(3), 1604–1620. https://doi.org/10.3390/nursrep14030120
College of Nurses of Ontario. (2024). Professionalism and nursing practice.
https://www.cno.org/
Meleis, A. I. (2010). Theoretical Nursing: Development and Progress. Lippincott Williams &Wilkins.
Registered Nurses’ Association of Ontario. (2024). Clinical nursing practice: Transitioning into professional practice. https://rnao.ca/