Introduction
Launching into the RN to BSN program on February 12th, 2018, indicated a main milestone that eclipsed my expectations and brought forth a great revolution in my nursing approach. I chose the measured one-subject-at-a-time path steeped in juggling professional, familial, and study obligations, paving the way for an exhaustive exploration of each topic. This deliberate tempo enabled optimal benefits drawn from the syllabus, weaving newly acquired insight fluently into my nursing routine. The decision against concurrent multiple classes wisely puts superior participation above hasty advancement.
Weighing other alternatives, I contemplated enrolling for sessions at every start date but decided to go for a more personalized approach; choosing courses that matched my occupational aspirations and desired comprehension level enhanced my connection with my journey from RN to BSN designated nurse. Overall, this overview describes the beginning of my course of study and highlights the chronology, method, and rationale for my module preference while setting the groundwork for detailed scrutiny of life-altering instances marking my educational voyage.
Before RN-BSN Program
The enrollment for the RN-BSN program was an indication of massive academic and professional transitions (Demmery, 2021). Reflection on my first experiences focuses on two particular instances depicting the influential change brought about by the RN-BSN program. Firstly, I noticed a significant improvement exhibited in time management. Being able to manage work, the home, and academic obligations called for an ability to get more organized. This unexpected effectiveness in dealing with conflicting duties sprouted from the demanding requirements of the program that reshaped my daily routines.
Further on, my involvement in delegating tasks bequeathed by the program boosted my communication ability. Working with co-workers and patients in these responsibilities improved my talent for simplifying complex information from health into simple concepts that all can understand. One unique transformation the RN-BSN program brings is the change from a specialist dialect into a jargon that can encompass all people (Ross, 2019).
Lifelong Learning
Having taken the RN-BSN coursework, my appreciation of nursing concepts grew in leaps and bounds, drastically changing my approach to learning. According to Ver Woert (2023), my metamorphosis totality is enclosed in a perpetual scholar suggesting evolved traits, mindset, and activities shaping who I am.
According to Miller (2023, p. 90), an important note from this scholarly journey is to admit that learning is relentless and a constant journey of transformation. An outdated perspective literates education at the front line as a permanent professional growth element; the notion encourages a proactive approach to acquiring knowledge and seeking informative resources past the settled needs.
Majoring in group discussion paradigm with colleagues permitted me to be a pillar to my educational philosophy, hence nurturing a rich content conversation that deviates with skills and views, encouraging unity sense between colleagues, permitting them later to share their emotions, ideas, and expression, hence reinforcing my nursing theories awareness nurturing a joint learning culture (Hauff et al., 2023, p. 16). Being a perpetual learner, I am always ready to set an example by immersing myself in joyful conversations and acknowledging the knowledge that others invariably possess.
Moreover, my up-to-date fidelity to the current trends in the field presents a more robust, constantly evolving image as a perennial learner. Therefore, I proactively sought relevant study courses and secondary materials to engulf myself and participate in the most present-day studies. The trait alteration shows a progressive cognition that is weighed more on self-reliant education incorporating cognitive state concerning nursing improvement.
The RN-BSN program has imparted the required wisdom and significantly transformed my learning style. This exposition shall underline the astounding development in perspective, traits, and behavior that underpin my personality as a committed and constantly developing lifelong student.
From Novice to Expert
This anecdote displays how a journey toward mastery-level expertise increases, starting from the beginning of the RN-BSN route to where I now am (Crider, 2020). On this journey, I see an undeniable map of actions encouraging expertise. An essential part of that process is the development of an actual clinical protocol for my cardiovascular nursing specialty (Sharma et al., 2020, p. 1356). This detail proved an increasing understanding of my chosen discipline and is a significant step in my efforts to progress as a leader. Spearheading and coordinating this project inspired my interest in cardiovascular nursing and shaped my professional nursing path.
Further, the program focuses on critical appraisal and empirical methodologies that have expanded my proficiency (LoBiondo-Wood & Haber, 2021); this exposed me enough to the complexity of factoring research outcomes in practical work, thus reinforcing my resolve to be on pace with the latest progressions in cardiovascular nursing. This direct engagement also refined my analytical and deliberative abilities further.
It unveils a clear storyline outlining the exact changes in behavior, attitude, and practice from my expedition in the RN-BSN program; this clearly illustrates my transformation from a novice to a promising virtuoso. This narrative captures the theoretical knowledge acquired and the practical steps taken to navigate the winding path toward mastery in my chosen specialty of cardiovascular nursing.
Synthesis on Role Transition to Professional Nursing
The changes in my nursing philosophy and the illustration of influence by nursing require an involved inquiry into the alterations in my transformation into a competent caregiving professional. One clear manifestation of this evolution is my drift toward the caring approach that puts patients first, which was mirrored through my amplified focus on comprehensive evaluations and tailor-made care diagrams. Another is integrating nursing theory in my day-to-day work, emphasized by applying the principles of the “Roy Adaptation Model” that assists the patient in strengthening the outcome (Roy, 2018, p. 86).
One behavioral change solely attributable to the RN-BSN program is the shift in my focus toward patient-centered care (Siwula, 2020). Initially, my participation was more mission-focused. On the contrary, the program’s emphasis on comprehensive care drove me towards a patient-centered approach, visible from my increased focus on the over-scope of comprehensive evaluations and active listening with the planning of modified care plans.
On mindset shifts, the program cultivated profound gratitude for ceaseless knowledge acquisition (Harrison & Shortell, 2021). Initially, I perceived learning as merely looking forward to hitting an objective. However, immersion in coursework, employment of supplementary aids, and collective dialogues fostered an optimistic outlook towards continuous education as a vital component of career advancement.
The regime changed my point of view within the criticism of study results. Engaging once in a project while studying “Research Methods in Nursing” assisted in involving evidence-based techniques in clinical duties. This practical use now becomes a regular part of my role, ensuring that my decisions are based on relevant, current research.
Evaluation /Assessment
Beneficial impact and areas needing development are points raised by assessing the RN-BSN program. The flexibility of the timetable is essential, with a flexible mix of work, family responsibilities, and study obligations. A suggested improvement could include more on-site integration through case studies or simulations to promote a relatively coherent learning environment. The unyielding commitment to evidence-based practice manifests as an immoveable factor ensuring the dramatic improvement in informed decision-making towards nursing practice, recommending intensive curriculum, multifacetedness, and loyalty to evidence-based practices make the RN-BSN program essential to professional progression. This schooling broadened my viewpoint and gave me the skills to triumph in the ever-changing healthcare landscape.
References
Sharma, G., Lindley, K., & Grodzinsky, A. (2020). Cardio-obstetrics: developing a niche in maternal cardiovascular health. Journal of the American College of Cardiology, 75(11), 1355-1359.
Crider, C. R. (2020). From novice to expert to beginner again: The novice nurse educator stories of testing experience. The University of Alabama.
Demmery, C. G. (2021). The Reconstruction of the Professional Identity: The Mature AD Nurse After BSN Completion (Doctoral dissertation, Nova Southeastern University).
Harrison, M. I., & Shortell, S. M. (2021). Multi‐level analysis of the learning health system: integrating contributions from research on organizations and implementation. Learning health systems, 5(2), e10226.
Hauff, C., Powell, S. M., Bennett, H., Stewart, J., Salzgeber, A., & Jewell, S. (2023). Find Yourself a Permanent Hype Squad: Professional Reflections for Cultivating Positive Graduate School Experiences. International Journal of Kinesiology in Higher Education, 1-13.
LoBiondo-Wood, G., & Haber, J. (2021). Nursing research E-book: Methods and critical appraisal for evidence-based practice. Elsevier Health Sciences.
Miller, D. (2023). Embracing the Technological Metamorphosis: Envisioning Higher Education for Generation Alpha in a Shifting Educational Landscape. International Journal Software Engineering and Computer Science (IJSECS), 3(2), 88–96.
Ross, K. W. (2019). Building Capacity for Adult and Organizational Learning to Address RN-BSN Student Attrition. Washington State University.
Roy, C. (2018). Critical issues in nursing theory: Developments, challenges, and future directions. Nursing Research, 67(2), 81–92.
Siwula, C. M. (2020). The Impact of the Perceptions of the Bsn Role on the Pursuit of an Rn-to-bsn Program. Immaculata University.
Ver Woert, D. (2023). A Phenomenological Exploration of Nursing Faculty’s Experiences of Ethical Challenges in Their Administrative Duties. Doctoral dissertation, Northwest University.
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