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Nurses can help in this process however, if they understand their roles, as outlined in this paper, which include self-empowerment, quality patient care and collaboration (ANA, 2007).
Conclusion This section explains how self-care helps ensure the mental, physical and emotional wellness of nurses so that they are better prepared to care for others.
This topic is important because literature confirms that self-care management of graduate nurses and other providers may "significantly improve medical outcomes" especially among patients with "complicated" diseases or those that rely on frequent doctor or RN check-ups (Taylor et al., 1058).
The author proposes more attention be given to education, specifically orientation training for new graduate nurses that focuses on the self-care management model role so new graduates know what their role is in empowering patients to recovery, but also keep in mind how important it is to care for their own health and wellness.
Outline
The graduate nurse must be aware of the many elements that may impact their performance, including self-care or management. This paper introduces the concept of self-care management and defines the roles nurses play with respect to self-care management as new graduates.
Nursing Topic - Self-Care Management of the New Graduate Nurse
Subtopic 1 - Definition of Self-Care Management of the NGN (new graduate nurse).
Subtopic 2 - Role of the RN
Subtopic 3 - Implications of SCM to new grads and health systems
Implications for Nursing Practice or Change in Nursing Practice - Nurses that understand their role in the health management process are more likely to adopt rituals and procedures that align with their needs and that of their patients.
Conclusions - Self-Care Management is vital to the survival of an RN regardless of her field of expertise.
Bibliography
ANA (2003) "Nursing Facts," American Nurses Association, Retrieved November 13, 2007: http://www.ana.org/
Apesoa-Varano, E.C., Varano, C.S. (2004), Nurses and labor activisms in the United
States: The role of class, gender, and ideology. Social Justice, 31(3): 77
Ford, L.A., & Ellis, B.H., (1998), a preliminary analysis of memorable support and non- support messages received by nurses in acute care settings. Health Communications, 10(1): 37
Taylor, C.B., Miller, N.H, Reilly, K.R., et al. (2003). Evaluation of a Nurse-Care management system to improve outcomes in patients with complicated diabetes. Diabetes Care 26(1): 1058-1063.
Zalumas, J. (1995).Caring in crisis: An oral history of critical care nursing. Philadelphia:
Nursing Care
Bibliography
ANA (2003) "Nursing Facts," American Nurses Association, Retrieved November 13, 2007: http://www.ana.org/
Apesoa-Varano, E.C., Varano, C.S. (2004), Nurses and labor activisms in the United
States: The role of class, gender, and ideology. Social Justice, 31(3): 77
Ford, L.A., & Ellis, B.H., (1998), a preliminary analysis of memorable support and non- support messages received by nurses in acute care settings. Health Communications, 10(1): 37
This is also an individually focused discipline, which relates to the development of critical thinking skills. The third and fourth disciplines are interpersonal, collective paradigms. The Shared Vision discipline refers to a commitment within a group or organizational setting, in which a mutual purpose is developed. Team Learning focuses on group interaction, with high importance placed upon communication techniques through which collective thinking and learning are transformed. The final
In reaction, diabetes research looks into pharmacological options and changes in lifestyle to contain the trend. Recent findings point to the need for healthcare professionals to empower diabetes sufferers to take recourse in self-management as the best option at the moment (Kumar). The purposefulness of a plan and its implementation in assisting a client with diabetes helped fill in her self-care deficit (Kumar 2007). The interpersonal relationship between a nurse
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