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Deep self-reflection and an understanding of how t blend the lessons learned about the self with those observed from the external world around the individual facilitating true Professional Growth.
Additionally, there are clear consequences for progressing further on a path of Professional Growth. For example, individuals who do proceed to grow in their career paths in clinical nursing fields will begin to transition into new paths and structures as they learn more about themselves as active agents within flexible health strategies. There are a number of transitions that help facilitate Professional Growth, and are in fact, different for every individual based on circumstances and self-awareness levels. These transitions help push the individual further along in their goal of Professional Growth and help provide a foundation for future learning of new stage developments as they continue to grow. Essentially, "transitions have been defined as passages or movements from one state, condition, or place to another which can produce profound alterations in the lives of individuals and their significant others and have important implications for well-being and health" (Boychuck, 2008, p 442). Progressing from one stage to another has huge consequences, mostly positive in regards to how the individual nurse practitioner sees the practice and reacts to needs within the field. Boychuck (2008) describes the three major transitions in nursing Professional Growth as doing, being, knowing. First, the nurse is exposed...
In this, they are simply doing what they are told, and have little contributions back to their field. Then that same nurse can expand their experience through actually acting on that knowledge and being a crucial member of the healthcare environment. Once enough experience is amassed on the foundation of actually practicing in the real world, the nurse can then transcend into knowing, where they become a method of change and innovation in a field where they were simply a worker before. Reaching the final stage here has a consequence of great empowerment for the nurse practitioner in that he or she can give back into the practice through innovative and theoretical contributions. As such, the transitions of Professional Growth begin in following orders and strategies and then lead to helping create them. In this concept, the nurse becomes "professionalized" and becomes a contributing member, although that nurse still has room to continue to grow within nursing practice for as long as they are involved within it (Keogh, 2008, p 302).
References
Boychuck, Judy Duchscher. (2008). A process of becoming: The stages of new nursing graduate professional role transition. Journal of Continuing Nursing Education, 39(10), 441-450.
Ehrenberg, Anna C. & Haggblom, Marianne. (2007). Problem-based learning in clinical education: Integrating theory and practice. Nurse Education in Practice, 7(2007), 67-74.
Keogh, Johann. (2008). Professionalization of nursing: Development, difficulties, and solutions. Journal of Advanced Nursing, 25(2), 302-308.
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