Professional Strategic Plan Nursing

Nursing: Professional Strategic Plan

Strategic planning is only valuable for organizations but also for individuals themselves. On a professional level, strategic planning paves the way for the individual to set goals that he thinks should be accomplished within a certain time frame. In this way, the person would stay focused and motivated to fulfill the tasks that would support him in steering towards his yearly or monthly goals. This paper aims at creating a professional strategic plan that would give direction, crucial for clarity in professional life, based on Boyer’s Model of Scholarship.

Type of Scholarship

2-year Plan

5-year Plan

10-year Plan

Scholarship of Discovery

Building new knowledge by researching the existing evidence.

Building and disseminating the newly gained knowledge to peers and the patients

Consistently forming a link to the new research that would keep coming in the next ten years with professional practice to keep my professional advancement

Scholarship of Integration

Making linkage of the knowledge gained with other nursing disciplines for better patient outcomes. The disciplines are cardiac care, maternal and child care, elderly care, geriatrics, forensic, mental health, emergency, midwifery, obstetrics, etc. (Tulchinsky & Varavikova, 2014).

Becoming a part of interdisciplinary healthcare inquiry for which previously gained knowledge from the research could be used.

Increased involvement in interdisciplinary programs and review of health policy so that integrative nursing could assist in building person-centered relationships and trust with patients and society as a whole.

Scholarship of Application

Applying the existing knowledge to my area of practice with dedication and the goal of serving the larger community and humanity

Practicing knowledge development so that serving the service and profession is justified with my current knowledge and experience in my practice area.

Be on the lookout for updates and new information with innovative methods to tackling real-life problems so that the generated inquiry could help my practical application in my practice area

Scholarship of Teaching

Even if leadership or not, teaching would inculcate transmitting knowledge through formal or informal means to anyone I contact, be it my interdisciplinary colleagues, peers or patients, juniors, etc.

Involvement in improving expertise in any faculty members’ expertise and teaching them about developing skills or evaluation methods, for example.

After gaining a plethora of knowledge in the field, mentoring along with education could be a suitable direction that would facilitate learning for others to move towards a healthy building of the community

Scholarship of Discovery

Holistically, scholarship of discovery would enable me to continue research so that an upgrade of new knowledge should strengthen me with the skills and information required to treat patients. History provides evidence-based practices and wider opportunities for their application so that service providers could learn from the benefits that they generated or any possible mistakes to learn from (Sheard, 2018). Research could serve as a bridge between what is not known and known for identifying gaps where the skills and information might be lacking. This lack of information might be detrimental to patient care, for which it is necessary to engage in research for gaining scholarship of discovery in the next 2, 5, and 10 years. Unresearched gaps would be detected when research about required skills, treatments, interventions, patient groups, and their social/ cultural backgrounds and perspectives were explored thoroughly (Thelwall & Mas-Bleda, 2020). Attending conferences and workshops would also contribute to my research and discovery. 

Scholarship of Integration

Gaining research knowledge is incomplete without circulating it to the rest of the world to gain maximum benefits. The stakeholders in the healthcare profession should all be dispersed the knowledge of discovery so that collaboration from all departments and disciplines could help build a healthy society (Curtis et al., 2017). Risk mitigation would be enhanced with improved patient outcomes since every peer would be on the same page, and for this reason, I plan to give my knowledge to my colleagues and patients. Patients would benefit from better self-management techniques for self-adherence and successful interventions. At the same time, colleagues would be able to serve other patients more efficiently, resulting in a magnified beneficial result in patient satisfaction. I expect the clinical practice to improve and create educational opportunities for clinicians to create value in knowledge transition, further contributing to policymaking or future research. 

Scholarship of Application

The patterns of knowledge should be applied for gaining a scholarship of application, deeming it mandatory for understanding the complex nature of the nursing practice (Rafii, Nasrabadi & Tehrani, 2021). The empirical knowledge is gained through facts, theories, and practical applications of theories in historical context, while personal knowledge is gained from being familiar with ethics of practice. Practical application of knowledge in my practice area would enable me to perceive what is right and ethical regarding my accountability towards my profession. This application and its resulting perceiving quality would also fortify my aesthetic knowing capabilities, which are the heart of the nursing practice, including empathy, adaptation, and capacity to serve (Rafii, Nasrabadi & Tehrani, 2021). 

Scholarship of Teaching

Further, as a part of contributing to the nursing practice, it is imperative to teach the knowledge to the juniors or colleagues for multi-disciplinary team benefits. It would amplify the value of productive work relationships, and gaps would be filled by training and education who already are experts in their fields. With relevance to my practice area, I expect I can disseminate my knowledge to college students or particularly those who come as internees in the departments. It is mainly said that new under-training internees and medical students seek advice from senior nurses for certain procedures and extenuation of risks. In the form of teaching, information sharing is a two-way process for gaining value for both seniors and juniors who have mutual gains or goals (Savolainen, 2017). Also, teaching patients would transform several advantages of health status in terms of correct use of medicine and dosage, embracing healthy lifestyles, preventive measures, and self-management for the care of disease and wounds at home (Feriedouni et al., 2019).