Strengths and Limitations in the Personal Nursing Philosophy

Introduction

Among the variety of nursing theories and approaches to helping patients, it is sometimes difficult to choose those that can best match personal priorities and help to provide qualified assistance. In this regard, the need to develop and maintain a personal model may be needed, which will reflect the internal philosophy of a junior medical employee in relation to immediate duties. My nursing philosophy is simple and uncomplicated, but at the same time, in my opinion, it gives an opportunity to provide full-fledged care. I adhere to a patient-centered approach in my work and strive to raise the level of education among those who need it. This method of work makes it possible to establish trust with patients and helps to avoid a high level of readmission caused by the lack of knowledge about a particular health problem.

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Key Concepts of the Philosophy

The use of the patient-centered technique in personal practice opens wide prospects. Individual approach to each patient makes it possible to consider a specific problem comprehensively and provide as much qualified assistance as possible. As Tanaka, Hasegawa, Nagayama, and Oe (2018) note, a patient-centered method involves both nurses and those who need help in a single treatment process and allows for the establishment of the contact that is necessary for recovery. Therefore, I adhere to this technique.

Another condition of personal nursing philosophy is the need to maintain educational skills among patients. In case a threat to health occurs, it is not always easy for a person who has nothing to do with medicine to interpret the symptoms and causes of a particular disease correctly. One of the tasks of nurses is to help patients to obtain as much valuable knowledge as possible about a certain illness and thereby reduce the level of readmission caused by inadequate treatment. The use of modern methods of patient education through digital technologies can be an effective and successful mechanism in improving the medical literacy of the population.

Metaparadigms of Nursing

From the scientific point of view, the activities of nurses can be divided into certain spheres or meta paradigms that form the spectrum of tasks and duties. According to Vaughn et al. (2016), “the concepts of person, health, environment, and nursing” can be highlighted (p. 33). Regarding my practice and personal philosophy, these terms are reflected and can be evaluated as tools for achieving effective care.

The concept of person is one of the fundamental ones, and patient-centered care is a confirmation. The emphasis on individual characteristics allows strengthening the connection between the nurse and the patient and achieving high rates of treatment. Regarding the term of health, not only personal help but also the encouragement of education are welcomed. If a person is willing to receive information about specific problems, it increases the chances of a quick recovery. The environment has an essential role and often determines the characteristics of a particular intervention. I take this parameter into account since it is important in a patient-centered approach. Finally, nursing itself is my main activity, and following the basics of this science helps to achieve the most effective care and patient assistance.

Application of the Philosophy to Nursing Practice

The application of personal philosophy in nursing practice opens wide prospects and gives an opportunity to develop professionally. A patient-centered approach is the method of work that requires dedication from junior medical personnel. According to Sellman (2016), nursing practice is the area where the theory invariably overlaps with personal motives and the subjective view of the care process. Careful observance of all the provisions of my philosophy gives me a possibility to feel my importance in relation to the work I perform and allows me to provide patients with quality care by giving them new knowledge. Working at the Miami clinic, I have to deal with different cases, and compliance with all the principles of comprehensive care contributes to my improvement as a specialist.

The Philosophy’s Strengths and Limitations

One of the main strengths of my philosophy is an opportunity to establish personal contact with each individual patient, thereby increasing the motivation for recovery. Also, providing necessary new knowledge concerning the characteristics of a specific disease makes it possible to reduce readmission rates significantly and prevent the development of symptoms. Nevertheless, this approach to work may have some limitations. For instance, the time spent working with each patient increases, which does not allow helping too many people. It is also important to note the fact that some patients are not ready to cope with new educational methods, refusing additional training. However, my philosophy has more advantages than disadvantages, and I plan to develop my skills and try to help as many people as possible.

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Conclusion

The method of patient-centered care and provision of education opportunities allows establishing mutual contact among participants in the care process and achieving the most effective results. The meta paradigms of nursing can be applied in my personal practice. My philosophy has enough advantages, and despite some limitations, its use helps to achieve high patient outcomes and reduce the number of readmissions caused by the lack of knowledge about a particular health problem.

References

Sellman, D. (2016). The practice of nursing research: Getting ready for ‘ethics’ and the matter of character. Nursing Inquiry, 23(1), 24-31. Web.

Tanaka, K., Hasegawa, M., Nagayama, Y., & Oe, M. (2018). Nursing philosophy of community mental health nurses in Japan: A qualitative, descriptive study. International Journal of Mental Health Nursing, 27(2), 765-773. Web.

Vaughn, S., Mauk, K. L., Jacelon, C. S., Larsen, P. D., Rye, J., Wintersgill, W.,… Dufresne, D. (2016). The competency model for professional rehabilitation nursing. Rehabilitation Nursing, 41(1), 33-44. Web.

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