Professional Development Plan

In pursuance of my graduate studies in nursing, an individualized program of study (POS) and professional development plan (PDP) have been developed. The aim of this plan is to serve as a clear indicator of personal and professional goals in accordance with the nursing practicum.

Education and Professional Background

My name is (Your Name) and I decided to begin my academic pursuit in nursing in 1989 at a branch of Kent State University. In 1993, I graduated with a Bachelor of Science in Nursing (BSN). Since then I have worked in the endoscopy department where I hold certifications in basic life support (BLS), advanced cardiac life support (ACLS), pediatric advanced life support (PALS) and conscious sedation. Prior certifications held were electrocardiogram (ECG) interpretation and neurology assessment. I am currently a Medical-Surgical nurse with a certificate in oncology. In addition, I teach part-time within an LPN program at a private school. Teaching has allotted me the opportunity to experience another side of nursing practice, which I am now keenly interested in pursuing further.

Professional Goals

My personal goal is to continuously do my ultimate best in all of my future endeavors, both personally and professionally. Moreover, my professional goal as a nurse educator begins with furthering my education to obtain my MSN with a specialization in leadership and management. As a nursing professional in nurse education, it is my innate duty to prepare our future nursing leaders to be able to utilize the knowledge they attained in addition to the practical skills they acquired to become proficient entry-level nurses in the healthcare industry. I will also teach prospective nursing professionals the importance of integrating evidence-based research into nursing practice. I seek to promote a level of safe yet highly effective quality of care which will enable future nursing professionals to apply their understanding of nursing practicum to meet the emotional, physical, and social needs of all their patients regardless of their medical ailment, creed, nationality, or race. My experience has proven that in order to be a great leader, you must first serve. I zealously await the challenge.

Course Outcomes

Since I have not been enrolled as a student for many years, the American Psychological Association (APA) style of writing is new to me. As an active learner pursuing a degree from an online university, the courses I have taken thus far have helped to broaden my horizons. I have been afforded the opportunity to partake in educational endeavors which have undoubtedly enhanced my understanding of the professional nursing practice in its entirety. I will use the skills I have acquired to obtain and utilize resources pertaining to advanced practice data, nursing theories and principles, in addition to evidence-based practice to improve the role of nurses within the diverse health care profession.

Practicum

Since the practicum is an essential component of my Master’s education, I initially began planning for the practicum in leadership shortly after being accepted into the nursing program at Walden University. Victoria Smith, a nurse manager at a local acute care institution, has a great reputation as a nurse leader in our community. Upon being contacted, Smith agreed to serve as my preceptor when it is time to enroll in the practicum.

Summary

Since going to school through an online program was an entirely new experience for me, I decided to take extra courses to enhance my computer skills and APA writing style. My program of study at Walden University is a Master of Science in Nursing Program with a specialization in leadership and management.

References

Albutt, G., Ali, P., & Watson, R. (2013). Preparing nurses to work in primary care: educators' perspectives. Nursing Standard, 27(36), 41-46.

Grimwood, K., McSherry, R., McSherry, W., & Pearce, P. (2012). The pivotal role of nurse managers, leaders and educators in enabling excellence in nursing care. Journal of Nursing Management, 20(1), 7-19. doi:10.1111/j.1365-2834.2011.01349.x

Schoening, A.M. (2013). From Bedside to Classroom: The Nurse Educator Transition Model. Nursing Education Perspectives, 34(3), 167-172.