Posted at 12.12.2018
This assignment discusses my Personal Learning Plan (PLP). It examines the explanation for development, justifying why I've not only chosen to attempt Nurse Practitioner (NP) studies, but this program in particular, along using its prescriptive modules and my selection of Prolonged Nurse Prescribing as really the only optional module.
I have informally and theoretically identified my learning style as 'functional', which rationalises these choices, mentioned further in this assignment.
At present, I are the only real Occupational Health (OH) Nurse for the top office of a sizable London-based media company which really is a subsidiary company of the FTSE 250 (Financial Times Stock Exchange) stated business. There are around 3000 employees on-site; a catchment size a lot like a little GP surgery, with a further 1100 employees regionally, to which telephone/e-mail support can be found.
Due to the generally low risk working environment, and as an OH effort to keep employees well and at the job, I largely become a Practice Nurse (PN) by having primary healthcare (PHC) to the workplace. Good care includes treatment and/or advice for modest ailments and incidents; health monitoring and advertising; vaccinations and follow-up treatment such as wound and ear canal attention. I am recognized by a full-time Receptionist, and mutually we facilitate three afternoon GP clinics per week by two browsing private General Practitioners (Gps unit).
This unique service is carried over from the old Factory Nurse role and outdated in the current OH remit (Bagley, 2008). Occupational Health (OH) Nurses are now leaving a 'traditional' specialized medical function (Richardson, 2008). However, whilst the service is marketed as a match and not a replacement of employees' Country wide Health Service (NHS) GP surgeries, it is managed that it is not in the OH remit to replace services provided by the NHS (Lewis & Thornbory, 2006).
Yet, in Dame Carol Black's review of the health of the working people, the survey "welcome[d] and encourage[d]" (Black color, 2008: 49) employers offering GP consultations at work, as an initiative towards health and wellness for a healthy workforce. Given the waking hours spent at the job, and with most GP surgeries sealed in most of weekends and after hours, the workplace is an excellent setting to target health and wellbeing (Team of Health, 2004), along with avoidance and treatment of ill-health.
Such a service has potential benefits and opportunities for employees, businesses and NHS services. However, effective communication between all get-togethers involved, is essential. I make it a priority in my practice to activate in effective communication between both our on-site medical researchers, and employee's off-site NHS and private medical researchers.
To fulfil these role, I got outfitted with a Bachelor of Medical, with the knowledge and skills to care for adult patients in an acute care setting. Although I continued to specialise in critical attention, further development was only accessible through in-house training, on-the-job experience, self directed learning and reflection. When I transferred to the United Kingdom, I 'dropped' into PHC through an agency placement, that was to cover an extended amount of leave on the print side of the business enterprise. Again, I got working as the only real Nurse, with an exclusive GP visiting monthly.
Despite this position being completely out of my depth and slightly daunting, I liked the period of time from acute good care, and thrived on the autonomy and diversity of the role. However, this was compromised with a lack of confidence, devoid of any preceding experience, and heightened by working exclusively. The next section discusses the rationale for my development having been considered on in long lasting employment as the sole OH Nurse.
The proceed to PHC from serious and critical good care knowledge and experience prompted a substantial need for learning and development. There is no support from management in the sense of allowing review leave or time off work to wait practice-related conferences, and any learning was on-the-job or do it yourself directed without colleagues to facilitate development. One of the main explanations why I used a posture at hq to restructure their OH Division, was that the value of professional development had not been only comprehended, but both promoted and prompted.
In addition to my space in knowledge and because I performed alone, I wanted to use my service to the next level, to provide higher satisfaction to both patients and myself when you are in a position to complete the full cycle of healthcare. For example, alternatively than advising patients that this sounded like that they had a chest illness and should therefore arrange a scheduled appointment with the viewing GP (or even to see their NHS GP), I'd be able to diagnose and prescribe at that moment.
This call for development reflects Maslow's 'Hierarchy of Needs', which outlines an aim to bring the 'Esteem' degree of confidence, freedom and achievements into balance, while also building for the 'Self-actualisation' level of creativity, problem dealing with and popularity of facts (Maslow, 1943). The 'Self-actualisation' level may also be interpreted as my Masters dissertation. Furthermore, a decade have lapsed since completing my Bachelor's degree, and I sensed 'stale', very eager to study again, and to find out about the NHS system.
I began investigating NP lessons in London. Ahead of this course, I had formed informally recognized my learning style to be 'practical', and set about locating the most 'hands on' course (see Appendix 1 & 2 for course enquiry and request, with the relevant parts outlined in blue). This program was therefore decided on as the most 'sensible', rather than theoretical, managerial or reflective. I needed to be able to apply skills in the clinic as I was learning, and definitively at the end of the course.
Through Idea & Politics of Principal HEALTHCARE (Philpol), I've realised that my learning so far in PHC replicates Kolb's 'The Lewinian Experiential Learning Circuit', whereby knowledge is gained through experience (Kolb, 1984). That is further backed by Omrod's behavioural description of learning, again linking understanding how to experience (Omrod, 2004). Yet, according to Honey & Mumford (1992), my learning style is 'Pragmatic', adopted very closely by 'Reflective'. By this model, it means I am generally proactive in seeking new ideas, ideas and methods, and wanting to apply them. A 'Reflector' contemplates experience both personal and those of others, and weighs in at up all alternatives before arriving to a decision. Considered collectively, pragmatic and reflective learning styles show a careful and 'useful' methodology, with that i concur.
The NP option of the Experts of Science in Primary Health care is a very prescriptive course, with only 1 optional module. This is to gratify the Royal University of Nursing's (RCN) requirements based on international competencies, to be eligible as an approved course. Furthermore, should the Medical & Midwifery Council start a separate area of the register acknowledging the advanced role of NPs, an RCN approved course will be a pre-requisite necessity (Queen Mary, School of London, 2009). The term NP happens to be being loosely applied to Nurses with autonomy and/or experience. Therefore, the word 'Advanced NP' is updating NP, where Nurses have both formal training, and are working in an advanced role (RCN, 2008).
Through Research Methods 1, I have gained the skills to recognise the several methods and methods to research, and exactly how to read a newspaper. These skills have enabled me to critically assess a paper, recognize between good and poor research, and determine whether a paper's results are credible, and really should be applied in my own practice.
Philpol has laid a basis in my space in knowledge of PHC constructions and plans, including an appreciation of the NHS, its history, services, how it operates, and potentially, where it can all fail. Some of the most interesting learning has been in dialogue and debates with fellow students. Our diverse backgrounds and specific functions in PHC, has been valuable to listen to about each other's tasks and experience.
Physical Analysis 1 and 2, and both the Biological Foundations and Pharmacology in Clinical Practice provides a much needed brush up theoretically, and move forward my current knowledge. Within my Bachelor degree, learning was generally based on simple fact recall for exams and practicals. It is because of this, i am now questioning my real understanding, that i hope to triumph over by these modules. This is a switch from my past educational learning experience to Engel's 'Learning for Understanding', where the emphasis lies in understanding rather than recollection of facts (Engel, 1997). It perhaps also features the difference between studying for a Bachelor and a Masters degree.
I assume that Clinical Practice will be one of the most important modules for me, to have the ability to apply what I've learnt. In previous experience as a nursing student, scientific practice has been where all teachings have made sense rather than exams or assessments. I learn best through the 'hands on' way, and in past specialized medical practice modules, they have precipitated interest and knowledge beyond expected results.
For my optional module, I have chosen Long Nurse Prescribing to become able to complete the full cycle in a consultation: to be able to prescribe to enhance self-reliance and autonomy in my practice.
I have previously given my dissertation much thought, wishing to research into our unique OH service, ultimately having the ability publish by the end, and promote our model. At the moment, my research question is:
"What exactly are the perceptions of both employees and professionals on the provision of a GP and PN in the workplace for a press company in London?"
I propose to conduct this research via an online survey to our employees and Professionals with a combined methods strategy: both simply clicking answers (quantitative), and requesting participants for their thoughts (qualitative).
I anticipate the challenges that this PLP presents, but moreover, the opportunities and excitement that will come up from my development.