Academic Success and Professional Development plan
Master of Science in Nursing program is essential to nurses. This is because it broadens the scale for the nurses willing to advance in clinical careers. MSN program is thus vital in achieving personal goals in the field of medicine (Cameron, 2013). A nurse is known to be passionate about helping their patients at all cost. The Success of in Master of Science in Nursing can be achieved through collaboration with other individuals within the institution for guidance and assistance when the need arises. The academic team to consider in working with close collaboration to be successful in the Master of Science in Nursing would be the inter-professional education (IPE) and the National League for Nursing (NLN). I would also consider family nurse practitioner and psychiatric and mental health nurse practitioner professional to collaborate within the Master of Science in Nursing program.
Health care professionals usually train nurses in their clinical settings. Through this training at the clinical settings, I will be in a position to acquire the basics required at mastery level. The inter-professional education availed to the nursing student also improve the care they give to the patients. Health care professionals’ efforts guide junior nursing students with bachelor degrees in particular areas where they can advance their knowledge (Jezuit, & Luna, 2013). Knowledge integration in clinical setting creates an environment where an individual willing to advance their skills can learn and be motivated by the professionals through the roles which they play.
Inter-professional education is strategized to create room for either practitioners or even students where they can share their experience as a team. IPE is generally, directed on to improving patient results through maintaining competency is among the practitioners. Inter-professional education can be identified as a sole institution for the provision of professional services to the junior nursing practitioners aspiring to advance with Master of Science in nursing (Herrmann, Woermann, & Schlegel, 2015). Both interdisciplinary and inter-professional services are training through inter-professional education. Mastery knowledge is advanced on this basis through disciplinary control, where nursing students at different departments cooperate for mutual benefit. The basics required at an advanced level in Master of Science in nursing is administered through inter-professional education contemporary programs.
National league for nursing, on the other hand, entails training nursing students for dealing with clinical judgement. NLN team can assist in providing employment terms to the nursing students after they advance in their education (Rizzolo, Kardong, Oermann, & Jeffries, 2015). They can also provide scholarship opportunities to the nursing students for achieving a Master of Science in nursing programs. The family nurse practitioner would provide advancement opportunities at the family-based program. Interaction with practitioners in operating at higher positions creates an environment where experience becomes the motive of the whole group.
Master of Science in nursing requires to create networking between the learner and the professional. The significant impact that is created by advanced knowledge in nursing ensures competency among the practitioners. Inter-professional education which based on clinical settings involves training the nursing students within their workplace. This team thus created a competent team of nursing students or practitioners who can achieve patients’ needs easily. Teamwork is essential in every learning sector. Inter-professional education creates a pool of students, some of which share professional advancement plans. This leads to the formation of teams among the students sharing particular MSN program (Cameron, 2013).
Through their collaboration, they can easily succeed in the Master of Science in nursing professionalism. These thus, teams create connections among the students undertaking MSN programs. Through their relationships with each other, their interest in undertaking a particular program increases, leading to successful career achievement. The connection between an individual undertaking a Master of Science in nursing and the organization is essential for career enhancement (Furseth, Taylor, & Kim, 2016). Nurse tend to develop their career programs through interaction with other top professional within the organization through consultations—success and development of nursing care related to the available opportunities for advancement. Inter-professional education promotes careers success in many nursing students determined to acquire a Master of Science in nursing.
The consistency with which a nursing student progresses in their career goals depends on the backup team guiding the student and the available opportunities for advancement. National league for nurses creates an avenue why nursing based events and conferences are administered to provide opportunities to the students willing to advance in their studies. Consulting a professional in a particular field such as the psychiatric and mental health nurse practitioner can improve individual confidence through the advice given by the professional. Inter-professional education serves as a pool where a group of nurses pursuing the same career can gain experience (Horsley, Reed, Muccino, Quinones, Siddall, & McCarthy, 2016). Mentorship is an essential move to any individual desiring to acquire higher education in any field.
Having a professional in the clinical setting serves as a mentor for some of the MSN programs that are undertaken by the nurses (Rizzolo, Kardong, Oermann, & Jeffries, 2015). Inter-professional education and the national league for nurses aim at expanding the healthcare programs to meet patient’s needs through advancing the skills of the practitioners. The available opportunities to the learner determine success in Master of Science in nursing. Through the sharing of ideas among the practitioners and consulting professional in a clinical setting, opportunities and experience are availed for successful collaboration. Both inter-professional education and the national league for nurses assist in the development of strategies for Master of Science in nursing.
References
Cameron, N. G. (2013). Comparative descriptors of applicants and graduates of online and face-to-face master of science in nursing programs. Nursing Education Perspectives, 34(6), 372-376.
Furseth, P. A., Taylor, B., & Kim, S. C. (2016). Impact of interprofessional education among nursing and paramedic students. Nurse Educator, 41(2), 75-79.
Herrmann, G., Woermann, U., & Schlegel, C. (2015). Interprofessional education in anatomy: Learning together in medical and nursing training. Anatomical sciences education, 8(4), 324-330.
Horsley, T. L., Reed, T., Muccino, K., Quinones, D., Siddall, V. J., & McCarthy, J. (2016). Developing a foundation for interprofessional education within nursing and medical curricula. Nurse educator, 41(5), 234-238.
Jezuit, D., & Luna, M. B. (2013). Educational advancement: what do associate degree students think?. Teaching and Learning in Nursing, 8(2), 59-62.
Rizzolo, M. A., Kardong-Edgren, S., Oermann, M. H., & Jeffries, P. R. (2015). The National League for Nursing project to explore the use of simulation for high-stakes assessment: Process, outcomes, and recommendations. Nursing Education Perspectives, 36(5), 299-303.