Theory to Role Transition Paper Guidelines and Rubric
Objective: To apply Meleis’ transition theory to develop the student’s own plan for transition from practical nurse/internationally educated nurse/diploma-prepared registered nurse to the bachelor of science in nursing registered nurse role in Ontario, focused on their transition during the Post-Diploma Degree Program (PDDP)
This assignment requires students to reflect on their professional nursing practice and education from prior to entering the PDDP. They will then to explore what it means to be a baccalaureate prepared RN in Ontario. Evaluating similarities and differences in their past role versus their future role is critical to prepare for this assignment. Students will then select and use a theory that helps to guide their transition to this new nursing role.
This assignment focuses on your career goal and your education journey to meet that goal, such as your remaining courses, study skills, time management, and other anticipated experiences at the university to meet your career goal. The time-period to focus on for this paper is during the PDDP courses for completion of the education program.
- Before starting this assignment, review the
- readings, discussions, lectures, and your notes from the course
- College of Nurses of Ontario Standards of Practice for Registered Nurses and consider your current practice
- courses and course descriptions that you will take in the PDDP, including the practice guidelines courses
- Schumacher & Meleis Transition Theory to be used for this assignment.
- Search the literature for two to three quality, peer-reviewed theoretical (at least one theoretical article) and empirical (at least one research/empirical article) articles that are relevant to the selected theory and your role transition. Seminal publications may be older than 10 years, if pertinent to your paper, unless more current articles are available that address similar content (e.g., a more recent theory paper). The literature should expand beyond the references provided for this course. Articles that discuss the transition to a new nursing role may assist in thinking about this assignment.
Theory to Role Transition
My role transition involves changing from RPN to BScN. An RPN is a health care expert that has accomplished two college-level educational years to earn a diploma in Practical Nursing (Nowrouzi-Kia et al., 2021). BScN, on the other hand, is an academic degree in science and principles of nursing approved by a qualified tertiary education provider. After taking a program involving four semesters over two years in a college program, I earned myself a diploma in Practical Nursing in my nursing education. I have full experience in providing direct primary care within full practice scope. I can excellently participate in improving, executing, monitoring, and assessing services for patients, families, and the community.
I chose to pursue BScN to acquire a more exceptional degree in education and help my clients more professionally in the nursing field. I also needed to quit working in ICU, which was incredibly challenging as an RPN. In the ICU, hours were long, and taking care of critically ill and unstable clients was emotionally and physically demanding (Gupta et al., 2021). My career goals as I transition are to acquire long, high-quality lives, enhance the health of all groups, form an environment that encourages good health, and promote health through all stages of life. The Theory selected to explore my role transition was Meleis’ transition theory. Meleis Theory of transitions process in nursing suggests that helping individuals accomplish life transitions is a key nursing function (Martins & Caldeira., 2021). I am guaranteed that this Theory will help identify the suitable methods toward supporting the patients as a BScN. This aligns with my career that is serving the community entirely. Transitions start before the key events, and they depend on variables; that’s why Meleis’s theory is appropriate in my case as it accounts for these particular change processes. This paper will present the application of Meleis’ transition theory in role transition from Registered Practical Nurse (RPN) to BScN.
Meleis transition theory will help me envision my plan while transitioning from Registered Practical Nurse to BScN. Meleis’ Theory of transition provides an exceptional theoretical viewpoint for understanding this particular transition experience (McCarthy, Connaire & Timmins., 2021). There are numerous reasons why I opt to pursue BScN in my nursing career. Through BScN, first, my thoughts will change through learning advanced or additional methods to afford care. Secondly, my mind will complete better healthcare-based decisions for excellent patient results, cost reduction, and efficiency enhancement. Thirdly, my thoughts will change regarding the expansion of healthcare knowledge regardless of the degree I take despite covering healthcare innovation or information systems.
The transition I will experience from RPN to BScN RN won’t be much different from what I encountered in my post-diploma program. Generally, maturity is among the key differences from transitioning to RPN. Still, I will be able to reveal maturity in particular aspects, such as how I accomplish roles. Initially, I had less experience as I was very new to nursing, but currently, I have acquired a lot. I am sure that BScN is more appealing, and thus, I am much prepared to have more roles and commitments than the RPN pre-position. In this transition process, properties I except following Meleis theory include engagement, awareness, time, change, and critical events. These elements remain interrelated as a refined process. To achieve complete programs transition, the first step is being aware of my insight of willingness to change, i.e., include the coping abilities (Pummell & Lavallee., 2019). For example, I should have background skills of the nursing perceptions. In my mind, I am much aware that my transition won’t be a simple duty. Therefore, I am fully set for a full-time appointment and coping with pressure strategies. This is because understanding nature and response towards a change or responding to numerous stages stimulates an ideal use of transition theory.
Transition theory bears two parts: the intervention model and understanding change experience (Gonçalves et al., 2021). In the first approach, there’s a need to master the consequences of change. In my state, transitioning from RPN to BScN RN presents excellent effects, such as commitment that I should be ready to hold. I will rely on a conceptual support system as a practical approach via a team of advanced practical-based nurses. The objective here would be to clarify program prospects, strategic time management, practices or role and identify other experiences. I see my transition plan as that which will need support from an advanced team to afford me with skills or plans needed in my era as an advanced student. A conceptual support-based system will aid in building physiological abilities to handle the experiences of my transition. Meleis reveals that transition is a nursing concept involving shifting in the mind’s state for some time. This model involves transition nature, condition of changes, nursing therapeutics, and response pattern. In my case, the nature of the transition is developmental, situational, and organizational. My transition will be individual preparation and understanding I will garner from the BScN from Ontario community. After transforming, I yearn to feel connected, relate with the other advanced nurses, develop confidence and coping approaches as response patterns.
Nursing therapeutics, according to research are significant contributors towards a successful change because they encourage quality results, preventing negative results (Mood, 2018). For an ideal professional transition role and practical education in RPN – BScN program, there has to be compatibility between myself as a student and the program. For a perfect individual fit in this transition, I will reflect on past nursing skills in RPN together with expectations of a new program. I plan to intensively apply faculty with the course planning and practical skills related to comprehension, literature, and writing search. With that, I will be capable of attaining the educational success of the transition. What will help adapt to the professional role prospects involve a modified curriculum where my past RPN knowledge will successfully aid in easing the curriculum learning. In my BScN time, what will help achieve the completion of transition is apprehending change itself. Generally, research analysis as a BScN course will be helpful to meet my professional role and aid in community wellness (Celestini et al., 2021). Thus, I will require being well equipped and prepared with the data skills, critical thinking, theoretical knowledge and partnership with the nursing team. Health informatics programs may be challenging and time-consuming to learn how to apply evolving and sophisticated technology in a healthcare-based system. A key area of focus, in this case, will be advancing on critical thinking and theoretical knowledge as these will help improve my journey in education and also work in well with fellow professionals and clients in the practice field (López et al., 2018). To advance my weaker areas in critical thinking and theoretical knowledge to attain a successful transition and professional success, I have an intention to sharpen my mind more via research. I will also practice situational responsiveness, emphasize the nurse-to-nurse collaboration, regulate the audience, and learn on engaging individuals.
Generally, my RPN-BScN transition program will be a success considering the identified factors. These include awareness towards change, setting prospects, applying past acquaintance, and using a conceptual support-based system from faculty or other students. Research analysis as a BScN course will be helpful to meet my professional role, which will aid in community wellness. Health informatics programs may be challenging and time-consuming to learn how to apply evolving and sophisticated technology in healthcare-based systems. As I noted, critical thinking and theoretical knowledge remains essential in my professional goals to enhance community-based health. For successful outcomes, I will require taking measures such as using the appropriate tools for interaction. Meleis transition theory affirms that elements such as engagement and awareness will aid in attaining successful transition in my BScN.
The key purpose of Meleis transition theory is to aid in acknowledging nurses’ roles as they undergo transitions in life, such as helping clients with illness. Just as theoretical nursing, the faculty of nursing and the students apply this framework to develop the programs. The nurses attain appropriate approaches to help individuals and themselves from one state to another.
In this Theory, complete descriptions have been provided for concepts. Important concepts well-defined in this case encompass the form and patterns of transition, conditions, experiences, response patterns, and nursing therapeutics. In all component descriptions, there’re comprehensive—for instance, developmental, health, situational, and organizational forms of transitions.
Meleis’s Theory is logical since it remains true in all possible interpretation means. This model set outlines steps that require reflected on for effective transition. The concepts of transition and pre-position are used to apply to the nurses.
Generally, according to my perception, I don’t see any essential missing components of this Theory. However, it doesn’t pinpoint the challenges of transition and how to avoid them.
Meleis’s Theory helps guide my transition to BScN prepared registered nurse role in Ontario (Hallaran et al., 2021). As a student, I am aware of the key elements worth considering. First, this Theory highlights the patterns of transition to see, stress on engagement, and awareness as ways towards effective integration. Besides, this Theory will help understand the difficulties in the Ontario program, for instance, advanced skills needed for BScN nurses to promote best practices that enhance success in transition.
Celestini, R. N., Thibeault, R. N., Ann, C., Masood BScN Student, B., & Perera BScN Student, B. (2021). A Universal Design for Success: A Mixed-methods Case Study of a First-year BScN Course. Quality Advancement in Nursing Education-Avancées en formation infirmière, 7(2), 3. https://doi.org/10.17483/2368-6669.1296
Gonçalves, P. D. B., Sequeira, C., Silva, M. A., & Silva, A. (2021). Developing nursing clinical data models addressing delusion and hallucination with Meleis transitions Theory as the theoretical reference model: A focus group study. Perspectives in Psychiatric Care, 57, 1-9. DOI: 10.1111/ppc.12869
Gupta, Neha, Amber Sones, Maegan Powell, Johanna Robbins, Stephanie Wilson, Amy Hill, Christy Thomas et al. “Quality Improvement Methodology to Optimize Safe Early Mobility in a Pediatric Intensive Care Unit.” Pediatric quality & safety 6, no. 1 (2021). Doi: 10.1097/pq9.0000000000000369
Hallaran, A. J., Edge, D. S., Almost, J., & Tregunno, D. (2021). New registered nurse transition to the workforce and intention to leave: Testing a theoretical model. Canadian Journal of Nursing Research, 53(4), 384-396. https://doi.org/10.1177/0844562120957845
López, N., Erwin, C., Binder, M., & Chavez, M. J. (2018). Making the invisible visible: Advancing quantitative methods in higher education using critical race theory and intersectionality. Race Ethnicity and Education, 21(2), 180-207. https://doi.org/10.1080/13613324.2017.1375185