NSG 463 Nursing Philosophy Paper

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Nursing Philosophy Paper

RN-BSN Program, James Madison University

NSG 463: Professional Role Transition

Dr. Nena Powell, PhD, RN

September 25, 2021


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Nursing Philosophy Paper


Throughout a nursing career, one will find it necessary to constantly consider what is

important to them, what they believe in, and how to prioritize the two in their life to create a

healthy balance. For some, prioritizing those principles may lead to changing units or choosing

to leave the field entirely. A personal philosophy, specifically one for nursing, can help a person

focus on what is important and remember it throughout their career. Living by a personal

philosophy allows someone the opportunity to identify, clarify and place their values in order

(Denehy, 2001). The beauty in a nursing philosophy is that no two are the same. To complete the

philosophy, it is a necessary step to look back over what brought about the passion and the desire

to become a nurse.

Since I was little, I knew I wanted to be a nurse like my grandmother. Immediately after

high school, I entered into a nursing program at a 4-year private university. I was enthusiastic

about helping people and being at the bedside. Unfortunately, due to tuition costs, I had reached

my cap on the amount I could borrow for student loans. I was not financially able to afford to

pay out of pocket and withdrew. Afterward, I went on to receive my Bachelor of Science degree

in Psychology from a different university. I pursued several fields including, recruitment,

logistics, and human resources, but there was always an urge to become a registered nurse. In my

late twenties, with a husband and toddler, I decided to do just that. While I doubted my abilities

to pursue such a rigorous undergraduate program, I knew that I had the determination and the

focus to accomplish this goal. Research has shown that second career nurses are not only older

but usually more motivated and shine brighter in both the classroom and in a clinical setting

(Rainbow & Steege, 2018).


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I enrolled and was accepted into an associate degree program at my local community

college, specifically, a hybrid track that held all lecture classes online. While I knew this would

be a long road to my final goal of earning my Doctorate of Nursing in Education degree, this

track allowed me to work part-time as a Care Partner and support my family while in school full

time. Having already earned a bachelor’s degree, I knew that I had options once I graduated,

such as James Madison University’s RN to BSN program. During this time, I was also fortunate

enough to work at a hospital that funded my tuition, continues to do so. My idea of what it meant

to be a nurse changed while in school and working at the bedside. I realized that I was not going

to feel fulfilled every day and that there were days when I would wonder if I had the strength to

wake up and do it all over again. This was never truer than when the COVID-19 pandemic

started. Suddenly, I was immersed in an environment that not only was everchanging but was

now doing so by the day. As new information emerged concerning the virus, how it is

transmitted, and our best to keep our patients safe, we changed our practices and habits. New

ethical dilemmas presented themselves as nurses were asked, and expected, to continue

delivering care despite having adequate protective equipment and knowledge (Morley et al.,

2020). There were moments of mental and physical fatigue that I have never experienced before,

and each moment was about keeping ourselves and our patients safe. If the past year has taught

me anything, it is that I am much stronger than I ever thought I could be.

My practice as a nurse is influenced by my family, first and foremost, and my patients.

Each day I come home, see my family, and remember why I went to school with a two-year-old

at home and why I enrolled in my second bachelor's degree program while being pregnant and a

new graduate nurse. When at work, as a critical care nurse, I see patients on a rotating basis. I

treat each of them as if they were my mother, father, sister, or grandmother, regardless of when I
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receive verbal and physical abuse. Occasionally, a patient holds my hand and expresses how

much they appreciated the massage I gave them or the shoulder I lent for them to cry on. Those

moments bring me back to why I spend an entire day away from my family to take care of

someone else’s.

As a nurse, I see myself being an innovator and initiator. I believe there are at least ten

different ways to get from point A to point B, and I enjoy that part of my job means inventing

new ways to do something. I appreciate being part of a team motivated by giving those on our

unit the best patient-centered care. As a nursing student, I discovered a passion to teach, by

leading study sessions with fellow students and continue to follow that path. I have become a

nurse preceptor for new graduate nurses, and I mentor student nurses in their senior synthesis

portion of nursing school. Being able to help others understand what they like about nursing and

to figure out where they see themselves in this field is something I want to continue to do

professionally.

Resiliency and compassion despite mental fatigue, physical exhaustion, and without

expecting a show of gratitude; that is what it means to be a nurse. Becoming a registered nurse,

for me, was not a smooth path. I overcame adversity being an older student, being rejected, and

entering the field in a time of total uncertainty. However, I find joy in knowing that I have

chosen the right career and can do what makes me happy every day.
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References

Denehy, J. (2001). Articulating your philosophy of nursing. The Journal of School

Nursing, 17(1), 1-2. https://doi.org/10.1177/105984050101700101

Morley, G., Grady, C., McCarthy, J., & Ulrich, C. M. (2020). COVID-19: Ethical challenges for

nurses. Hastings Center Report, 50(3), 35-39. https://doi.org/10.1002/hast.1110

Rainbow, J. G., & Steege, L. M. (2018). Transition to practice experiences of first- and second-

career nurses: A mixed-methods study. Journal of Clinical Nursing, 28(7-8), 1193-

1204. https://doi.org/10.1111/jocn.14726

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