Junior 1 Reflection

With the completion of my Junior 1 semester in nursing program, this past December, I retained the opportunity to perceive who I am, as a nursing student. Transitioning from the prerequisite courses, into Junior 1, greatly altered how I identified myself. This stood as my first experience in college that I truly felt like a nursing student, encased in the nursing profession. As I enter Junior 2, I acquire the impression that I am a dedicated, but stressed, nursing student who is nurturing her nursing abilities and thought processes. Although I advanced through my Junior 1 semester, my main goal, or area of improvement, for my Junior 2 semester stands as building a professional and therapeutic relationship with a patient and his or her support system. This semester I need to transition from deeming myself on the

Throughout my clinical experiences this semester, patients will put their trust in me to provide safe, high-quality care that leads to optimal health outcomes. Alongside trust, patients anticipate me to have knowledge and experience in nursing, and I must demonstrate that I am willing and competent to provide the highest quality care I can offer. No patient wants a nurse, or nursing student, who is not confident in his or her abilities, constantly looking at others for the correct action. While patient may understand that I am still learning and practicing my skills, I do not want to appear unprofessional or uninformed. In fact, most individuals can learn to properly demonstrate competent nursing skills, such as taking vital signs or placing an IV, but nursing requires far more than passing a competency. A “great” nurse demonstrates various facets - Emotional intelligence/empathy, evidence based practice (EBP), therapeutic communication, skills and competencies, and knowledge about health and