Life-Long Learning
Introduction
The Institute of Medicine Future Nursing Report of 2010 provides life-long learning as the sixth recommendation to improve the future of nursing. Life-long learning is a significant competence that medical practitioners and other professionals must possess (Institute of Medicine US, 2011). It is a requirement acknowledged by both academic and educational institutions, the government, employers, accreditation agencies, and the general public. Since health care is a continually advancing field characterized by new treatment options, and changing regulatory models, the healthcare specialists ought to keep up with this change to fit in the job market (Davis, Taylor & Reyes, 2014). Life-long learning unleashes opportunities for new graduates and experienced nurses to keep their knowledge updated, acquire new skills, and pursue diverse interests through intellectual growth and expansion.
The relevance of Life-Long Learning to Nurses
Firstly, life-long learning provides graduates and experienced nurses with an opportunity to keep their knowledge current and acquire new skills and abilities. According to the US National Council of States Board of Nursing (NCSBN), issues in the healthcare currently require expert critical analysis and problem-solving skills that will enable nurses to provide their services diligently (Davis, Taylor & Reyes, 2014). Moreover, the IOM report states that as a result of the evolving healthcare environment, life-long learning enables caregivers to remain competent in their level of work (Institute of Medicine US, 2011). From the American Nurses association report, some learned procedures become obsolete as the nursing career progresses. Therefore, life-long learning assists nurses in keeping up with the dynamic health setting. For instance, in the United States currently, a significant fraction of the population constitutes older people who often are associated with chronic diseases (Davis, Taylor & Reyes, 2014). The older population requires exquisite healthcare services, which the nurses should be conversant with to assist them in managing their illnesses.
According to Davis, Taylor & Reyes (2014), knowledge of current trends in health care systems allows nurses to be aware of new techniques, policies, and procedures that enable them to improve the health care faculty. For instance, nurses can create strong relationships with colleagues and clients, achieve improved patient outcomes, and hence a low mortality rate is achieved (Davis, Taylor & Reyes, 2014). Likewise, practical leadership skills that play a crucial role in their professional job development and job satisfaction are paramount for any nurse.
Differences in Behavior and Function along the Continuum
According to the IOM report of 2010, life-long learning results in a change in the behavioral and functionality construct in the nursing profession. The continuum care illuminates a need to integrate health services to achieve high quality and cost-effective care for patients (Institute of Medicine US, 2011). Life-long learning prompts nurses to acquire new roles and take up senior responsibilities in their careers. Continued life-long learning also results in a change in lifestyles due to increased salaries and enables nurses to keep up with the best practices (Aliakbari, Parvin, Heidari & Haghani, 2015). According to the US Institute of Accreditation, there exist programs available for nurses to augment their education, for instance, online degrees like the American Sentinel’s MSN with case management specialization. Reflecting on the IOM report of 2010, continuum care roles that nurses partake include community-based services that entail home-services to patients (Institute of Medicine US, 2011). Likewise, disease management programs, health information systems, and case management services reflect the distinctive functions nurses partake in the continuum.
Implementing Life-long Learning
As a Chief Nursing Officer (CNO), life-long learning is essential to hone my leadership abilities to ensure a productive clinical workforce. Life-long learning can be achieved through flexible thinking, where my perception is not limited to some aspects (Ingwell-Spolan, 2018). Likewise, openness and focus on diverse skills in continued learning are necessary tools to strategize on life-long learning effectively. Conversely, observing intellectual and practical independence availed through interactions with patients and co-workers will help provide better critical thinking and problem-solving skills (Qalehsari, Khaghanizadeh & Ebadi, 2017). Furthermore, the adoption of collaborative learning will aid in idea exchange and foster better thinking. Education is also achieved through observations comprised of taking care of patients and observing other workers.
Conclusion
Life-long learning is a component that constitutes the nursing career. The healthcare system is continually evolving; therefore, the demand for a more competent workforce prevails. Life-long learning assists nurses in keeping abreast of these changes to ensure that they perform their duties as stipulated in the scope of nursing practice. It offers individuals the ability to acquire new skills, keep up with changes, and pursue diverse interests in the medical field. Life-long learning has illuminated changes in roles and responsibilities of nursing, including taking part in the continuum care services. Effective implementation of life-long learning strategies such as open-thinking, collaborative learning, and intellectual and practical learning will help ensure a relevant workforce.
References
Aliakbari, F., Parvin, N., Heidari, M., & Haghani, F. (2015). Learning theories application in nursing education. Journal of education and health promotion, 4.
Davis, L., Taylor, H., & Reyes, H. (2014). Lifelong learning in nursing: A Delphi study. Nurse Education Today, 34(3), 441-445.
Ingwell-Spolan, C. (2018, June). Chief Nursing Officers’ Views on Meeting the Needs of the Professional Nurse: How This Can Affect Patient Outcomes. In Healthcare (Vol. 6, No. 2, p. 56). Multidisciplinary Digital Publishing Institute.
Institute of Medicine (US). Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing. (2011). The future of nursing: Leading change, advancing health. Washington, DC: National Academies Press.
Qalehsari, M. Q., Khaghanizadeh, M., & Ebadi, A. (2017). Lifelong learning strategies in nursing: A systematic review. Electronic physician, 9(10), 5541.