Answer

Abstract

Over the years, there has been a significant upsurge in technological advancement and the corresponding development of the modality of care provided to patients. The medical needs of the population have also been evolving. As a result, nurses are constantly faced with the need to keep on making adjustments in the ever-changing complex work environment. The numerous studies that have been conducted prove that the only way a nurse can thrive in today’s work environment is by engaging in lifelong learning. Key findings in this study based on literature that has been assessed prove that lifelong learning improves patient outcomes, accords the nurse the opportunity of practicing optimally as per the scope of practice, and significantly improves clinical knowledge. Because of the far-reaching benefits of lifelong learning, the Australian government has, through statute, made it mandatory for Registered Nurses (RNs) to be involved in activities thereto. This is achievable through nurse’s participation and membership in professional nursing organizations such as the Australian Primary Health Care Nurses Association (APNA), Australian Nursing and Midwifery Council (ANMC), and the like. Lifelong learning is also achievable through intra-professional and inter-professional collaboration in the workplace and the institution of hierarchical structures and cultural practices that support continuous education. Activities thereto take varied forms including; simulation events, instructor-led workshops, and computer-based and/or blended learning activities. These continuous learning activities greatly impact practice since they assist RNs to remain relevant and versatile in the ever-changing work environment.

Key words; RN, RNs, continuous education, lifelong learning

Continuing Lifelong Learning to Enhance the Individual Scope of Practice and Clinical Knowledge Following the Transition to the Role of a Registered Nurse

Over the years, there has been a rapid expansion of the roles and responsibilities assigned to Registered Nurses (RNs) in Australia. The Registered Nurse (RN) today is very different from the RN three decades ago. The nurse today is highly trained, exceptionally educated, and competently equipped to be a critical thinker. This extension of education and training has meant that over time, the RN is called upon to make evolving critical decisions that would absolutely be strictly made by a doctor in the century past. It is also important to note that in the wake of technological advancements and the development of better modalities of providing quality care, it is imperative that the RN has had to be actively engaged in continuing lifelong learning. 70% of primary care is provided by RNs (Qalehsari, Khaghanizadeh, & Ebadi, 2017). It is, therefore, essential for them to be engaged in lifelong learning. There is a clear demand for a viable and self-sustaining strategy of prudently managing our human resource capacity so as to ensure a rise in the nurse’s scope of practice and clinical knowledge. The objective of this research is to build on the current literature with respect to the importance of lifelong learning in enhancing the nurse’s scope of practice and clinical knowledge following the transition to the role of an RN.

Significance

Nursing is one among many professions that is rapidly changing, particularly with respect to complexity and usage of technological innovations that are being created (Reichert & Price, 2017). As illustrated above, RNs provide 70% of primary care. It is important to note that the primary care accorded to patients keeps on evolving over time. Nurses are constantly faced with the need to keep on making adjustments in the ever-changing complex work environment. Lifelong learning is, therefore, a significant expectation in the professional performance of RNs since it is the only reliable medium of fostering career growth and developing clinical knowledge for the individual nurse (Qalehsari, Khaghanizadeh,& Ebadi, 2017).

One major advantage of lifelong learning is that it provides opportunity for the enhancement of an individual’s scope of practice. Continuous learning provides RNs with the chance of practicing to the fullest scope of their training (Reichert & Price, 2017). Lifelong learning ensures that the nurse remains relevant as a frontline leader in an institution (Reichert & Price, 2017). If about 70% of primary care is provided by RNs, and every RN is actively trained to acquire knowledge and use the knowledge to prevent harm or death for only seven people in the course of their career, then it is imperative that the mortality rate would significantly decrease. Essentially, lifelong learning goes hand-in-hand with the improvement of patient outcomes.

Discussion

Human resource is the most significant contributor to the achievement of the health goals of the country. Nurses, in particular, play a pivotal role in ensuring that the population is served with the prerequisite amount of medical personnel. Based on scientific research that was conducted by Mills and Fitzgerald (2008), for instance, it is apparent that the role of an RN in Australia has significantly developed. An action research study was conducted by three RNs working in general practice (Mills & Fitzgerald, 2008). Reflective group meetings were held over a period of six months during which time expository discussions were made (Mills & Fitzgerald, 2008). The study revealed that the role of an RN in general practice has significantly broadened (Mills & Fitzgerald, 2008). This is mainly because of a government initiative to reward general practitioners for employing nurses (Mills & Fitzgerald, 2008). General practice nursing is now considered a specialist area of nursing. Essentially, based on the findings in this article, it is apparent that the role of the RN in Australia is constantly developing thus the need for continuous learning cannot be overlooked.

Based on a study that was conducted by Ross, Barr, and Stevens (2013), it is apparent that continuous professional development for nurses is mandatory. Australia has been working towards formally instituting national registration and continuous learning requirements for nurses. Consequently, in 2008, a decision was made by the Coalition of Australian Governments (COAG) indicating that a national accreditation and registration system will be commenced (Ross, Barr, & Stevens, 2013). In response to this legislation, the Nursing and Midwifery Board of Australia (NMBA) started a mandatory continuous learning requirement which indicated that every nurse was to spend a minimum of 20 hours of continuous professional development as part of the annual registration renewal (Ross, Barr, & Stevens, 2013). Herein, it is argued that professionalism and competence are to be linked with continuous learning (Ross, Barr, & Stevens, 2013). In order to provide a consistently high level of patient care, continuous learning is mandatory. In line with this, legislation currently provides that all nurses must be involved in continuing education (Ross, Barr, & Stevens, 2013).

In an article dubbed, How Nurses Experience Their Work as a Learning Environment, Skår (2010) illustrates the extent to which nurses view the workplace as a learning environment. Interviews were done in focus groups in a bid to determine their thoughts appertaining to continuous learning in the workplace. Herein, it became apparent that nurses experience the workplace as a learning environment when they are actively involved in electing how they engage in the workplace (Skår, 2010). The research also revealed that workplaces intentionally regulate the nurse’s participation in the workplace.

Evaluation

One major strategy that arises in the aforementioned literature is with respect to the nurse’s participation and membership in professional nursing organizations. Commitment to lifelong learning is quantifiable through active membership in nursing professional organizations (Reichert & Price, 2017). Through active participation in the nursing professional organizations, the nurse is able to be deliberate about continuous learning. The Australian Primary Health Care Nurses Association (APNA) is a professional body for nurses who are involved in primary health care (APNA, 2017). APNA conducts regular conferences annually and provides online periodicals that provide nurses with information regarding novice initiatives that are being introduced (APNA, 2017). The APNA website also has an online learning icon wherein various articles are provided to RNs. Another nationwide organization that is actively involved in fostering lifelong learning is the Australian Nursing and Midwifery Council (ANMC) (Nursing and Midwifery Board of Australia, 2006). The organization works in partnership with “the state and territory nursing and midwifery authorities (NMRAs) to produce national standards” through regulation and training (Nursing and Midwifery Board of Australia, 2006). Essentially, by being an active member of nursing professional organizations, the nurse will be challenged to be committed to lifelong learning.

A strategy that arises in the study that was conducted by Skår (2010) appertains to the collaboration between nurses and other professionals in fostering continuous learning. The study revealed that nurses seek guidance from others in the workplace in a bid to “confirm, construct and develop their practical and professional knowledge” (Skår, 2010, p. 17). In light of this, it is apparent that continuous learning can be fostered by encouraging inter-professional collaboration amongst the nurses and between the nurses and other professionals.

Based on the aforementioned literature, it is also apparent that the cultural practices and hierarchical structures in an organization have a strong bearing on the learning curve and the accessibility of knowledge in the workplace (Skår, 2010). The structures in an organization play an active role in determining the extent of learning in an organization. In light of this, it is apparent that organizations should be keen to engage the nurses in organized learning by providing them with opportunities to reflect on their work and engage in periodical professional discussions (Skår, 2010).

Additionally, continuous learning activities can take varied forms including; simulation events, instructor-led workshops, and computer-based and/or blended learning activities (Reichert & Price, 2017). These activities can be set-up on a regular basis and in an organized manner in a bid to foster lifelong learning in the workplace.

A significant strategy that has arisen in Australia regarding continuing education is with respect to the institution of uniform legislation thereto. The concept of continuing education has not been well-understood in Australia because, in the decades past, states and territories would pass different legislation about continuing education for nurses (Ross, Barr, & Stevens, 2013). In areas where such legislation has not been passed, the nurses would not mandatorily be obliged to undertake any specific continuous learning activities (Ross, Barr, & Stevens, 2013). Currently, however, legislation provides that every nurse is mandatorily required to be engaged in continuing education. In order to maintain their practicing license, RNs are mandatorily required to engage in continuing education activities. The passage of legislation in that regard is a significant strategy that has been used to nationalize the concept of continuing education.

Conclusion

In the wake of significant technological advancement and the corresponding development with respect to the modality of treatment and care provided to patients, it is apparent that the healthcare system is evolving. The RN today is very different from the RN three decades ago. Additionally, the health care needs of the population have been undergoing an evolution. RNs in Australia are charged with the task of providing 70% of the health care needs of patients. As a result of these enormous changes that keep on being made and the weighty responsibility that an RN has, it is imperative that the RN is constantly engaged in continuous learning activities. Lifelong learning is advantageous because it improves patient outcomes. It also accords the RN the chance of gradually increasing the scope of practice and experiencing career development. Currently, in Australia, continuous learning is a requirement that must be complied with by all RNs. Continuing education is achievable when the RNs are active members of professional nursing organizations. It is also achievable when there is collaboration between nurses and other professionals. The cultural practices and hierarchical structures in an organization have a strong bearing on the learning curve and the accessibility of knowledge in the workplace. Organizations should be keen to foster an orderly learning environment. In order to remain relevant in the work environment, it is imperative that nurses take personal initiatives to ensure lifelong learning.