Name
Chamberlain University
NR-449 Evidence-Based Practice
Prof. Name
Date
In nursing, career growth is an ongoing process that integrates personal ambition with professional pathways. The field provides numerous opportunities for skill development, leadership preparation, and personal satisfaction through deliberate career planning. Advancement requires more than just technical expertise; it involves aligning professional goals with lifelong learning, mentorship, and reflective practice.
Nursing leaders are instrumental in this journey, as they provide guidance, model professional values, and create supportive environments for both novice and aspiring nurses.
Through intentional learning, nurses are able to:
Identify and implement strategies for self-development and peer support.
Differentiate between leadership and management roles in career progression.
Establish and strengthen a professional identity.
Apply Benner’s stages of nursing expertise to personal and peer growth.
Career development in nursing is a shared responsibility between the individual nurse and the organization. While healthcare institutions supply resources, tools, and structured opportunities, nurses must actively drive their careers through deliberate actions.
Key strategies for advancement include:
Defining short- and long-term career objectives.
Participating in continuous education and skill-building activities.
Developing and sustaining mentorship relationships.
Both leadership and management play critical roles in nursing career development. However, their contributions differ: leaders focus on motivation, mentorship, and innovation, while managers emphasize operational efficiency and policy enforcement.
| Functions | Leadership | Management |
|---|---|---|
| Encourages evidence-based skill-building | X | |
| Allocates leave for training and education | X | |
| Demonstrates commitment to lifelong learning | X | |
| Creates pathways for career advancement | X | |
| Implements transition-to-practice strategies | X |
Patricia Benner’s framework identifies five stages of nursing expertise, guiding both self-assessment and mentoring.
| Stage | Description |
|---|---|
| Novice | No clinical experience; relies completely on rules. |
| Advanced Beginner | Limited practical experience; requires support. |
| Competent | Develops efficiency; prioritizes tasks effectively. |
| Proficient | Understands the bigger picture; uses holistic judgment. |
| Expert | Demonstrates intuitive knowledge and advanced expertise. |
Professional identity refers to the integration of ethical values, clinical expertise, and a long-term commitment to nursing. It shapes how nurses view themselves and interact with patients, colleagues, and the healthcare profession (Rischer, 2021).
| Career Stage | Description |
|---|---|
| Novice | Minimal experience; needs development. |
| Advanced Beginner | Applies guidelines with some independence. |
| Competent | Prioritizes effectively based on experience. |
| Proficient | Recognizes patterns and integrates holistic thinking. |
| Expert | Serves as mentor and manages complex cases. |
Self-development in nursing involves moving through structured stages while refining clinical and interpersonal skills.
| Stage | Description |
|---|---|
| Novice | Performs basic tasks but lacks awareness of context. |
| Advanced Beginner | Follows protocols with guidance. |
| Competent | Delivers care efficiently using experience. |
| Proficient | Applies holistic clinical judgment. |
| Expert | Anticipates patient needs and supports peer development. |
Succession planning ensures future leaders are prepared and supported. This includes regular performance evaluations, constructive feedback, internal postings, and specialized leadership development programs. Organizations should also align staff career goals with institutional objectives.
A structured framework for professional self-development includes:
Assessment – Identify strengths, interests, and gaps.
Goal Setting – Establish SMART short- and long-term goals.
Visioning – Define career trajectory.
Skill Building – Engage in education, training, and mentorship.
Implementation – Execute career plan deliberately.
Review – Reassess progress biannually and make adjustments.
The American Nurse Credentialing Center’s Practice Transition Accreditation Program® (PTAP) supports nurses transitioning into practice.
| Program Type | Description |
|---|---|
| RN Residencies | For nurses with under 12 months’ experience. |
| RN Fellowships | For experienced nurses transitioning to new roles. |
| APRN Fellowships | For newly certified advanced practice nurses. |
Network through professional associations and events.
Develop and maintain strong mentorships.
Communicate openly with colleagues and preceptors.
Commit to lifelong learning and evidence-based practice.
Prioritize consistent self-care practices.
Recruitment focuses on attracting qualified nurses, while retention emphasizes keeping them engaged and satisfied.
| Description | Recruitment | Retention |
|---|---|---|
| Get the right person for the job | X | |
| Prevent turnover | X | |
| Coordinate staff availability | X | |
| Track resignations | X |
The National Academies (2021) identify several causes of the nursing shortage, including retirements, poor work-life balance, faculty shortages, and high stress levels. Solutions include increasing diversity, expanding educational capacity, strengthening the workforce, and addressing post-pandemic challenges.
Onboarding new nurses involves three structured phases:
| Phase | Description |
|---|---|
| Induction | Pre-start overview of organization and benefits. |
| Orientation | Unit-specific training and competency building. |
| Socialization | Integration into team culture and workflow. |
Lifelong learning helps nurses remain relevant and advance professionally. It involves continuing education, specialty certifications, applying evidence-based practice, and actively engaging in professional networks.
| Type | Features | Relationship Type |
|---|---|---|
| Role Model | Inspires by example; influence may be positive or negative | Passive |
| Mentor | Formal and goal-driven support | Formal |
| Coach | Focused on skill-building; short- or long-term | Formal/Informal |
According to the American Nurses Association’s Code of Ethics (2015), nurses have an ethical responsibility to maintain their own health and competence. Effective self-care practices include healthy nutrition, adequate sleep, regular exercise, social support, and leisure activities.
Nursing career development is a dynamic process requiring planning, lifelong learning, mentorship, and self-care. By aligning personal goals with professional responsibilities, nurses achieve personal fulfillment and improve patient outcomes. Organizations, in turn, benefit from stronger retention, enhanced patient care, and a culture of professional excellence.
American Nurses Association. (2015). Code of ethics for nurses with interpretive statements. https://www.nursingworld.org/coe-view-only
Buchan, J., Duffield, C., & Jordan, A. (2018). ‘Solving’ nursing shortages: Do we need a new agenda? Journal of Nursing Management, 26(4), 302–305.
National Academies of Sciences, Engineering, and Medicine. (2021). The future of nursing 2020–2030: Charting a path to achieve health equity. National Academies Press. https://doi.org/10.17226/25982
Rischer, K. (2021). Professional identity in nursing: Strategies for success. Journal of Nursing Professional Development, 37(1), 10–15.
World Health Organization. (2021). Self-care interventions for health. https://www.who.int/news-room/fact-sheets/detail/self-care-health-interventions
