expectation in nursing course essay

Our team is here to help you choose the right program for your life and your goals.

• How to Apply
• Transfer Credits
• Prospective Students & Parents
• Military Admissions

Master’s title

• Master of Science in Cybersecurity

Bachelor's title

• Accelerated Cyber and Information Security Technology
• Cloud Computing
• Cyber and Information Security Technology
• Cybersecurity
• Data Analytics
• Digital Forensics Technology
• Mobile Development
• Software Development
• Web Design and Development

Associate’s title

• Systems Engineering Master's - Mechatronics
• Electronic Systems Engineering Technology
• Electronics Engineering Technology
• Mechanical Engineering Technology
• Mechatronics (ESET)
• Mechatronics
• Computer-Aided Drafting and Design
• Family Nurse Practitioner (MSN)
• Nursing Education (MSN)
• Bachelor of Science in Nursing (Accelerated BSN)
• Bachelor to BSN Nursing Program (BS to BSN)
• Bachelor of Science in Nursing (RN to BSN)
• Associates Degree in Nursing (ADN)

Diploma title

• Practical Nursing (PN)
• Master's in Healthcare Administration
• Healthcare Administration
• Dental Assistant
• Medical Assisting
• Paramedic (EMT)
• Radiologic Sciences
• Diagnostic Medical Sonography
• Physical Therapist Assistant
• Radiography
• Surgical Technology
• Master of Business Administration (MBA)
• Business Analytics
• Business Management
• Hospitality Management
• IT Management
• Operations, Logistics, and Supply Chain Management
• Management Master's - Human Resources Management
• Management Master's - Organizational Leadership
• Human Resources Management
• Project Management
• Crime and Intelligence Analysis
• Criminal Justice
• Digital Forensics
• Homeland Security
• Food Service Management
• Baking and Pastry Arts
• Culinary Arts
• Culinary Nutrition
• Electronic Engineering Technology
• RN to BSN Program
• Master of Business Administration

• Virginia Beach
• Newport News
• Northern Virginia
• Orlando Lake Mary
• San Antonio

About ECPI University

Founded in 1966, ECPI University promotes a student-centered learning environment as well as personal and professional development through education.

• Why Choose ECPI
• Mission & Values
• Message from the President
• Accreditation
• Academic Calendar
• Course Catalog
• Career Services
• Bachelor's
• Associate’s

Find the right degree program for you.

• Health Science
• By Degree Level
• Master's
• Associate's & Diplomas
• By Location
• Information Technology
• Engineering Technology
• Explore All Technology Programs
• Explore Our Nursing Programs
• Health Sciences
• Advanced Clinical
• Explore Our Health Science Programs
• General Business Management
• Master of Human Resources Management
• Master of Organizational Leadership
• Explore Our Business Programs
• Explore Our Criminal Justice Programs
• Explore Our Culinary Arts Programs
• North Carolina
• South Carolina

Tuition and Financial Assistance

At ECPI University, an affordable education is within reach. Financial assistance options are available to help you invest in your future.

• How to Pay for College
• Tuition & Fees
• Scholarships
• VA & Military Benefits
• Employer Partnership Program

Expectations for Nursing Students: What Will My Degree Program Require?

An associate degree in nursing opens the door to a variety of options. Degree holders could qualify for any number of positions for registered nurses. Whether you’re changing paths in midlife or starting fresh from high school, nursing school is your first step towards becoming a registered nurse. But, what is expected of nursing students in these programs? What can students expect on their first day of nursing school? How can students prepare themselves to be successful in nursing school?

Expectations for Student Nurses

Nursing school is tough. Students are expected to learn a large amount of information and new skills quickly. However, being successful in nursing school requires much more than doing well on homework assignments and tests. In order to meet these requirements, students are expected to employ these techniques during their course of study.

• Display a professional attitude in interactions with instructors, other students, and patients.
• Ability to carry out duties while under emotional or physical distress.
• Excellent written and oral communication skills.
• Full participation in lectures and lab courses via presentations, reports, academic papers, and group discussions.
• Demonstrate the ability to meet the physical demands of nursing.
• Understand how important nursing concepts affect daily work duties.

These stringent requirements ensure that graduates are fully prepared for the realities of working in the medical field.

The First Day of Nursing School

What can students expect on their first day of nursing school? While the answer to this question depends greatly on the type of school they are attending, first day nursing school students may encounter some common experiences.

• Getting to know you! The first day of each class is usually dedicated to being acquainted with the professor, fellow students, and curriculum. Instructors may lead students through a syllabus while explaining assignments, projects, and due dates. This vital information helps students plan their study time more effectively.
• Equipment is issued. Scrubs, stethoscopes, lab coats, badges, and other equipment is distributed. Your school may require you to provide some items. In this case, you should be given a list that includes retail locations where you can purchase them. These tools will help you practice vital nursing skills during your program.
• Connections begin to form. Your fellow students are an important part of your nursing school education. They will be a source of encouragement and informal homework help throughout your program. After graduation, these friends could provide information on job leads and continuing education opportunities.
• You’ll get organized. Spend some time organizing all of your notebooks, texts, electronic access information, schedules, and references. With the amount of information nursing students are responsible for, a rock solid organization system is an essential part of your academic success.

Even if you haven’t been inside of a school in many years, your counselors and instructors should support you through your first day of nursing school.

Steps to Prepare for Nursing School

Once you commit to a program, take these steps to get ready for the demands of nursing school.

• Gather your social resources. Talk to family and friends about helping with childcare, household maintenance, chores, and social obligations. Know whom you can call when you need help quickly.
• Talk to your employer. Many companies offer special scheduling and monetary credits to employees who enroll in higher education courses. Resolve any potential scheduling issues before the first day of class.
• Meet enrollment requirements. Your counselor will let you know if you need to complete any physical examinations, vaccinations, or knowledge testing before you begin nursing school.

Are you interested in nursing? If you think you're the right fit for this field, you'll need to earn an Associate of Applied Science in Nursing Degree . For more information about this exciting program, connect with a helpful admissions advisor today .

It could be the Best Decision You Ever Make !

DISCLAIMER – ECPI University makes no claim, warranty, or guarantee as to actual employability or earning potential to current, past or future students or graduates of any educational program we offer. The ECPI University website is published for informational purposes only. Every effort is made to ensure the accuracy of information contained on the ECPI.edu domain; however, no warranty of accuracy is made. No contractual rights, either expressed or implied, are created by its content.

For more information about ECPI University or any of our programs click here: http://www.ecpi.edu/ or http://ow.ly/Ca1ya .

View the discussion thread.

26 Top Things to Expect in Nursing School

Nurses are intelligent, trustworthy, and resilient. They deliver high-quality care to their patients, provide education, and advocate for their patients when needed. Nurses are great! With that being said, have you considered a career in nursing? But maybe have felt overwhelmed with the thought of nursing school and not sure what to expect in nursing school? Below, I will list 26 things to expect in nursing school to help ease some of the fear and uncertainty associated with nursing school.

Why Is It Important To Know What To Expect In Nursing School?

What to expect in nursing school, 1. nursing school interview.

• Why do you want to become a nurse? • Who are your role models? • Why did you choose their college? • What are your core values? • Why would you be a good fit for their program? • What qualities do you currently have that will make you a great nurse?

2. Reading, Reading and More Reading

3. study, study and study some more, 4. re-learning how to study, 5. tests, tests, and more tests, 6. the use of case studies to learn content, 7. lecture courses, 8. group projects, 9. research papers, 10. simulation, 11. early mornings, 12. nursing clinical does not start right away, 13. variety of clinical settings, 14. internship or preceptorship prior to graduation, 15. feeling stressed, 16. lack of sleep, 17. always hearing about the nclex exam, 18. walking around with note cards, 19. support from your teachers, 20. added expenses beyond tuition.

• You will have to make sure you are up to date with specific/mandatory vaccines, and if you are not, you will have to have them completed before you start. • You will have to pay for annual immunizations, including the influenza vaccine and the TB test. • There is also an out-of-pocket expense for clinical attire and supplies, including scrubs, specific shoes, and a stethoscope. • Cost of textbooks—some nursing programs include this in the tuition, while others you have to pay out of pocket each semester. • Decrease in income—due to the demand of nursing school, you may not be able to work the same number of hours you did prior to school. This is important to consider when budgeting for the week/month/semester.

21. Realizing Importance of Self-Care

22. feeling overwhelmed, 23. feeling lost, 24. friends and family asking you medical questions, 25. using medical terminology in daily conversation, 26. life-long friendships, what to expect in your first year of nursing school, 1. nursing school orientation, 2. first day of clinical, 3. first semester of nursing school, 4. first year of nursing school, 5. first year of nursing school exams, my final thoughts.

Undergraduate nursing students' course expectations, actual experiences, and associated satisfaction levels: A mixed methods survey

Affiliations.

• 1 School of Nursing, Paramedicine and Healthcare Sciences, Charles Sturt University, School of Nursing, Midwifery and Indigenous Health, Albury, NSW, Australia.
• 2 School of Allied Health, Exercise and Sports Sciences, Charles Sturt University, School of Community Health, Albury, NSW, Australia.
• 3 Charles Sturt University, School of Nursing, Midwifery and Indigenous Health, Dubbo, NSW, Australia.
• PMID: 34840538
• PMCID: PMC8611498
• DOI: 10.1016/j.teln.2021.10.005

Background: Student satisfaction is related to experiences and expectations. It is challenging for educational administrators to deliver quality experiences without student expectation insight. Without this insight, student satisfaction is at risk.

Aim: This study aims to develop a better understanding of the gaps that exist between student expectations and student experiences in a nursing program to inform and potentially improve student satisfaction in undergraduate nursing programs.

Methods: This research was a mixed methods survey undertaken at an Australian regional university. A total of 82 nursing students completed the survey, which contained open and closed questions addressing various domains of course experience. The questions were mostly categorical (respondents selected from predetermined ordinal options), with opportunities to elaborate on some questions.

Findings: The survey responses showed that flexibility in subject requirements, the helpfulness of academic/teaching staff (lecturers and tutors), and clarity of teacher communications correlated strongly with satisfaction in those respective areas. Expectation-experience discrepancy correlated strongly with satisfaction in these areas: support to navigate university systems, the timing of subject availability, the helpfulness of academic staff, and timetable suitability. The strongest predictor of students' overall satisfaction with their course was the extent to which they felt "supported to navigate university systems."

Conclusion: The findings indicate that a better understanding of student course expectations can lead to better student satisfaction and, as such, educational administrators should work to innovate methods to discover and address student expectations.

Keywords: Expectations; Nursing; Regional university; Satisfaction; Undergraduate.

Crown Copyright © 2021 Published by Elsevier Inc. on behalf of Organization for Associate Degree Nursing. All rights reserved.

Writing Tips for Nursing School Students

• Nursing School Writing Types
• Writing a Nursing Essay
• Citations Guide
• Common Writing Mistakes
• Writing Resources

Are you ready to earn your online nursing degree?

Writing is an essential skill nurses should achieve proficiency in early in their career. It is a crucial part of the profession, as nurses need to be able to effectively communicate with patients, families, and other healthcare professionals.

While verbal communication also plays a vital role in nursing, being able to write well builds the nurse’s ability to provide better care.

Being able to accurately detail a patient’s personal history, symptoms, and diagnosis allows for the execution of a precise treatment plan that is clearly communicated to all parties involved, both professional and personal.

From registered nurses to clinical nurses and beyond, being able to communicate effectively and efficiently is a critical soft skill that will help nurses in any role increase their ability to treat their patients.

This guide provides an overview of the types of writing nurses will experience throughout their educational training. Utilize the following tips and tricks to help strengthen your writing skills, which will ultimately help in the development of transferable career skills .

Types of Writing Nurses Will Do in School

Personal statements for nursing school.

Nursing schools want candidates who meet academic and professional requirements. They also want a candidate who demonstrates a sincere passion for patient care and individual connections. You should always craft a personal statement, even when the application doesn’t explicitly require one. Personal statements allow you to describe your goals, characteristics, credentials, volunteer work, and meaningful life experiences. A well-crafted essay can help you stand out among other qualified applicants. And, as with any piece of writing, you must take the time to revise.

In your personal statement, you should portray yourself as determined and empathetic, with characteristics, goals, work ethic, and healthcare philosophy that align with a program’s values. Some nursing schools ask for a general personal statement, while others require a specific prompt. Colleges commonly ask students to describe a hardship they overcame, a difficult task they accomplished, or a professional goal they hope to achieve through the program. Many schools also ask students to detail previous experiences in healthcare. You may decide to write about how you connect with patients or how you provide practical and emotional support to loved ones.

You will also encounter writing prompts during examinations, including standardized tests like the GRE or MCAT, nursing school entrance exams , and course-specific evaluations. You may also take exams to get state licensure or professional certification. In most of these instances, you will need to write one or several long-form essays. Proper planning is key. Though you won’t know what specific prompt the test will require, you can expect certain common topics. You can search online or use study guides to determine which prompts usually appear on each test.

On test day, you should begin by creating an outline that lists three main points in response to the prompt. Using these points, work backwards to write a central thesis to guide the essay’s structure. Review what you’ve written to ensure that the essay actually responds to the prompt at hand. Be sure to leave time to correct spelling, grammar, and stylistic errors.

Research Papers

Like essays, research papers follow a long-form structure. Unlike an essay, which heavily relies on the writer’s point of view, a research paper presents an in-depth investigation of a topic using data, expert opinions, and insights. While an essay evaluates general critical thinking and writing skills, a research paper tests your knowledge, research skills, and original contributions. Research papers also allow you to prove you understand what has been argued and discovered about a topic. Research papers, especially at the graduate and doctoral levels, require independent research and analyses. These papers sometimes take months or years to complete.

To write a successful research paper, you should pick a topic relevant to your interests and the nursing field. Possibilities include elderly care challenges, patient safety and ethics, mental health treatment and regulations in the U.S., and nursing shortages and possible solutions. Whatever your choice, you must plan accordingly. Advanced papers such as dissertations may require funding or help from professors. Research papers often consist of the following sections: abstract, introduction, literature review, methods, results, discussion, conclusion, and references. You should keep this general structure in mind as you prepare notes and outlines.

How Do You Write a Nursing Essay?

In nursing school, essay writing includes academic papers, personal narratives, and professional compositions. You should become familiar with each of the five major forms below. There are many similarities between these essay types, such as an overarching thesis and a supportive, logical structure. You should support claims with factual, statistical, anecdotal, and rhetorical evidence. However, each form requires distinct skills to achieve specific results.

Comparative

Cause and effect, citations guide for nursing students.

Citations allow readers to know where information came from. By citing sources, you avoid plagiarizing or stealing another person’s ideas, research, language, and analyses. Whether intentional or unintentional, plagiarism is one of the most egregious errors one can make. Consequences for plagiarism include automatic course failure, disciplinary actions from the university, and even legal repercussions. You should take special care to ensure you properly cite sources.

American Psychological Association (APA) Style

APA is the most commonly used style among natural scientists, social scientists, educators, and nurses. Like other citation styles, APA emphasizes clarity of font style, font size, spacing, and paragraph structure. APA citations focus on publication date, and in most cases, the date comes right after the author’s name. This order makes the style particularly useful for scientists, who value new research and updates on current findings. For more information on APA style, visit this official website .

(Author and year of publication, page number) “Punishment, then, will tend to become the most hidden part of the penal process” (Foucault, 1977, p. 9).

Chicago Manual of Style (CMS)

CMS (also known as CMOS or, simply, Chicago) features two citation systems, the notes and bibliography, and the author and date. This style is used primarily by historians, who place high importance on a text’s origin. The notes and bibliography include a superscript number with a corresponding footnote or endnote. Scientific professionals use the author and date citation, a generic parenthetical system with similarities to other citation styles. The CMS official website provides additional information, including changes to citation systems in the current edition.

“Punishment, then, will tend to become the most hidden part of the penal process”. 1 1. Michel Foucault, trans. Alan Sheridan, Discipline and Punish: The Birth of the Prison (New York: Pantheon Books, 1977), 9.

(Author and year of publication, page number) “Punishment, then, will tend to become the most hidden part of the penal process” (Foucault 1977, 9).

Modern Language Association (MLA) Format

MLA format traces its history to 1951 when it was first published as a thin booklet. Today, MLA is the primary format used by academics and professionals in humanities, English, literature, media studies, and cultural studies. To adapt to the rapid growth of new mediums over the past few decades, MLA updates its citation system. Visit the MLA Style Center for in-depth information on new guidelines and ongoing changes. In general, in text citations consist of author and page number, or just page number if the author’s name appears in the text.

(Author and page number) “Punishment, then, will tend to become the most hidden part of the penal process” (Foucault 9).

Associated Press (AP) Style

Published in 1952, the original AP Stylebook was marketed to journalists and other professionals related to the Associated Press. AP now stands as the go-to style for professionals in business, public relations, media, mass communications, and journalism. AP style prioritizes brevity and accuracy. The style includes specific guidelines regarding technological terms, titles, locations, and abbreviations and acronyms. Unlike the previous styles, AP does not use parenthetical or in-text citations. Rather, writers cite sources directly in the prose. For more information, including style-checking tools and quizzes, visit the Associated Press Stylebook .

In the book, “Discipline and Punish: The Birth of the Prison,” first published in English in 1977, philosopher Michel Foucault argues that “Punishment, then, will tend to become the most hidden part of the penal process”.

Which Style Should Nursing Students Use?

Because nurses rely on scientific terms and information, professionals in the field usually use APA style. Regardless of the purpose and specific genre of your text, you should always strive for concise, objective, and evidenced-based writing. You can expect to learn APA style as soon as you enroll in a major course. However, you should also prepare to learn other styles as part of your academic training. For example, freshman composition classes tend to focus on MLA guidelines.

Common Writing Mistakes Students Make

Active vs. passive voice.

Active and passive voice represent two different ways to present the same piece of information. Active voice focuses on the subject performing an action. For example, the dog bites the boy. This format creates clear, concise, and engaging writing. Using active voice, nurses might write, I administered patient care at 11:00. Passive voice, on the other hand, focuses on the object of the sentence or the action being performed. For example, the boy was bitten by the dog. A passive sentence is usually one that contains the verb “to be.” Using passive voice, you might write, patient care was administered at 11:00.

Professionals in the sciences often use passive voice in their writing to create an objective tone and authorial distance. Passive voice can prioritize specific terms, actions, evidence, or research over the writer’s presence. Additionally, nurses use passive voice because it is usually clear that the reported thoughts, actions, and opinions come from them. However, you must also learn how to use active voice.

Punctuation

There are 14 punctuation marks in the English language, each with multiple and sometimes overlapping uses. Additionally, certain punctuation marks only make sense in highly specific and nuanced grammatical instances. To master punctuation, you must learn through practice, particularly by revising your own writing.

For example, colons and semicolons are often used interchangeably, when they actually serve distinct purposes. Generally used before itemized lists, colons stand in for the phrases “here is what I mean” or “that is to say.” For example, I am bringing three things to the picnic: applesauce, napkins, and lemonade. Semicolons separate two independent clauses connected through topic or meaning. For example, It was below zero; Ricardo wondered if he would freeze to death. Comma splices, which create run on sentences, are another common mistake. You can identify a comma splice by learning the differences between an independent and dependent clause.

Grammar refers to the rules of a particular language system. Grammar determines how users can structure words and form sentences with coherent meaning. Aspects include syntax (the arrangement of words to convey their mutual relations in a sentence) and semantics (how individual words and word groups are understood). Unless you major in writing, literature, etymology, or another related field, you generally won’t examine English grammar deeply. Through years of cognitive development and practice, native users implicitly understand how to effectively employ the language.

Distinct grammatical systems exist for each language and, sometimes, even within a single language. For example, African American Vernacular English uses different syntactic rules than General American English. You should learn grammatical terms and definitions. Common errors include subject/verb agreement, sentence fragments, dangling modifiers, and vague or incorrect pronoun usage. Hasty writers can also misuse phonetically similar words (your/you’re, its/it’s, and there/their/they’re).

Writing Resources for Nursing Students

Apa style central, reviewed by:.

Shrilekha Deshaies, MSN, RN

Shri Deshaies is a nurse educator with over 20 years of experience teaching in hospital, nursing school, and community settings. Deshaies’ clinical area of expertise is critical care nursing and she is a certified critical care nurse. She has worked in various surgical ICUs throughout her career, including cardiovascular, trauma, and neurosurgery.

Shri Deshaies is a paid member of our Healthcare Review Partner Network. Learn more about our review partners here .

Page last reviewed November 30, 2021

Whether you’re looking to get your pre-licensure degree or taking the next step in your career, the education you need could be more affordable than you think. Find the right nursing program for you.

You might be interested in

HESI vs. TEAS Exam: The Differences Explained

Nursing schools use entrance exams to make admissions decisions. Learn about the differences between the HESI vs. TEAS exams.

10 Nursing Schools That Don’t Require TEAS or HESI Exam

For Chiefs’ RB Clyde Edwards-Helaire, Nursing Runs in the Family

Keeping a Positive Outlook: My Clinical Experience as a Student Nurse 

Submitted by Ashley P. Cohen, Student Nurse, Massachusetts College of Pharmacy & Health Sciences School of Nursing, Class of 2011, Boston, MA.

Tags: clinical clinical experience health care nursing students preceptorship student nurse

Share Article:

An attitude is an important thing. It can shape the way the individual sees an experience and how observers see the individual. An attitude can entirely make or break an experience. This is as true in clinical experiences as it is in life. My experience in my senior year clinical preceptorship was without a doubt unique but I feel its uniqueness was in what I made of it, something every nursing student can do for themselves. If there is one lesson to gain from reading about my experiences it should be that the success of a clinical, whether a preceptorship or group experience, is entirely what the student makes of it.

My first day I walked into the ICU and almost ran right back out, thinking “Get me out of here!” It was a 10 bed unit, the traditional glass ICU room doors, two crash carts at either end of the unit, patient charts seemingly everywhere, precaution carts, glucometers, IV poles and pumps, doctors running into the room at the end of the hall, telemetry monitors beeping and spitting out rhythm strips. Little did I know these sounds and sights would eventually become more calming than frightening. I kept thinking to myself how was I, a student, going to handle a clinical placement on this floor? My last medical surgical clinical had been the previous summer, it was now March, how could I possibly remember the necessary skills to be ok here? What if I forgot the important skills? I had been in the same group of large Boston teaching hospitals for every other clinical experience, now I found myself in a small 95 bed suburban hospital. “A Paper chart… this hospital uses paper charts?” was another of my first impressions. I met with my preceptor, a nurse with 30 years experience. I was intimidated. She let me know that I would work towards covering her patient load, with her supervision of course. I would also be expected to know my dosage calculations and all of my medication facts; she let me know that “robot nursing” was not how we would handle things. Nurses around the floor began to tell me that she had taught many of them and that she was tough but I would learn a lot. To a new student this was reassuring but hearing that she was nicknamed “sarg” only added to my mounting fears of this experience.

On my first day we met at the patient assignment board to receive report from the night shift charge nurse. She methodically went through each of the patients on the board, “Patient presents to emergency department unresponsive…” “Patient intubated and heavily sedated…” “Patient on Cardiezem drip” “Patient in septic shock, treating with Xigris drip.” Hearing this certainly didn’t help my nerves. My first patient was on a ventilator, in congestive heart failure and acute respiratory distress syndrome (ARDS). We went into the room and my preceptor told me to “get started.” I froze. Then, suddenly it came to me, “we always assess first,” and I did my head to toe assessment.  I remembered this from one of my first nursing classes, Health Assessment. “Ok” I thought, “I remember how to do this.” My preceptor let me know I forgot the check pedal pulses. “Darn” I thought, how could I forget something like that? My preceptor reassured me, it was my first time doing a full assessment in a while, and forgetting one thing was “not a big deal.” As the day went on she allowed me to complete more and more tasks. We went to get 8 am medications; she quizzed me on each of them. By 11 am I was deep suctioning my patient on the ventilator. I was learning ventilator settings, what was PEEP, PIP, Ftot, Fi02, VT, VE, and what the numbers that went along with each meant physiologically. I also began to learn what each of these numbers meant for my patient’s health. Little did I know that five days later I would be extubating this patient as his family moved him to comfort care only. Little did I know that later that same day I would be performing the post mortem care on this patient. I learned quickly that I would need to adjust to the pace of the ICU, as I had to adjust to every other floor I was on for clinical. Each floor has its own pace, its own rhythm, and as a student we must become a part of the flow, not obstruct it or try to work against it.

Another patient I had during my experience was a woman with COPD who was in end stage heart failure. She was another ventilated patient, slowly I was becoming really good with these ventilators. I wasn’t messing up on my head to toe assessments. I could fill out those seemingly silly paper charts. I was figuring out where to find things in the supply room. After a another few days my patient was able to be extubated. As she began to gain consciousness a lively 70 year old woman came from someone who had been a living version of my anatomy book on the bed. She would eventually tell the nurse and me that she wanted to be moved to comfort measures only and hospice home care. She let the nurse and I know that she wanted to go home to smoke and drink her vodka until she passed away in peace. I learned that we don’t always like our patient’s decisions, but we must respect them.

One of my last patients was a man in severe septic shock; a complication of a prostate biopsy. He had what seemed like ten medications going in IV lines at any given time, not including all of the fluids they were piggybacked off of. He had two peripheral IV sites as well as a right internal jugular central line for his infusions. A problem came up however; he wasn’t putting out any urine. At one point his input was somewhere around 1600ml to a 15ml output, his output became a huge cause for concern, someone being fluid resuscitated and not putting out urine, I began to wonder about his kidney function. Another part of my education I began to appreciate, all of my classes were coming together, I was thinking systematically. I watched as a team of nurses and doctors tried to save this man’s life. We ran blood cultures times what seemed like a million, a urinalysis, ultrasounds of the heart and kidneys, EKGs, CPK/Troponin levels, serum blood levels, and electrolyte levels among other things. Then I began to hear my preceptor say “start the bicarb in the distal port” “what is his output?” “let’s get him on the cooling blanket” “get a set of vitals,” I was being actively involved in this critical patient’s care. Although I was petrified I kept a positive and open attitude. I thought, “I can do this, I have been here for four weeks, I know how to do this.” I was practicing skills I had learned back in my old, at the time outdated, basement nursing lab. These skills I thought were long lost somewhere in my memory were coming back to me, just as the cliché says, like riding a bike.  As unprepared as I had felt going into this clinical experience I slowly began to realize that I was prepared and I did know what I was doing.

Knowing what I was doing surprised me. How could a few labs and clinical placements on an orthopedic floor, a labor and delivery floor, a detox unit, and a general psych floor help me be prepared for the acuity of patients on an ICU? I couldn’t believe it. Every single clinical experience, every single lab, and every single clinical simulation helped. The smallest skills I learned in clinical and lab, those skills that seemed so easy that I wondered if the professors were questioning my mental capacity, became the skills I used on a regular basis, the ones that made the biggest difference in my practice. You think making a bed is so easy? Try doing it with a six foot, five inch man who weighs 250lbs and getting the sheets straight because he’s sedated and you don’t want to risk skin breakdown. You think oral care is a joke to be learning about in lab? Tell that to the patient with oral candidiasis who wants nothing more than a swab to keep his mouth comfortable. These little things make an enormous difference to even the most complex patients. Again, the attitude in learning these skills should be a positive one. You want to provide your patients with the best care possible, in order to this you must start by practicing the best possible skills in clinical, lab, and preceptorships. Every day in clinical presents a new challenge, you will come upon things you didn’t even know you were afraid to do, but with the help and guidance of a preceptor or clinical instructor, you will get through the experience and be better for it. You should seek out these challenges, and do what scares you. If it scares you now imagine what the feeling would be when you have that “RN” or “LPN” at the end of your name, those little letters making you responsible for your patient’s care. As students we need to advocate for ourselves, gaining as many experiences as possible before we graduate and are on our own. Expose yourself to as much as possible. If a nurse down the hall has a patient getting a procedure done, ask to watch. If another nurse’s patient needs a dressing change, ask to do it! Be determined, remember to wake up thinking “I get to practice for my career today,” don’t go in with the “ugh, I’m tired, why do I have to be here” attitude. Remember that your education is your choice. Nobody will force you to attend clinical, sure there are consequences for not going, but ultimately the decision to be in school and to attend clinical is the student’s.

We all get tired, we all have challenges outside of school, but with a positive attitude about learning and a little determination to succeed we can all get through any clinical experience, learn a great deal from it, and enjoy the learning. I can’t say it enough; any clinical experience will be what you make of it. Two students in the same clinical group can have incredibly different experiences if one goes in positively and the other negatively. Nurses will notice who the students are that want to learn, they will seek you out to teach you if they think you want to be taught. There will always be the one intimidating, scary, or “grumpy” nurse on the floor. From my experiences I have learned that they usually can be won over if you show them that you are a serious student, there to learn from them, not to judge the way they practice. If nurses notice that you are just stuck on autopilot, doing only what is absolutely required of you in clinical, they won’t have an interest in teaching you, and why should they?

They say life is what you make of it, well, it is my opinion that the same is true for clinical and preceptorship experiences.  The more you as a student advocate for yourself, the more experiences you gain exposure to, the better nurse you will be. You will be more prepared for your eventual practice and feel more comfortable joining the professional world. Remember that you are more prepared for clinical than you think. You will make mistakes, we all do, nurses with years of experience still make mistakes. The important thing to do is look at your mistakes, learn from them, and move forward. Keep a positive attitude and realize that you are learning. Never be afraid to try a skill again just because you made a mistake, you should in fact force yourself into this experience again, so that you know you can do it. It would be hard to find a nurse who didn’t miss trying to insert a catheter, but with practice we all become comfortable with it. You didn’t stop trying to walk after your first fall, did you? Skills will come with time and practice. You will be scared; there will be days you want to quit. There will be days you will question if nursing is for you. Over time these days will become few and far between, and you will feel the rewards of nursing. A patient’s thanks and appreciation will make all the hard work worth it. In regards to mistakes, my preceptor had this to say for all students, “It’s the learning curve, none of us (nurses) are expecting you to be perfect, we’re just expecting that you try your hardest and show us you want this.” So remember, we’re students, not super heroes, we won’t be perfect, but with a positive attitude, we can make any experience a great and rewarding one.

Career Opportunities

More Like This

Meeting Patient Expectation: A Challenge for Nurses Essay

Course description.

The course will focus on the development of necessary skills to address and adequately manage patient expectations. This description reflects the main points covered by the Meeting Patient Expectation: A Challenge for Nurses course. The focus would be on the development of location-based time training skills and management of patient experience. The objectives and primary materials are expected to be appropriately utilized by the student and the instructor.

Measurable actions

The students would thoroughly familiarize themselves with appointment scheduling software, mobile labs and gain experience in home-based patient care. Learn the ways to properly communicate with the patient and manage frequently addressed issues related to appointment scheduling and patient expectations. Reenact practical scenarios that encompass addressing patient expectations. Solve case studies related to the main issues covered by the course. Participate in the discussion of the recent research developments in the field and conduct research on the subject of patient expectations management.

Learning Objectives

These learning objectives are to be considered as the primary aim of the course and student learning. In order to enhance results and reduce liability, it is crucial to manage the growing patient expectations in healthcare appropriately. Patients’ level of satisfaction can be increased by being aware of their expectations. Managing patient expectations may be challenging in the emergency department setting, which includes critically ill, serious, and time-sensitive situations, as well as a high degree of stress. Therefore, thoughtful preparations of the nursing specialists to address the issue are necessary.

Objective Fulfillment

Objective 1.

The instructor will observe the students in small groups that will undergo practical assessments. The professional conduct and management mistakes would be considered to determine satisfactory performance. It will be measured via practical implementation by the student under professional supervision and in-sight shown during class discussions

Objective 2

The novelty of ideas and accuracy in understanding the lecture material will determine satisfactory performance on a 1 to 5 scale, with 5 exceeding the expectations and 4 being a satisfactory mark. It will be accessed via case discussions using the online dashboard with the core focus on the depth of inquiry and accuracy of the case solutions.

Objective 3

The instructor will assess the professional conduct and communication of the students to determine satisfactory performance. Learners will practice care for home-based and hospitalized patients under the supervision of an instructor and implement practical skills addressed during lectures.

Objective 4

The essay’s relevance in addressing the core principles learned via lectures and practice will be assessed and graded. It would be measured via reflection essays of the students and evaluated based on the accuracy and relevance to modern practice.

Objective 5

The experience will be discussed among students and presented on the discussion board to be graded. It would be revealed via an understanding of the core advantages of mobile labs and hands-on observation of its application.

Course Material

This book Managing Patient Expectations (Baker, 1998) addresses a critical void in medical education and patient care provision. The book is intended as a guide on how to recognize and address patient needs and expectations. The content will be provided via online lectures prepared by professional teaching staff. The discussions will be held online and posted on the dashboard. Lecture notes and slides will be provided to students in pdf format. The majority of lectures will be based on research by Johari et al. (2022) and Cutler et al. (2019) and excerpts from the book by Baker (1998) Managing Patient Expectations and Essentials for nursing practice by Potter et al. (2018). This course is designed to incorporate various methods of content delivery and facilitate learning via a diverse range of activities. The assessment practices are similarly multifarious in order to engage students in active learning and prepare them for the practical implementation of the skills and knowledge acquired. Instructions will be lecture based with parts of the content available for revision in the video format.

Best Way to Understand the Content

The course materials should be seen as supplementary content for self-study. The essential information will be provided by the instructor during lectures. Therefore, active participation and discussion during seminars are highly encouraged. Online courses offer flexibility in learning and act as a way to teach self-discipline. Field training introduces students to the nature of the labor market and its needs, and makes them more ready to work in the future. The best way for learners to understand the content would be practical implementation and field experience.

Facilitate Learning

When learning is facilitated, students are urged to have more influence over their education. The instructor’s job I s that of a facilitator and organizer who offers resources and helps guide the application of the material. Therefore, numerous activities are designed in a way that increases the discussion and improves active participation from the students. These activities encourage the application of wide range of skills and influence various modes of sensual information delivery.

Engaging activities

In order to engage students in active learning, several strategies incorporating will be applied. They would include pre-class assignments, “what if?” scenarios, unfolding case studies, role play, and nursing simulation activities. According to Wolters Kluwer (2018), these approaches to learning are helpful for engaging students in active participation and learning. These activities are engaging because they allow students to demonstrate personal skills in various areas. At the same time, they trigger interest via deep involvement in the process. “What if?” questions will be used to force students into critical thinking and active participation as individuals or small groups.

Content order

The content order is determined via the consideration of the course progression. The course is designed as a combination of practical lessons, in-class seminars, and online lectures. Preparations for the lecture are expected by each student. Therefore, materials would be posted before the lecture. After the lecture, the students are expected to revise learned materials and participate in the discussion; hence during the seminars, the depth of learning would be accessed via various activities. Field experience will be conducted when the essential theoretical material is covered but before the start of the second half of the course duration so that students will be prepared for the midterm. When substantial lecture material is covered, the students are expected to demonstrate their progress in role-playing simulations. This will allow for smooth progress and will give more time for the preparation of the final examination. The content will follow a simple presentation strategy. Lecture slides, research materials, and notes will be posted before the online lecture while quizzes will be available online on Saturday for a short period. The instructor will conduct discussions online or during the seminars once a week. Field experience and practice will be provided once a week in small groups determined beforehand. The case study and essay topics will be available in the final week of the lectures. Practical assessment will be considered as a midterm examination. Group role play presentations will be conducted after the midterm exam. The content will follow a simple presentation strategy. Lecture slides, research materials, and notes will be posted before the online lecture while quizzes will be available online on Saturday for a short period. The instructor will conduct discussions online or during the seminars once a week. Field experience and practice will be provided once a week in small groups determined beforehand. The case study and essay topics will be available in the final week of the lectures. Practical assessment will be considered as a midterm examination. Group role play presentations will be conducted after the midterm exam.

Formative and Summative Assessments

Since formative assessments are designed to test the progress of the learner, they will take the form of weekly assignments and tasks. Namely, quizzes role-play presentations, and discussion posts. At the same time, since summative assessments evaluate the depth of knowledge, they would be considered via practical implementation and a case study essay. Formative assessments will take place during the seminars, online discussions, and practical lessons.

Baker, S. K. (1998). Managing patient expectations: The art of finding and keeping loyal patients . Jossey-Bass.

Cutler, S., Morecroft, C., Carey, P., & Kennedy, T. (2019). Are interprofessional healthcare teams meeting patient expectations? An exploration of the perceptions of patients and informal caregivers. Journal of interprofessional care , 33 (1), 66-75. Web.

Johari, M. G. R., Tahir, A., & Nasir, M. A. A. (2022). Meeting Patient’s Expectation at Public Health Clinics. Journal of Health Management , 2 (1), 1-10. Web.

Potter, P. A., Perry, A. G., Stockert, P. A., & Hall, A. (2018). Essentials for nursing practice . Elsevier – Health Science.

Wolters Kluwer. (2018). 11 active learning strategies to engage active learning . Wolters Kluwer. Web.

• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2023, November 19). Meeting Patient Expectation: A Challenge for Nurses. https://ivypanda.com/essays/meeting-patient-expectation-a-challenge-for-nurses/

"Meeting Patient Expectation: A Challenge for Nurses." IvyPanda , 19 Nov. 2023, ivypanda.com/essays/meeting-patient-expectation-a-challenge-for-nurses/.

IvyPanda . (2023) 'Meeting Patient Expectation: A Challenge for Nurses'. 19 November.

IvyPanda . 2023. "Meeting Patient Expectation: A Challenge for Nurses." November 19, 2023. https://ivypanda.com/essays/meeting-patient-expectation-a-challenge-for-nurses/.

1. IvyPanda . "Meeting Patient Expectation: A Challenge for Nurses." November 19, 2023. https://ivypanda.com/essays/meeting-patient-expectation-a-challenge-for-nurses/.

Bibliography

IvyPanda . "Meeting Patient Expectation: A Challenge for Nurses." November 19, 2023. https://ivypanda.com/essays/meeting-patient-expectation-a-challenge-for-nurses/.

• Midterm Questions: Interpreting the Role of Artwork with Reference to Bourriaud’s Relational Form
• Political Polarization in Current U.S. Political Discourse
• Diversity and Its Effects in the Classroom
• Nurses Burnout in the Emergency Department Team
• National Organization of Nurse Practitioner Faculties Competencies
• Veterans’ Reintegration and Culturally Sensitive Nursing
• Nurse Participation in Political Activism
• Emergency Planning for School Nurses

• Login / Register

‘Let’s hear it for the midwives and everything they do’

STEVE FORD, EDITOR

• You are here: Students

What to expect from a course in nursing

06 February, 2012 By Fran Entwistle

Starting your nursing course doesn’t have to be a step into the unknown

Becoming a nurse is a lot of work but the training available gives you hands-on experience to make you as prepared as possible to start your career.

Nurse training is provided by universities. Students typically spend half of their time in university studying the academic side of nursing and half of their time in placements learning practical aspects of nursing. This makes a nursing degree unique to other university-based degree courses as so much of your time is spent experiencing the job first-hand.

Practical placements

Student nurses tend to find going on placement the most exciting part of their course – after all this where you get to see what the job is really like.

You will be assigned placements in a variety of settings throughout your course. The aim of these is to give you insight in to all different types of nursing.  On qualifying, you should then have some idea which area of nursing you want to work in.

It’s important to keep in mind that you will learn something from all your placements and to always be open-minded.

Placements can be anywhere from 5 to 10 weeks or longer. Whilst on placement you will be required to engage in nursing duties as well as to observe procedures in order to build your skills and knowledge. You will be expected to act in a professional manner and to engage with the rest of the team to get the most out of your time with them.

On each placement, students are assigned a “nurse mentor” who will be responsible for making sure you achieve all your learning outcomes. This person will be a qualified nurse who has completed a mentorship course. They will also be the person who assesses you on placement. You will spend one-on-one time with your mentor at regularly intervals and your shifts should be the same as theirs where possible.

Academic work

At various points during your course you will be assigned essays to complete. Learning how to write an essay is a skill that takes time and practice to learn. Your tutors will offer you support and guidance and you can also look at our student study section for help and advice.

It is important to plan your time when you are doing your course. You will have plenty of work to do for university as well as your placements and need to find time to do things you enjoy.

Assessments

Nurses are highly trained professionals so there is a lot of information you will be taught on your course.

The assessment of this knowledge varies between courses. All courses require you to complete a “practice placement document” whilst on placement. This comprises of a set of learning outcomes that you must achieve whilst there, you and your mentor will sign each as you achieve them. You mentor will then sign your paperwork at the end of the placement to show that you have passed the placement.

In order to assess what you have learnt in university, you will also be required to complete essays, exams and presentations. Different universities offer courses with varying amounts of each. You will also need to complete smaller assignments for seminars and read around the subjects you are studying in your own time.

You will get out of your course what you are prepared to put in to it. It will be hard work at times but will fly by so take advantage of every opportunity. You will be graduating before you know it.

• Add to Bookmarks

Have your say

Sign in or Register a new account to join the discussion.

Writing an Outstanding Application Nursing Essay

Embarking on the path to a nursing career involves navigating through various challenges and significant moments, with the nursing application essay standing out as a key component. This essential part of your application transcends mere formality; it presents a special chance for you to highlight your character, commitment, and aptitude for the nursing profession. In this detailed guide, we aim to explore the intricacies of creating a standout nursing application essay. Whether you’re just starting to explore the nursing field or are ready to submit your application, this article is your roadmap to success.

Understanding the Purpose of the Essay

What do nursing schools seek in your essay.

Nursing schools are looking for candidates with the academic qualifications and personal qualities essential for nursing. Your essay should reflect your compassion, empathy, commitment to the profession, and understanding of the nursing role.

The Essay’s Role in Your Application

Your application essay is your voice in the admission process. It’s where you can speak directly to the admissions committee, tell your story, and explain why you are drawn to the nursing field. This essay can be the deciding factor in your application, setting you apart from other candidates.

Preparing to Write

• Research: Aligning with the School’s Values

Prior to beginning your essay, it’s essential to familiarize yourself with the fundamental ideals and beliefs of the nursing school you’re applying to. Spend time browsing their website, absorbing their mission statement, and comprehending their perspective on nursing education. This crucial insight will help you tailor your essay to resonate with the school’s philosophy. This research will help you tailor your essay to resonate with their ethos.

• Self-reflection: Your Nursing Journey

Reflect on your experiences and why you chose nursing. Think about moments in your life that led you to pursue this career. These reflections will help you create an authentic and personal narrative.

• Brainstorming: Crafting Your Story

Take time to brainstorm ideas for your essay. Think about your strengths, experiences, and what aspects of nursing excite you. Make sure to note down these key points; they will be the essential framework for your essay.

Structuring Your Essay

• Introduction: Making a Strong First Impression

The introduction of your essay is your first chance to capture the reader’s attention. Begin with an engaging story, a meaningful personal experience, or a statement that makes the reader think. This approach will offer a window into your personality and highlight your enthusiasm for nursing.

• Body: Building Your Narrative

Organize the body of your essay around a few key experiences or ideas. Each paragraph should focus on a specific aspect of your journey or a particular quality you possess. Use examples from your life to demonstrate your commitment, compassion, and ability to overcome challenges.

• Conclusion: Leaving a Lasting Impression

Your conclusion should wrap up your essay by summarizing the key points and reaffirming your interest and readiness for a nursing career. This is your final chance to remind the admissions committee why you are a suitable candidate.

Writing Tips and Best Practices

• Clarity and Conciseness

Keep your writing clear and concise. Avoid unnecessary jargon and be direct in your storytelling. Remember, the admissions committee reads many essays, so getting your point across quickly is crucial.

• Authenticity: Be Yourself

Your essay should reflect your true self. Don’t try to be someone you’re not. Honesty and sincerity will resonate more than trying to fit a certain mold you think the school wants.

• Using Specific Examples

Provide specific life examples rather than general statements about your passion for nursing. This might include volunteering, personal experiences with healthcare, or moments of inspiration from other nurses.

• Attention to Technical Details

Proofread your essay multiple times for grammar, spelling, and punctuation errors. Also, adhere to the nursing school’s formatting guidelines, such as word count and font size.

Common Mistakes to Avoid

• Steering Clear of Clichés and Generalities

Clichés and overused phrases can make your essay sound generic. Instead, focus on providing unique insights and personal experiences that highlight individuality.

• Directly Answering the Essay Prompt

It’s crucial to stay on topic and answer the essay prompt directly. Deviating from the prompt can lead the admissions committee to question your attention to detail and ability to follow instructions.

• Avoiding Excessive Jargon

Revising and Refining Your Essay

• The Importance of Drafts and Revisions

Your first draft is just the beginning. Be prepared to revise and refine your essay several times. This process helps fine-tune your message and improve the overall flow and clarity.

• Seeking Feedback

Get feedback on your essay from mentors, teachers, or peers. They can provide valuable insights and suggest improvements you might not have considered.

• Final Proofreading

Before submitting your essay, do a thorough proofreading. Check for grammatical errors or typos, and ensure your essay adheres to the specified word limit and formatting requirements.

Crafting your nursing application essay is an opportunity for self-reflection and a chance to convey your zeal for nursing. It’s important to remain authentic, be truthful in your narrative, and allow your sincere passion for nursing to be evident. With careful preparation, thoughtful structure, and attention to detail, your essay can prove your readiness for a nursing career.

Table of content

Crafted with Care:

Nursing Essays!

Precision, Passion, & Professionalism in Every Page.