Learning Plan for Nursing Unit

Learning Plan

Learning Goal:

        My learning goal is to enhance nursing students’ knowledge and understanding of perinatal loss and grief on the Obstetrics and Gynecology inpatient unit by delivering an informational session by March 29, 2019. This learning plan will follow Colin Murray Parkes theory of grieving (Buglass, 2010).

Theoretical Perspective:

     Colin Murray Parkes theory of grieving is the theoretical perspective that I will be utilizing to guide my learning plan and goal. In my current placement, I care for mom’s and partners who have and may experience perinatal losses such as ectopic pregnancies, miscarriages, and stillbirths. According to the World Health Organization, about 2.9 million perinatal losses occur globally (WHO, 2019). The loss of a child is very personal and tragic and can raise many emotions. Parkes theory of grieving identifies four phases of bereavement: shock or numbness, yearning and pining, disorganization and despair, and finally reorganization and recovery (Buglass, 2010). According to Parkes (1998), these four phases do not always occur in order because everyone grieves in his or her way. Perinatal loss and bereavement is a unique experience where theories of grief and bereavement can help to understand how individuals deal with perinatal loss (Buglass, 2010).  Educating nursing students is imperative as we may be present at the time of bereavement during our clinical placements and although we may be familiar with the variety of emotional and behavioural responses, that does not mean that nursing students necessarily have the knowledge, expertise or confidence regarding perinatal loss and how to cope with bereaved individuals (Buglass, 2010).  By enhancing nursing students’ knowledge and understanding regarding perinatal loss and bereavement can help identify one’s readiness and preparedness by approaching each situation, person and loss as unique. By utilizing Parkes theory, nursing students will have a better understanding why a person’s reaction or state of being may be as it is and to ensure that they respect the uniqueness of the bereaved and offer appropriate person-centered care and support by providing adequate resources within the community (Buglass, 2010). 

CNO Competencies for entry level Registered Nurse practice

CNO Competency #1 Knowledge-based practice

• I am delivering an educational session on perinatal loss to nursing students to enhance their knowledge and understanding. According to the competency #25 CNO (2014), “Demonstrates a body of knowledge from nursing” (p.6).
• I am demonstrating a body of knowledge regarding grief and mourning through four phases identified by Parkes theory of grief. According to the competency #27 CNO (2014), “Demonstrates a body of knowledge in nursing science, social sciences, humanities, and health-related research” (P.6).
• I am utilizing the documentation package and perinatal bereavement checklist for patients who have experienced a perinatal loss. According to the competency #44 CNO (2014), “Uses existing health and nursing information systems to manage nursing and health care data during client care” (p.7).

CNO Competency #2 Ethical practice

• Understanding why a person or family reacts a certain way such as guilt, shock, anger, or feeling misunderstood and alone. According to the competency #75 CNO (2014), “Demonstrates respect in all professional interactions” (p.9).

• The informational session is to help identify nursing students’ readiness and preparedness by approaching each situation, person and loss as unique. According to the competency #79 CNO (2014), “provides care for clients while demonstrating respect for their health/illness status, diagnoses, life experiences, spiritual/religious/cultural beliefs, and practices and health choices” (p.9). 
• Obtaining informed consent after a perinatal loss from patient/significant other such as a picture taken or lock of hair. According to the competency #81 CNO (2014), “ensures that informed consent is provided as it applies to multiple contexts” (p.9).

CNO Competency #3 Service to the public

• The learning plan utilizes knowledge of the health care system to improve health care services on the Obstetrics and Gynecology inpatient unit. According to competency # 87 CNO (2014), “agency level and point of care or program level” (p.10). 
• The learning plan is to help assist nursing students in feeling comfortable in participating and contributing to nursing and the health care team. According to competency #90 CNO (2014), nursing students will be able to do so by “recognizing that one’s values, assumptions and use self- awareness to facilitate team interactions, building partnerships based on respect for the unique and shared competencies of each team member, promoting inter-professional collaboration, and demonstrating respect for diversity” (p.9).
• To advocate and promote health by providing appropriate support and resources within the community. According to competency #93 CNO (2014), nursing students will be able to “advocate and promote healthy public policy and social justice” (p.9).

References

• Buglass, E. (2010). Grief and bereavement theories. Nursing Standard (through 2013), 24(41), 44-7. Retrieved from http://ezproxy.lib.ryerson.ca/login?url=https://search-proquest-com.ezproxy.lib.ryerson.ca/docview/521109783?accountid=13631
• College of Nurses of Ontario. (2014). Competencies for entry-level registered nurse practice. Retrieved from www.cno.org/globalassets/docs/reg/41037_entrytopracitic_final.pdf
• Parkes, C. (1998). Coping with Loss: Bereavement in Adult Life. BMJ: British Medical Journal, 316(7134), 856-859. Retrieved from http://www.jstor.org/stable/25178592
• World Health Organization (2019). Classifying the causes of perinatal death. Retrieved from https://www.who.int/bulletin/volumes/94/2/15-168047/en/