nurse life essay

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The Exemplary Practice Life of the Nurse

Joan m. riley.

a Emmanuel College, Boston, MA 02115, United States of America

Judy A. Beal

b Simmons University, Boston, MA 02115, 27 Upton St. Unit 2, Boston, MA 02118, United States of America

Patricia Reid Ponte

c Boston College, Chestnut Hill, MA 02467, United States of America

Nurses consistently stand out in extraordinary ways especially during a global crisis, recently confirmed in the current Covid-19 pandemic. What is opportune this time is the call for clarity around what nurses do and what society can expect from them. Nurses, as members of a global profession, need a platform to build a contemporary practice life. This paper proposes the model: The Exemplary Practice Life of the Nurse . It provides a framework to explicate the essence of the role of the nurse. The model posits four inter-related essential components or pillars that ground a nurse's behavior and commitment: professionalism, leadership, scholarly practice, and stewardship. This uncomplicated, straightforward model is universally applicable for nurses to apply in whatever roles they hold and at any point in their careers. The use of a holistic model, as a guide across a full career trajectory, supports the nurse's ability to prioritize individual pillars while understanding the inter-relationship and influence among the four pillars. The authors pose assumptions that form the basis of the registered nurse role and provide the foundation for the exemplary practice life of the nurse. They make recommendations to nurses, the profession, the workplace, the academy, and the community.

Nurses have always been central to managing and abating health crises such as the recent COVID-19 pandemic health crisis. They will continue to be pivotal as the nation heals, all while the urgent need to reduce health disparities continues to soar. Nurses carried out their awe-inspiring and innovative work in hundreds of diverse roles and settings. They demonstrated true leadership in the most professional way ( Rushton & Thompson, 2020 ). This extraordinary contribution centers nurses in the midst of a “landmark” multi-year performance in every part of the globe. This truly was exemplary nursing practice at its best. This recognition amplifies the fact that nurses, as members of a global profession, require a common platform to build a contemporary exemplary practice life.

At the same time, the profession, while earning the designation as a major global workforce in the health care industry, continues to grapple with two key variables. The first is the slow transition within the United States for the BSN as the preferred degree for entry into the profession. The second is that practice roles are undergoing transformative changes in every part of the health care delivery system. As a result, nurses face extraordinary challenges to meet the emerging health care needs in a society that has experienced a long response to a global pandemic and faces significant health disparities. Nurses are positioned extraordinarily well to design innovative, and new models of care to respond to these challenges with a selfless commitment to remain true to the core work of the profession.

For eighteen years, the American public has acknowledged nursing as the most trusted profession in the United States ( Gallup, 2021 ; Reinhart, 2020 ). As the current COVID-19 pandemic has demonstrated, nursing is an essential profession whose members are highly valued, trusted, and respected. But the practice of nursing remains uneven – a reflection of wide variations in educational preparation, clinical expertise, and professional growth among its millions of individual clinicians. Nurses themselves often have difficulty articulating the essence of their practice. It is therefore not surprising that the public it serves has yet to fully grasp a consistent understanding of nursing's unique contributions to society much beyond nurses' uniform person-centered caring, comforting presence, reliable judgment, and technical expertise.

The protracted Covid-19 pandemic highlights the need to fully define what nurses do through the lens of what we, the authors, call the exemplary practice life for all nurses. Recently there have been calls that recognize the need to clearly describe the roles and expectations of nurses ( Godsey et al., 2020 ; Ulrich et al., 2020 ). We are proposing a universally applicable, compelling, straightforward conceptual model to explicate what nurses do. This model can guide nurses in their work, in whatever setting and in whatever the current stage of their careers. We believe that a universal holistic model is needed given the complexities of a global economy, the disparities embedded in the health care needs of society, the demand for expanded knowledge development, technological innovation, the pace of change in health care systems, and the public need to understand the work of nurses.

The aim of this paper is to describe a new holistic conceptual model that visually depicts what constitutes exemplary practice for a registered nurse formatively educated at the baccalaureate or master's entry level. To better understand exemplary professional nursing practice, we developed a model that describes such a person's essential attitude, behavior, and capability within the context of four independent, yet inter-related, pillars of: professionalism, scholarly practice, leadership, and stewardship. This model is named The Exemplary Practice Life of the Nurse . We define exemplary nursing practice as the best of the best of the art and science of nursing, and it represents the highest level of knowledge, expertise, and competence. While baccalaureate or master's entry graduates are prepared for an exemplary practice life, this evolves over a full career trajectory and is applicable across all professional nursing roles and practice settings.

Assumptions for an Exemplary Practice Life of the Nurse

The following are a set of assumptions that we believe underpin a framework for all nurse work, and as a result form the foundation of an exemplary practice life. These assumptions have been shaped by the history of the profession of nursing and are relevant to nurses in the present and for the future.

Assumption one

Society can expect that each nurse who has completed formative education at the baccalaureate or master ' s entry level will possess knowledge , attitude , behavior , and capability to care for all who need it regardless of setting .

The complexity of current practice environments requires critical thinking skills and a strong foundation in the art and science of nursing that are more completely developed during baccalaureate and master's entry level education. Society can expect that the knowledge, attitude, behavior, and the capability of a nurse will deepen over the course of a full career. Career advancement is tied to aspiration, experience, intent, formal education, and professional development. Optimal work settings support nurses throughout their careers to meet their developmental goals.

Assumption two

Society can expect each nurse to accept and value all persons as equal , worthy of respect and with intrinsic worth , regardless of all other considerations .

Nurses are formatively educated with a holistic and generalist framework that sets the background for a career that embraces diverse roles in diverse settings with and for diverse people, anywhere and in whatever roles to assure the public that healthcare is available for all. Furthermore, nurses are socialized to fulfill the expectation that a humanistic, individualized, person-centered approach to care uses social justice tenets as the foundation of interactions with others.

Assumption three

Society can uniformly expect each nurse to possess a set of role attributes and role functions that guide the scholarly work of all nurses .

Nurses use knowledge that prioritizes the ability to form therapeutic relationships; they appreciate the necessity to partner with people in their practice; they develop the capacity to teach; they are competent in the use of scientific knowledge and creativity to critically analyze phenomena and deliver evidence-based care. Nurses exert their capability to effectively collaborate with all stakeholders involved with the health and wellness of the public; they have been educated and socialized to be leaders in communities and within their practice settings. Nurses possess the ability to provide expert humanistic and holistic care to self and others that reflects kindness, compassion, respect, and mindfulness in their practice.

Assumption four

Society can expect that each nurse is adaptive to change and committed to the core tenets of professional practice regardless of the practice setting or role .

Working in complex environments that are constantly changing calls upon the nurse to understand the essence of the professional role. Leading change in formal and informal processes that result in improvements is a key role of the nurse and results in continuous learning by self and others. To best serve the health and wellness needs of society, the core of nursing's work centers on a strong collaboration with interdisciplinary partners and the people they serve. These collaborations often serve as natural laboratories for the design and implementation of dynamic innovations. Most importantly, nurses are committed to live and conduct practice with integrity, dignity and respect that includes a social, personal, and professional responsibility and accountability for one's actions as a member of the profession.

The model: The Exemplary Practice Life of the Nurse

In this model, the exemplary practice life of a nurse is illustrated as four essential pillars that provide a foundation for nurses as they evolve professionally. We envision this model as a holistic guide that affords the nurse the ability to prioritize individual pillars while always understanding the relationship and influence of pillars to each other and to the whole. There are four pillars in this model: professionalism, leadership, scholarly practice, and stewardship.

As shown in Fig. 1 , the four pillars in the model support the exemplary practice life of a nurse that, in turn, serves to advance the health and wellness of society. The placement of health and wellness of society represents the pinnacle to be achieved of in terms of exemplary practice. Its position as the highest point in the model serves to recognize the direct impact of an exemplary practice life of a nurse on society. The pillars link to a cross-directional arrow that represents the inter-related, yet independent, relationship among pillars. The model also illustrates the essential characteristics of each pillar. For example, the nurse exercises core responsibilities in professionalism when he or she invests in lifelong learning and self-care, accepts responsibility and accountability for the health and wellness of society, and comports with a strong professional identity. Each pillar of the model is subsequently explained in detail.

The Exemplary Practice Life of the Nurse .

In this model, the four core pillars rest on stakeholders. Stakeholders include individuals and groups who have an interest or an investment in supporting the exemplary practice life of the nurse and in turn the health and wellness of society. These include: the nursing profession (the body of individual nurses and professional associations/organizations, regulatory and credentialing bodies); education or the academy (colleges and universities that prepare nurses at the formative level); the workplaces (where nurses and inter-professional health care colleagues are employed); and the community (an essential part of society that shares common characteristics, aspirations, and challenges). These stakeholder groups are represented by the labels: Profession , Education , Workplace , and Community .

In the following sections, we describe each of the pillars and provide evidence for the choice of each in the model.

Professionalism

To understand professionalism as one of the pillars of an exemplary practice life of a nurse, we recognize the varied and rich history of nursing. Early historians noted that nursing's initial primary work centered on a sense of obligation to community through service of others ( Donahue, 1996 ). Over time, nurses, individually and collectively, engaged in societal struggle to address the need for equity ( Dock & Stewart, 1938 ). The term professionalism was rarely used in the literature prior to the 20th century. But what is informally described in the historical narratives are behaviors and characteristics used in the practice work of nurses during such times. The narratives connect the past to the present and offer guidance for the future.

Although controversial in the historical record, Florence Nightingale, with strong views about health and wellness and the unwillingness to accept the dictates of the politics of the day, brought professionalism into the lexicon of nurse work ( Donahue, 1996 ). She advocated for nurses to move beyond benevolence as the model of care to one where education preceded practice; where practice was a duty to society; where the character, values, passion for the care of the sick and their communities were frequently stated ideals for nurses. Nightingale recognized the importance of full nurse engagement, a positive approach to health promotion and informed decision making, and the pursuit of social justice as the bedrock of a professional life ( Beck, 2010 ; MacQueen, 2007 ; Wagner & Whaite, 2010 ;).

Two centuries later, the concept of professionalism continues as both multifaceted and complex.

Studies identify a wide range of dimensions, attributes and influences linked to the development of professionalism ( Ali et al., 2020 ; Garcia-Moyano et al., 2019 ; Ohlen & Segesten, 1998 ). The International Society for Professional Identity in Nursing (ISPIN) has committed its core work to developing the science to order to understand identity formation in nurses ( Godfrey, 2020 ; Joseph et al., 2021 ). Their work is grounded in a concept of professionalism that incorporates two distinct professional paradigms, social and psychological, into the nurse's professional identity ( Crigger & Godfrey, 2014 ).

Nurses often express the view that professionalism is easier for them to describe as situationally related actions than to define as a complete set of behaviors. There is no universally accepted definition of professionalism. This fact is not surprising given the complexity of the concept. Johnson (2015) reported counting sixty words or concepts in an informal review of the term professionalism. Regardless, professionalism remains a personally important concept for nurses. To explain its meaning, one needs to begin with the fact that no one is born a professional. Rather, it is an intentional process of development that begins in formative education, transitions into the workplace, and continues through the major stages of a nurse's career. “Developing and nurturing professionalism in nursing takes time, authentic presence of leaders, engagement of colleagues and somehow creating a feel of value in the contribution of each nurse, from the bedside to the boardroom” (p. 266, Leclerc, 2017 ). Professionalism is a purposively evolving mode of thinking and acting ( Johnson, 2015 ).

There is recognition that professionalism requires the individual nurse to act as the fully accountable agent of professional responsibility, throughout their career. Stakeholders, who are invested in the practice life of the nurse, are also recognized as important influencers because they support the development and promotion of conditions that are conducive to sustaining professionalism ( American Nurses Association, 2014 ). Professionalism offers a covenant with society as to what attitude, behavior, and process govern the work of nurses no matter where they practice and whatever their practice role.

As such, we posit that professionalism is a multidimensional lived experience that includes a combination of characteristics, values, conduct and actions. Professionalism includes identity formation, comportment, acceptance and accountability for professional responsibilities and expectations. Reflection, the need to form a therapeutic relationship integral to the caring relationship, passion for the work of a scholarly practice, as well as civic and social responsibility further define the understanding of professionalism. Nurses prioritize being available for others: for people, patients and families, colleagues, peers, workplace, and communities.

Professionalism informs the blueprint for educational programs, statements of workplace expectations and signposts for the nurse to incorporate into the other pillars of an exemplary practice life of the nurse. The newly approved AACN Essentials details the domain of Professionalism with its related descriptors, contextual statements, and competencies to be achieved during formative education ( AACN, 2021 ). Professionalism, in all its dimensions, clearly is an essential pillar of an exemplary practice life of the nurse.

Scholarly practice

Scholarly practice has consistently been part of the discussion surrounding the essential components of nursing practice. Since 1922, Sigma Theta Tau, the International Nursing Honor Society has recognized and promoted nursing scholarship as one of its major tenets ( Sigma Theta Tau, 2020 ). Carper's (1978) seminal work formulated what she coined “nurses' patterns of knowing” which set the foundation for scholarly practice. Benner's model From Novice to Expert further advanced this discussion as an explanation of how knowledge and skills are acquired and applied to nursing practice ( Benner, 1982 , Benner, 1984 ). While the dialogue on how to define scholarly practice continues to evolve, the message of its importance to the profession and to quality patient care outcomes remains consistently strong. Riley et al. (2002) , described a universal holistic model of scholarly nursing practice consisting of the scholarship of knowing teaching, practice, and service. This model evolved later to include the role attributes of “who I am” and “what I do” ( Riley et al., 2008 ). Participants ( N  = 36) in this qualitative study shared that they think of themselves as: 1) available for others, 2) active learners, 3) out of the box thinkers, 4) passionate about nursing, and 5) confident. They carry these values while leading, caring, sharing knowledge, and being self-reflective. We believe that scholarly practice includes the characteristics of developing new knowledge, improving practice, basing practice decisions on evidence, designing, and implementing innovative practices, using creative approaches to individualize the needs of the people we serve, and advancing system-wide priorities and initiatives.

There is professional consensus that formative nursing education programs have the responsibility to prepare their graduates for a scholarly practice. The competencies attained by baccalaureate and master's entry prepared nurses within their formative education are driven by the National League for Nursing (NLN) and the American Association of Colleges of Nursing (AACN). These competencies set the stage for a lifetime of scholarly practice. The National League for Nursing (2021) identifies four core competencies for all graduates of all formative educational programs, two of which support the expectation of scholarly practice. These include the spirit of inquiry and nursing judgment both of which prepare graduates for a “practice that is informed by a body of knowledge and ensures that all members of the public receive safe, quality care” ( NLN, 2021 ). The approved 2021 AACN Essentials ( AACN, 2021 ) labels this competency as ‘Scholarship for the Nursing Discipline’ and defines it as “the generation, synthesis, translation, application and dissemination of nursing knowledge to improve health and transform health care” p.11. The related sub-competencies include: advancing the scholarship of nursing; integrating best evidence and promoting the ethical conduct of scholarly activities.

After completing formative education at the baccalaureate or master's entry level, nurses, in partnership with the workplace and other stakeholders, assume responsibility for building on the foundation for scholarly practice competency attained in nursing education. As nurses transition into practice settings across a diverse and complex healthcare system, it is imperative that practice settings, in partnership with individual nurses and professional associations, fully support and help shape, evolve, and make a commitment to implementation of scholarly practice. Organizational credentialing bodies such as the American Nurses Credentialing Center (ANCC) and others promote the development of scholarly practice through a culture of individual and organizational scholarly practice. ANCC's include the ANCC Magnet Recognition Program, The ANCC Pathway to Excellence Program and The Practice Transition Accreditation Program (PTAP). While not all health care organizations are magnet designated, we believe that each individual nurse must commit to scholarly practice wherever they practice.

Scholarly practice is as much about attitude as it is about using a systematic approach to plan and deliver care and conduct other work of professional nurses. This attitude or mindset includes a commitment to systematic inquiry with the following questions in mind: How can we do this better? What does the evidence at all levels tell us? How can we do this in a way that meets the needs of this particular person or groups of people? How can what we learn be applied to broader groups of people within society served in a variety of contexts?

We believe that all nurses are capable of engaging in a scholarly practice. This capacity matures throughout a nurse's career. Nurses and the public have been socialized to think of scholars as educators and researchers employed by colleges and universities. According to Broome (2021) , “Despite our own internal conversations, the public does not think of us as scholars and scientists…” p. 250. Because of this prevailing belief, many nurses have been reluctant to embrace themselves as practice scholars and capable of scholarly practice. Nurses, however, do think of themselves as highly creative, resilient, and accountable for seeking information, and scientific and aesthetic evidence to help formulate their plans, decisions, and actions.

Nurses with a scholarly practice prioritize learning; they know the people they care for; they believe that knowledge is ever evolving. Nurses recognize that, for them to be at their best, they need to continually learn in formal and informal ways. They collaborate and partner with others including the people they serve to find solutions to healthcare and societal challenges. This is scholarly practice!

As such, nurses with a scholarly practice accept responsibility for implementing and disseminating new knowledge for the advancement of the health and wellness of society. This important process occurs in the clinical care setting, in the classroom, in the conduct of research, in whatever setting and role the nurse holds. Scholarly practice with its direct connection to the health and wellness of society is an essential pillar of an exemplary practice life of the nurse.

The early literature on leadership was primarily driven by leaders and scholars from the world of business ( Kouzes and Posner, 2003 ). More recently, other professional disciplines including nursing have joined in the development and analysis of the theories and practice of leadership. There remains considerable debate about what leadership really is and how it differs from management. As a result, there is a plethora of definitions of leadership from both within and outside nursing. Diers (2004) , in one of her classic editorials, wrote that leadership is viewed as multi-dimensional, encompassing the wise use of power, managerial functions, and human relations processes. We believe that leadership is a set of actions and behaviors used by individuals or groups of individuals within their environment that facilitates the establishment and acquisition/achievement of shared goals ( MA Department of Higher Education, 2016 ).

The following review of the literature centers on understanding leadership and its expected behaviors. From the world of business, Kouzes and Posner have been writing about exemplary leadership since 2003. In their seminal work, they define essential leadership practices that are important to promoting growth of an individual and an organization. This definition includes engaging and empowering all members in the organization to establish sustainable outcomes intentionally and collaboratively. They describe five leadership practices: 1) ‘modeling the way’, 2) ‘inspiring a shared vision’, 3) ‘challenging the process’, 4) ‘enabling others to act’, and 5) ‘encouraging the heart’. While ‘encouraging the heart’ has not typically been viewed as a leadership competency, executive coach Daskell (2017) wrote that love is a leadership competency. By leading with compassion, commitment, kindness, and competence one can motivate others toward achieving greatness.

The long running and highly effective Robert Wood Johnson Executive Nurse Fellows Program (1997–2017) identified core competencies for nurse leaders ( Bellack & Morjikian, 2005 ). These include:

• • Self - knowledge , or self - awareness is the ability to understand and develop oneself in the context of organizational challenges, interpersonal demands, and individual motivation.
• • Strategic Visioning is the ability to connect broad social, economic, and political changes to the strategic direction of organizations. Strategic nurse leaders are always thinking about the next step.
• • Risk - taking and Creativity is the ability to transform both oneself and the organization by moving outside the traditional and patterned ways of success. A leader who is a risk taker often feels uncomfortable and learns to accept this discomfort.
• • Interpersonal and Communication Effectiveness is the ability to translate a strategic vision into compelling and motivating messages. Great leaders care about people with whom they work. They stay on mission but are always listening to divergent voices.
• • Inspiring and Leading Change is the ability to inspire, structure, lead and effectively implement organizational change in an inclusive way. Great nurse leaders lead from their values. Their personal integrity and moral courage are the cornerstones of their legacies.

While the RWJ program was a formal program directed toward nurses aspiring to advance in their leadership roles, we believe that these five constructs are applicable to leadership development of all nurses, regardless of title or work setting.

Leadership identity has typically been associated with a hierarchical, authoritative, and formal position ( deZuleuta, 2015 ; Van de Mieroop et al., 2020 ). However, there is support in the nursing literature for the importance of informal leadership where the leader may not have a formal titular position or authority over a group of individuals. Informal leadership roles are exercised by those individuals who are situationally willing to step up and take actions; they are the “go-to nurses” ( Clifton, 2014 , p. 68). Within the culture of workplace organizations, an informal leader has been described as anyone who directs/guides a group toward accomplishing desired outcomes ( Ross, 2014 ). Nurses, who engage in scholarly practice throughout the healthcare enterprise, assume informal leadership roles in acknowledged and unacknowledged ways.

Riley et al. (2008) in their study that explored perspectives of thirty- six experienced nurses' descriptions of their scholarly nursing practice, found that participants' perspectives of leadership differed from more traditional views of formal leadership. Participants spoke to a non-hierarchical approach to leadership that they repeatedly called “stepping up the plate over and over again to guarantee the highest level of care…to develop others and to advance practice” (pg. 431). Informal leadership was their expectation for their exemplary practice life. We believe that informal leadership needs to not only be further developed and supported but included in the performance expectations for every nurse in every workplace.

Based on experience, research, and a synthesis of the literature, we believe that all nurses educated at the baccalaureate or master's entry level are prepared to be leaders. Whether in informal or formal leadership positions, nurses are held to the following expectations: developing oneself and others; embracing cultural humility, inclusivity, and diversity; modeling professional practice and behavior with a non-hierarchical approach; communicating with colleagues and others with clarity and purpose; managing resources effectively; and collaborating with others to advance the practice and profession of nursing and health care for the benefit of society. Nurses as leaders are reflective, visionary, and strategic thinkers who feel comfortable taking risks and innovating in even the most challenging situations ( Bellack & Morjikian, 2005 ).

We believe that both the formal and informal nurse leader is obligated to advance oneself, others, and the profession with humility, inclusivity, and generosity of spirit. Whatever the role, a nurse leader has the ability to influence others and build consensus toward a mutually shared goal or decision on both the micro and macro level. For example, the nurse leader has the responsibility to advocate for advancing health equity for all by removing practice barriers and supporting nurses in their efforts to understand the impact of the social determinants of health ( NASEM, 2021 ). For these many reasons, leadership is one of the four pillars that supports the exemplary practice life of the nurse.

Stewardship

Identifying stewardship as one of the four pillars supporting the exemplary practice life of the nurse is both timely and necessary. Nursing is charged with preparing for its future while living in the present. All nurses are called upon to assume a stewardship responsibility for the conservation of the ideals of nursing while leading consequential changes in health care environments that impact the health and wellness of society.

The concept of stewardship, outside the boundaries of a profession, has a long history. When the word stewardship first appeared in the English language during the Middle Ages, it functioned as a job description, denoting the office of a steward , or manager of a large household ( Merriam-Webster, 2020 ). Over the centuries, the understanding of stewardship expanded to include the oversight by the courts and many organizations. In recent years, the long-established “management” sense of stewardship has evolved into a positive meaning emphasizing “careful and responsible management” ( Merriam-Webster, 2020 ). The historical evolution of stewardship carries forward a set of ideals that include duties, shared responsibilities, oversight, resource preservation, prudence, and advocacy into a modern era.

Twenty first century stewardship ideals are addressed in business as integrated leader behaviors that place long term best interests of the business entity and stakeholders over self-interest ( Hernandez, 2008 ; Hernandez, 2012 ). Leaders, committed to their role as steward, see the benefit of this scope of social responsibility to their workforce and to society. Hernandez (2012) calls stewardship behaviors a “type of prosocial action” that carries with it a positive effect on people. Although primarily associated within a formal leadership role, there is current recognition that stewardship can and should live in all levels of organizations, adopted by all individuals, regardless of positional power ( Dalcher, 2019 ).

In a traditional view of stewardship, nurse leaders and scholars are entrusted to preserve and hold in trust the value priorities of stakeholders ( Milton, 2014 ). According to Haase-Herrick (2005) the simple essence of the diversity of stewardship actions for nurse leaders is grounded in the imperative to leave a profession, discipline, and scholarly practice in a better place than where it was found. This imperative does not apply only to nurses who are in formal leadership or scholar roles.

In broadening the responsibility of stewardship to include all nurses, the exercise of stewardship actions becomes a transformative experience that assures transparency and accountability for conserving what is essential in the profession and beneficial to society. With a more inclusive view of stewardship, all nurses, as stewards of the profession, exercise their responsibility to preserve what is intrinsically good and valuable in the profession, while promoting what knowledge and practice benefits the health of society ( Murphy, 2009 ; Murphy & Roberts, 2008 ).

Stewardship is not a one size fits all paradigm. Nurses are advocates at the point of practice or wherever they do their work. The consistent outcome of their advocacy is to preserve the core values of a practice profession while embracing practice changes that improve experience and outcomes of care. For educators, curricular learning opportunities that reinforce the expectations and responsibilities of being a steward of the profession begin to emerge at the point of formation of future nurses. For leaders of the profession, opportunities emerge at the nexus of transforming practice environments to meet society's current and future health needs. For researchers, stewardship implies a commitment to use their requisite abilities and curiosity to delve into the study of core nursing phenomena that address health issues that burden society. Being a steward of the profession stems from a nurse's passion and a sense of responsibility to advance the profession's work.

In a national study of chief academic nursing officers ( Beal & Riley, 2015 ), participants shared that they believed that every nurse, regardless of role or practice setting, is a steward of the nursing profession and of scholarly practice. Participants' collective vision for the future of baccalaureate education was that educational programs would place more focus on “helping students think about themselves as members and future stewards of the profession” ( Beal & Riley, 2015 , p. 382). In a recent national study, senior nurse leaders in magnet hospitals confirmed that “nursing culture is both significant and consequential to the nursing milieu as well as the overall organization” ( Beal & Riley, 2019 , p.192). Embedding expectations of stewardship for all nurses, not just leaders, into the nursing culture of health systems adds potential for significant influence within the organization.

The key question then becomes: Who is responsible for stewardship of the profession? We believe the expectation for stewardship must be expanded to include a responsibility for all nurses, operationalized in different ways, across the lifetime of a career. This expectation broadens meaningful actions to include sharing knowledge with others, mentoring, and teaching, using knowledge of the business of healthcare to specifically impact health policy, regulation, ethical and financial decisions. These are actions that support the essence of the profession. As a touchstone for both preservation and change, stewardship in today's health care enterprise, leads to a wide range of critical opportunities for all nurses. We therefore believe that this expanded stewardship paradigm earns its placement as a supporting pillar for the exemplary practice life of a nurse. The legacy of stewardship is a future workforce that is comfortable with their professional heritage yet sensitively responsive to the changing healthcare needs of society.

Summary of the model

The holistic model The Exemplary Practice Life of the Nurse calls for nurses to commit to developing an exemplary practice throughout one's career. Table 1 : Core Commitments with the Holistic Model: Exemplary Practice Life of the Nurse summarizes the essential attitudes, behaviors, and capabilities within the context of the four independent but inter-related pillars.

Core commitments with the holistic model: exemplary practice life of the nurse.

The proposed model emanates from nursing's historical roots, respectful of its past while positing perspectives to guide the profession to meet current and future societal needs. Understanding the relationship between and among pillars represents the essence of an exemplary practice life. A holistic model adds equipoise in the components of nurse work. The model allows for counterbalancing the essential components while offering guidance to nurses in the whatever the situation that they confront in meeting the universally stated goal of health and wellness of all members of society. Because of the nature of their work, nurses need a holistic model to serve as foundational to their practice life. Such a model transcends all roles and work-settings and offers stability within an ever-changing health care environment. An unexpected benefit could be that the society will more clearly understand the essential elements of a nurse's practice life.

Each of the four pillars of this model has been separately described in the literature. What was not discussed in the literature was the inter-relationship of these four essential pillars to each other and how, as independent but inter-related entities, they holistically support the exemplary practice life of the nurse. The importance and value of informal leadership has also been overlooked. Three pillars (Professionalism, Leadership, and Scholarly Practice) are incorporated into competencies that drive formative education, advanced education, and workplace norms. Their relationship to each other, within these systems, however, is not well articulated within the competencies. Historically, stewardship, the fourth pillar, has been assigned and well-described for executive levels of leadership but not addressed as a responsibility for all nurses. There has been a recent call to make stewardship an explicit component of PhD education programs ( Morris et al., 2021 ). While important, the call must be expanded to include educating all students to be stewards of the profession.

We fully acknowledge the significant contributions of the academy and professional organizations over decades of dedication to the advancement of nursing education ( AACN, 2021 ; NLN, 2021 ). We recognize that they have a long-standing commitment to the development of specific essential competencies and principles for educating nurses. Faculty have developed curricula guided by the professional educational standards of these organizations. The complexity of today's nursing curricula calls for a simple, concise, and holistic translation the nursing competencies for each student and nurse to internalize what it means to have an exemplary practice life. We believe that this is the ultimate goal of nursing education at the baccalaureate and master's entry levels. To accomplish this translation, and at the same time provide a seamless transition to practice, faculty should integrate and emphasize the four pillars of this proposed model into teaching/learning experiences throughout the curriculum. The model offers a pragmatic framework to guide and support a nurse's practice life. Currently we know of no model or framework that captures the essence of exemplary practice life in a simple, concise, and holistic manner.

We introduced this paper with the important recognition that society once again acknowledges nursing as the most trusted profession in the United States ( Gallup, 2021 ; Reinhart, 2020 ). Globally, the International Year of the Nurse and Midwife continues to link the exemplary life of the nurse with stories of contemporary exemplary practice. At the same time, there are reports in recent literature about three distinct but related calls for nurses and the profession that are discussed in the following paragraphs: 1. The need to claim an authoritative role as leaders in health care services; 2. The need to claim a complete and accurate professional image for nurses; 3. The need to reclaim values foundational to the profession.

While nurses are clearly viewed as trustworthy, we are not perceived by the public as leaders, scholars, or innovators who make major contributions to healthcare delivery ( American Nurses Association, American Organization of Nurse Leaders, Johnson and Johnson, 2020 ; Broome, 2021 ; Prybil et al., 2019 ). The study findings of Godsey et al. (2020) address the need for change in the brand image of the nurse. These findings report factors contributing to the inconsistent and often negative image of nursing. They posit that variability in educational preparation, lack of visionary leadership, lack of leadership development, and an inconsistent professional image are significant contributors to the inability of the profession to demonstrate full leadership throughout the healthcare system.

The 2020–21 Covid-19 pandemic exposed fractures and vulnerabilities in our health care delivery system ( Ulrich et al., 2020 ) that include oppressive and discriminatory structures that are embedded in the organizations in which nurses work ( NASEM, 2021 ). These papers call for the need for nurses to step forward to lead substantive institutional reform. This will require an increased emphasis on supporting nurses in these endeavors ( NASEM, 2021 ). This call is an urgent message to see, as one endpoint in the pandemic, an opportunity to reclaim “values foundational to our profession and to establish new norms of communication and teamwork, intentionally address [ing] disparities” (p. 843, Ulrich et al., 2020 ).

These calls offer some insights that are germane to the proposed model. The Exemplary Practice Life of the Nurse is a simple yet compelling description of the essential work of every nurse integrated into four inter-related pillars. The model answers the calls for a strong professional image and compelling leadership that embrace the foundational values of the profession. It is consequential for formative education at the baccalaureate and master's entry level education. Most importantly the model acknowledges a consistent universal recognition of what nurses do in all roles, in all work-settings and within our global society. This model can be part of the solution of clearly describing the important work of nurses.

Recommendations

Proposing the model.

The Exemplary Practice Life of the Nurse , in conjunction with the greatest public health crisis since the 1918 flu epidemic, provided an opportunity to reflect on the rich past, the present, and the emerging future or our profession. Guided by this perspective we provide recommendations for the use of this model for individual nurses, the workplace, the academy, the profession, and the community. Specifically;

• • We ask all nurses to consider re-framing their practice life to include the inter-related pillars of professionalism, scholarly practice, leadership, and stewardship. We recognize that the implementation of this model may look different at specific stages of a nurse's career.
• • We ask that workplace leaders commit to examining and integrating this model as a mechanism to support all nurses throughout early, mid, and late career phases. We ask them to consider the integration of the model in systematic performance evaluation matrices that foster an exemplary practice environment.
• • For the academy, we ask that leaders commit to conducting a systematic curricular appraisal to ensure that the model components are equally integrated throughout educational formation. Formative clinical learning needs to shift from a predominately skill acquisition model to a model that recognizes a more equitable distribution of the four essential pillars as the foundation for developing an exemplary nurse. Accomplishing the integration of this model into the curriculum is the first step in preparing the nurse of the future.
• • We ask the leaders of professional associations to use their collective voice to advocate for the privilege of all nurses to have an exemplary practice life. The right of all members of society to have their health and wellness needs met equally requires no less than all nurses having an exemplary practice life. Furthermore, we ask that professional associations work collaboratively with certification, accreditation, legislative and regulatory bodies to commit to advancing the BSN as the preferred professional nursing degree. While efforts have been made in the past, there is a greater sense of urgency as the complexity of care continues to increase.
• • For communities, we recognize their position as a guardian and supporter of society's health and wellness needs. We ask for continued support in new and emerging ways that reflect the conditions, commitments, changes, and requirements that must be confronted.

In conclusion, we ask service and academic leaders, and individual nurses, as partners, to review, implement and evaluate this model to seamlessly support career transition and the development of an exemplary practice life for all nurses.

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Online Nursing Essays

Top Quality Nursing Papers

Why I Want To Be A Nurse Essay

Applying for nursing school is an exciting step towards a rewarding career helping others. The nursing school essay, also known as a personal statement, is a critical part of the application. This is your chance to showcase your passion for the nursing profession and explain why you want to become a nurse.

This guide will show you exactly what admission committees are looking for in a strong nursing school application essay. Let’s walk through how to plan, write, and polish your “why I want to be a nurse” personal statement so it stands out from the competition.

What To Include In Your Nursing Essay

Writing a compelling nursing school essay requires advanced planning and preparation. Follow these tips to create an effective personal statement:

Plan Your Nurse Essay

The first step is to carefully conceptualize your nursing school admissions essay. Jot down some notes answering these key questions:

• Why do you want to go into nursing?
• What personal experiences or traits draw you to the field of nursing?
• How have you demonstrated commitment to caring for others?
• What are your academic and professional qualifications for nursing?

From here, you can start mapping out a logical flow of key points to cover in your nursing school application essay.

Show an Emotional Connection to the Profession

Admission committees want to see that you have genuine passion and empathy for the nursing career choice. Dedicate part of your personal statement to describing your intrinsic motivations and positive impacts for desiring to become a nurse.

Avoid cliché reasons like “I want to help people.” Instead, get specific by sharing a personal anecdote that emotionally moved you towards nursing.

Here’s an example of how you could open your nursing school entrance essay by highlighting a meaningful patient-care interaction:

“Holding Mrs. Wilson’s trembling hand, I watched her fearful eyes relax as I reassured her that the medical team would take excellent care of her. At that moment, providing empathetic comfort to calm her nerves despite the clinical chaos around us, I knew deep down that nursing was my calling.”

This introduction immediately establishes an emotional pull towards the human side of healthcare. From here, explain how this or similar experiences instilled a drive in you to become a nurse.

Show That You Care

Much of nursing is providing compassionate, person-centered care. Therefore, your “why I want to be a nurse” essay should emphasize your ability to be caring, empathetic, patient, and comforting to others.

Share examples that showcase your natural inclination for caregiving:

“Volunteering at the Red Cross shelter after the wildfires by comforting displaced families demonstrated my patience and attentiveness to those suffering. Even as some evacuees grew frustrated by the chaos, I calmly reassured them that we would do everything possible to assist with their recoveries and ensure they felt cared for.”

This example highlights key soft skills needed in nursing as a career, like compassion, active listening, the desire to help, and providing a calming presence under pressure.

Share Your Aspirations

A strong application essay will also articulate your goals and vision for contributing to the nursing field. What are you hoping to achieve through a career in nursing?

Here is an example of discussing aspirations in a nursing school personal statement:

“My long-term aspiration is to become a nurse leader by earning an advanced degree and management experience. I aim to leverage my organizational, communication and critical thinking skills to mentor junior staff, improve operational workflows, and advocate for policies that enhance quality of care. In nursing, I’ve found my true calling – to provide critical care, and help others by being a source of compassion and driving excellence in healthcare delivery.”

This type of self-motivated, forward-looking vision demonstrates maturity, strong goals, and natural leadership qualities.

Describe Your Nursing Skills and Qualifications

Finally, your nursing school entrance essay should summarize the skills; profession offers, and experience that makes you an excellent candidate for the nursing program. Highlight relevant strengths like:

• Academic achievements (science/healthcare courses, GPA, etc.)
• Extracurricular activities (volunteering, internships, etc.)
• Relevant work experience (patient care roles like CNA, medical assistant, etc.)
• Other transferable skills (communication, leadership, teamwork, critical thinking, etc.)

For example:

“My passion for science, healthcare experience as a CNA, and volunteering at a community health fair have prepared me to thrive in the intellectually stimulating and collaborative nursing curriculum. I bring dedication, attention to detail, and a strong work ethic as demonstrated by my 3.8 GPA studying Biology at the University of Michigan.”

With application essays, it’s all about showcasing why you would make an outstanding addition to the nursing program, making a difference through your qualifications and intangible traits.

How Do You Write an Introduction to a Nurse Essay?

Now that you’ve brainstormed content ideas, it’s time to turn them into a polished personal statement. Here are some tips for crafting an attention-grabbing introduction to your nursing school essay:

Hook the Reader with a Personal Story

One of the most engaging ways to start writing your essay is by recounting a brief personal story that illuminates your drive to become a nurse. This can immediately immerse the reader in your intrinsic motivations.

For example , you could open with an anecdote describing a meaningful instance of care and comfort you provided to someone in need:

“Tears streamed down Mrs. Hernandez’s face as she told me about losing her husband to cancer last year. As a hospice volunteer, I held her hand, listening intently to her painful story of grief and loss…”

This type of vivid introduction pulls the reader into the narrative straight away. From here, you can continue sharing details about the scenario and its influence on your desire to pursue nursing.

Illustrate the Human Impact of Nursing

Another compelling way to begin your nursing personal statement is by painting a picture of nursing’s profound impact on patients and their families. This highlights your understanding of the profession’s vital role.

For instance:

“Looking a trembling new mother in the eyes as she first held her newborn, relieved knowing both were safe and healthy after a complicated delivery – that is the human difference nurses make each and every day.”

This type of introduction emphasizes nursing’s profound emotional impact on patients during vulnerable yet joyful moments. It activates the reader’s empathy by bringing them into the vivid scene while showing your own insight into the medical field.

Articulate Passion for Helping Others

Finally, you can start your nursing application essay by asserting your resounding passion for caring for others. This clear expression allows you to succinctly introduce central values like empathy and compassion.

“Ever since I was a young volunteer candy striper in my local hospital, I’ve held an unwavering passion for helping those suffering through the profound act of nursing. I was born to care for others.”

This authoritative opening clearly states your emotional connection to nursing in a compelling yet concise way. You can then build on this assertion of passion through personal examples and further explanation.

No matter how you start your nursing school essay, the introduction should vividly showcase your motivation and why you chose nursing. Set the tone early with your authorship and emotion.

Why I Want To Be A Nurse Essay Examples 

Now let’s analyze some complete sample nursing personal statements for inspiration on crafting your own:

Why I Want to Be a Nurse at a Hospital: Essay

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To craft a standout nursing school application essay, prospective students should engage the reader with an emotional opening that illuminates their calling to the profession, whether through a compelling personal anecdote or vivid imagery expressing the profound impact of nursing. 

The conclusion should be resolved by painting an inspiring vision of how the writer’s skills, values, and determination will be channeled into excellence as a nursing student and future registered nurse, making an empathetic difference in patients’ lives.

With focused, mature writing that radiates passion and preparedness, a “why I want to become a registered nurse” personal statement can stand out amidst the competition as a window into a promising applicant’s commitment to this vital healthcare profession.

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Essay Sample on Why I Want to Be A Nurse

Nursing is a rewarding and challenging career that has the power to make a real difference in people’s lives. Whether your motivation is to help others, attain financial freedom, or both, writing a “Why I Want To Be A Nurse” essay is an excellent opportunity to express your passion and commitment to the field.

In this article, we’ll explore the reasons why you might want to become a nurse and provide you with helpful tips and inspiration for writing a powerful and persuasive essay .

Why I Want to Be A Nurse (Free Essay Sample)

Nursing is a career that offers a unique combination of hands-on care and emotional support to those in need. There are many reasons why someone might choose to become a nurse, including:

The Empathy and Altruism of Nursing

I have a strong desire to help people and hope to become a nurse. I think nursing is the best way for me to make a difference in other people’s lives because it combines my natural empathy and desire to help people. Nursing gives me a chance to positively touch people’s lives, which has always attracted me to the thought of doing so.

I saw the beneficial effects that nurses may have on people’s life as a child. I have always been moved by the kindness and concern they have for their patients. The small gestures of kindness, like holding a patient’s hand or speaking encouraging words, have always touched me. I think nurses have a special power to change people’s lives and leave a lasting impression, and I want to contribute to that.

Additionally, I think that becoming a nurse is a great and selfless job. To provide for their patients and ensure they are secure and comfortable, nurses put their own needs on hold. I absolutely respect this kind of dedication to helping others, and I aim to exhibit it in my own nursing career.

The Economic Benefits of Nursing

The financial stability that comes with being a nurse is one of the reasons I wish to pursue this career. Nursing is a field that is in high demand, which translates to a wealth of job opportunities and competitive salaries.  This profession offers the chance for a stable income, which makes it a good choice for people who want to secure their financial future.

Nursing not only gives economic freedom but also a flexible work schedule that promotes a healthy work-life balance. Many nurses can choose to work part-time or in a variety of places, such as clinics, hospitals, and schools..

A Love for the Science and Art of Nursing

To succeed in the unique field of nursing, one must have both artistic talent and scientific knowledge. This mix is what initially drew me to the thought of becoming a nurse. The human body and its mechanisms have always captivated me, and I enjoy learning about the science that underpins healthcare. But nursing requires more than just a scientific knowledge of the body. It also requires an artistic understanding of the patient and their needs.. Nursing is a demanding and fulfilling job since it combines science and art, which is why I’m drawn to it.

I saw as a child the effect nurses had on patients and their families. Their compassion and understanding have motivated me to seek a profession in nursing because they frequently offer comfort and help in the hardest of situations. My enthusiasm for the science and art of nursing will undoubtedly help me to have a good influence on other people’s lives. I want to work as a nurse and improve the lives of the people I take care of, whether it be by giving medication, educating patients, or just being a reassuring presence.

Continuous Professional Development in Nursing

I think the nursing industry is dynamic and always changing, which gives people a lot of chances to learn and grow. I would have the chance to continuously advance my knowledge and abilities in this sector if I choose to become a nurse. In turn, this would enable me to better care for my patients and stay abreast of professional developments.

There are several different nursing specialties available as well. There are many options, including critical care, pediatrics, gerontology, and surgical nursing. Because of the variety of disciplines available, nurses have the chance to develop their interests and find their niche. 

I am certain that a career in nursing will provide me the chance to pursue my passion for healthcare while also allowing me to grow professionally.

Nursing is a fulfilling and noble career that offers a mix of hands-on care, emotional support, and professional growth. I am inspired by the positive impact nurses have on patients and their families and aim to offer my own empathy and compassion. The nursing industry is constantly changing, providing ample opportunities for growth and job prospects with financial stability. The ultimate reward in a nursing career is the satisfaction of making a difference in people’s lives.

Tips for Writing A Compelling Why I Want To Be A Nurse Essay

Now that you understand the reasons why someone might want to become a nurse, it’s time to learn how to write a compelling essay. Here are some tips and strategies to help you get started:

Create an Outline

Before you start writing, it’s important to identify the main points you’ll discuss in your essay. This will help you stay organized and make your essay easier to read.

Start with an Attention-grabbing Introduction

Your introduction is your chance to make a good first impression and engage the reader. Start with a hook that captures the reader’s attention, such as a surprising statistic or personal story .

Be Specific and Personal

Rather than making general statements about why you want to become a nurse, be specific and personal. Share your own experiences, motivations, and passions, and explain why nursing is the right career choice for you.

Highlight your Skills and Qualifications

Nursing is a demanding and complex profession that requires a wide range of skills and qualifications. Be sure to highlight your relevant skills, such as compassion, communication, and problem-solving, and explain how they make you a good fit for the nursing field.

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How to Write a Nursing Essay with a Quick Guide

Ever felt the blank-page panic when assigned a nursing essay? Wondering where to start or if your words will measure up to the weight of your experiences? Fear not, because today, we're here to guide you through this process.

Imagine you're at your favorite coffee spot, armed with a cup of motivation (and maybe a sneaky treat). Got it? Great! Now, let's spill the secrets on how to spin your nursing tales into words that not only get you that A+ but also tug at the heartstrings of anyone reading. We've got your back with nursing essay examples that'll be your inspiration, an outline to keep you on the right path, and more!

What Is a Nursing Essay

Let's start by dissecting the concept. A nursing essay serves as a focused exploration of a specific aspect of nursing, providing an opportunity for students to demonstrate their theoretical knowledge and its practical application in patient care settings.

Picture it as a journey through the challenges and victories of a budding nurse. These essays go beyond the classroom, tackling everything from tricky ethical dilemmas to the impact of healthcare policies on the front lines. It's not just about grades; it's about proving, 'I'm ready for the real deal.'

So, when you read or write a nursing essay, it's not just words on paper. It's like looking into the world of someone who's about to start their nursing career – someone who's really thought about the ins and outs of being a nurse. And before you kick off your nursing career, don't shy away from asking - write my essay for me - we're ready to land a professional helping hand.

How to Start a Nursing Essay

When you start writing a nursing essay, it is like gearing up for a crucial mission. Here's your quick guide from our nursing essay writing service :

Choosing Your Topic: Select a topic that sparks your interest and relates to real-world nursing challenges. Consider areas like patient care, ethical dilemmas, or the impact of technology on healthcare.

Outline Your Route : Plan your essay's journey. Create a roadmap with key points you want to cover. This keeps you on track and your essay on point.

Craft a Strong Thesis: Assuming you already know how to write a hook , kick off your writing with a surprising fact, a thought-provoking quote, or a brief anecdote. Then, state your main argument or perspective in one sentence. This thesis will serve as the compass for your essay, guiding both you and your reader through the rest of your writing.

How to Structure a Nursing Essay

Every great essay is like a well-orchestrated performance – it needs a script, a narrative that flows seamlessly, capturing the audience's attention from start to finish. In our case, this script takes the form of a well-organized structure. Let's delve into the elements that teach you how to write a nursing essay, from a mere collection of words to a compelling journey of insights.

Nursing Essay Introduction

Begin your nursing essay with a spark. Knowing how to write essay introduction effectively means sharing a real-life scenario or a striking fact related to your topic. For instance, if exploring patient care, narrate a personal experience that made a lasting impression. Then, crisply state your thesis – a clear roadmap indicating the direction your essay will take. Think of it as a teaser that leaves the reader eager to explore the insights you're about to unfold.

In the main body, dive into the heart of your essay. Each paragraph should explore a specific aspect of your topic. Back your thoughts with examples – maybe a scenario from your clinical experience, a relevant case study, or findings from credible sources. Imagine it as a puzzle coming together; each paragraph adds a piece, forming a complete picture. Keep it focused and let each idea flow naturally into the next.

Nursing Essay Conclusion

As writing a nursing essay nears the end, resist the urge to introduce new elements. Summarize your main points concisely. Remind the reader of the real-world significance of your thesis – why it matters in the broader context of nursing. Conclude with a thought-provoking statement or a call to reflection, leaving your reader with a lasting impression. It's like the final scene of a movie that leaves you thinking long after the credits roll.

Nursing Essay Outline

Before diving into the essay, craft a roadmap – your outline. This isn't a rigid skeleton but a flexible guide that ensures your ideas flow logically. Consider the following template from our research paper writing service :

Introduction

• Opening Hook: Share a brief, impactful patient care scenario.
• Relevance Statement: Explain why the chosen topic is crucial in nursing.
• Thesis: Clearly state the main argument or perspective.

Patient-Centered Care:

• Definition: Clarify what patient-centered care means in nursing.
• Personal Experience: Share a relevant encounter from clinical practice.
• Evidence: Integrate findings from reputable nursing literature.

Ethical Dilemmas in Nursing Practice

• Scenario Presentation: Describe a specific ethical challenge faced by nurses.
• Decision-Making Process: Outline steps taken to address the dilemma.
• Ethical Frameworks: Discuss any ethical theories guiding the decision.

Impact of Technology on Nursing

• Current Trends: Highlight technological advancements in nursing.
• Case Study: Share an example of technology enhancing patient care.
• Challenges and Benefits: Discuss the pros and cons of technology in nursing.
• Summary of Key Points: Recap the main ideas from each section.
• Real-world Implications: Emphasize the practical significance in nursing practice.
• Closing Thought: End with a reflective statement or call to action.

A+ in Nursing Essays Await You!

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Nursing Essay Examples

Here are the nursing Essay Examples for you to read.

Writing a Nursing Essay: Essential Tips

When it comes to crafting a stellar nursing essay, a few key strategies can elevate your work from ordinary to exceptional. Here are some valuable tips from our medical school personal statement writer :

Connect with Personal Experiences:

• Approach: Weave personal encounters seamlessly into your narrative.
• Reasoning: This not only adds authenticity to your essay but also serves as a powerful testament to your firsthand understanding of the challenges and triumphs in the nursing field.

Emphasize Critical Thinking:

• Approach: Go beyond describing situations; delve into their analysis.
• Reasoning: Nursing essays are the perfect platform to showcase your critical thinking skills – an essential attribute in making informed decisions in real-world healthcare scenarios.

Incorporate Patient Perspectives:

• Approach: Integrate patient stories or feedback into your discussion.
• Reasoning: By bringing in the human element, you demonstrate empathy and an understanding of the patient's experience, a core aspect of nursing care.

Integrate Evidence-Based Practice:

• Approach: Support your arguments with the latest evidence-based literature.
• Reasoning: Highlighting your commitment to staying informed and applying current research underscores your dedication to evidence-based practice – a cornerstone in modern nursing.

Address Ethical Considerations:

• Approach: Explicitly discuss the ethical dimensions of your topic.
• Reasoning: Nursing essays provide a platform to delve into the ethical complexities inherent in healthcare, showcasing your ability to navigate and analyze these challenges.

Balance Theory and Practice:

• Approach: Connect theoretical concepts to real-world applications.
• Reasoning: By bridging the gap between theory and practice, you illustrate your capacity to apply academic knowledge effectively in the dynamic realm of nursing.

Highlight Interdisciplinary Collaboration:

• Approach: Discuss collaborative efforts with other healthcare professionals.
• Reasoning: Acknowledging the interdisciplinary nature of healthcare underscores your understanding of the importance of teamwork – a vital aspect of successful nursing practice.

Reflect on Lessons Learned:

• Approach: Conclude with a thoughtful reflection on personal growth or lessons from your exploration.
• Reasoning: This not only provides a satisfying conclusion but also demonstrates your self-awareness and commitment to continuous improvement as a nursing professional.

As we wrap up, think of your essay as a story about your journey into nursing. It's not just about getting a grade; it's a way to share what you've been through and why you want to be a nurse.

Imagine the person reading it – maybe a teacher, a future coworker, or someone starting their nursing journey. They're trying to understand your passion and why you care about nursing.

So, when you write, remember it's more than just an assignment. It's your chance to show why nursing matters to you. And if you ever need help – there's always support from our essay writer online .

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How to Write a Nursing Essay?

How can a nursing essay effectively address ethical considerations, what are some examples of evidence-based practices in nursing essays, related articles.

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Essay on “A day in the Life of a Nurse” Complete Essay for Class 10, Class 12 and Graduation and other classes.

A day in the Life of a Nurse

Essay No. 01

Whether it is war or peace, there is one noble work which goes on ceaselessly forever. The Lady with Lamp is always there. Florence Nightingale still keeps the vigil. Clad in a well dressed, well starched pure white uniform, the nurse is all the time present in the service of the sick and the wounded.

For a nurse the day begins quite early. Hurriedly she dresses herself up and gets ready for work. Within a few minutes she takes her cup of tea and moves on to take charge from the nurse on night duty.

First of all she sees that the ward is cleaned and washed. She then arranges for bed pans. With a smiling face, she goes from bed to bed and takes the temperature of the patients and writes it down on the chart. She enquires about the health of the patience and writes it down on the chart. She enquires about the health of the patients.

When the doctor comes on his daily round in the morning, she is with him and explains the condition of the patients. She tries to understand what the patient means to say and tells everything to the doctor. Many a time the patient happens to be uneducated and the doctor is highly qualified. She has to work as an interpreter between the two.

She has to take down and remember each new prescription and instruction given by the doctor. She has also to bring medicines from the store room and administer injections to her patients.

Essay No. 02

A Day in the Life of a Nurse

Florence Nightingale was the originator of the institution of nurses. She herself was the first and perhaps the greatest of the nurses. She was a symbol and model of sacrifice and is still remembered as ‘The Lady with the Lamp.’

The lot of the nurses is very hard and is usually not recognized to the extent that it should be. Their remuneration is not commensurate with the hard work they put in.

A typical nurse works in a hospital. She lives in a small residence allotted to her in a corner of the hospital. Her duties usually go on shifting from time to time. Sometimes, she has day duty, sometimes night duty and sometimes a duty which covers half a day and half a night. Occasionally, she may have to give double duty in case of an emergency or when someone of her colleagues suddenly goes on leave. It is a different matter that thereafter, she may get a holiday for a day or so. And her duties also change frequently from one ward to the other.

Let us suppose the typical nurse has her day duty. Usually, it starts from eight in the morning and ends at four in the afternoon. She takes her breakfast and reaches the hospital in the specified ward on time. She gets the medicines as prescribed by the doctors to the patients and administers medicine to each patient. She may sometimes have to note the temperature of each patient on the chart appended to his bed and may also have to take the blood pressure. She also gives injections to the concerned patients. She has to be very careful lest wrong medicines should not be administered to any patient.

Sometimes, when a patient is in a serious condition, she may have to administer oxygen and remain on her toes. She may have to call the doctor concerned if she feels the condition of a patient is out of her control.

The nurse is a symbol of love, comfort and hope to the patients. She is like a mother or sister. She is rightly called ‘the sister.’ To a seriously ill patient, she may be more than a sister. She leaves the hospital when her duty is over after handing over the charge to the nurse next on duty.  

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A Day in the Life of a Nurse | What is it like to Work as a Registered Nurse?

Before I became a nurse, I always wondered what “ a day in the life of a nurse ” was like, what a 12 hour shift was like, and what type of things I would be doing on the job daily. In this article, I want to share with you how a typical day would be for me as a nurse.

The day I going to describe is a typical day for a day shift floor nurse working on a progressive care, telemetry, or medical surgical floor.  I wanted to describe a typical day for these specialties of nurses because these are the main areas new nurses start out in.

I hope this article gives you a better understanding on what a nurse does and I recommend that after you read this article that you take the fun quiz “ Will I make a Good Nurse? ” This quiz will assess your organization and people skills, and help you determine if you’ll make a good nurse.

I am going to describe hour-by-hour what you can expect during a 12 hour shift as a nurse. If you want to watch a video of me talking about “ What it is like to work as a Registered Nurse ”, you can view it below:

A Day in the Life of a Nurse

A day shift starts usually at 0700-1900 (7a-7p)

0700- Receiving report on patients and reviewing how your day is going to go. For example, which:

• Patients are having testing or procedures done
• Are they ready and prepped for their test or procedure?
• Do you have any morning labs that are critical that you need to call the doctor about?
• Which patients may be potentially discharged?
• During this hour you are going to be developing a plan on how to accomplish your day and be prepared for the day ahead.

0800-1000 – This is a very busy part of the day. During this time, you are going to be:

• Meeting your patients and conducting head-to-toe body assessments
• Addressing your patient’s needs and assisting them with ADL’s (activities of daily living). When you wake your patients in the morning this is the time when they want to get up out of bed, brush their teeth, sit in the chair, etc. This is usually a big time when call lights are going off.
• Setting patients up for breakfast and assisting them with eating
• Checking blood sugars prior to breakfast on diabetic patients
• Administering medications (insulin prior to breakfast and completing the morning medication pass of 1000 medications (an extensive medication pass))
• Charting your assessments, updating care plans, and other paperwork
• Following out doctor’s orders. This is normally the time doctors round on the floor to see your patient and orders start coming in. For instance, orders for blood transfusions, discharges, lab draws, new medications, etc.

* Majority of a nurses day is giving medications, charting, completing doctor’s orders, and taking care of any patient issues that arise throughout the shift)

1100-1300 -During this time you are going to be shifting gears to the following things:

• Setting patients up for lunch and assisting them with eating
• Checking blood sugars prior to lunch on diabetic patients
• Again giving medications
• Drawing ordered labs
• Trying to catch-up on charting
• Calling doctors with patient issues
• Discharging patients and admitting new ones
• Last but not least (SUPER IMPORTANT) trying to get lunch yourself…this is sometimes easier said than done, but it is so crucial that you do this and take your full break because you will need the energy to get through the second half of your day.

1400-1600 -This is catch-up hour and to expect the unexpected:

• Catching up on charting. For example, completing any discharge paperwork and new admission paperwork, along with your morning paperwork.
• During this time you will probably be discharging and admitting patients if you didn’t do so during the 1100 to 1300 hours.
• Catching up on tasks: Starting new IVs because the other one has expired, changing wound dressings, ambulating patients, changing expired tubing, changing central line dressings etc.
• Giving medications. Some patients are due medication during these hours, but you find you will also be giving PRN (as needed medications) during this time as well.
• Following out new doctor’s orders

1700-1800 – Wrapping things up! This is the time where you are going to make sure you have everything done before the next shift comes in. You will be doing the following:

• Giving your last big medication pass
• Making sure all your charting is completed
• Checking blood sugars prior to dinner on diabetic patients
• Setting patients up for dinner and assisting them with eating
• Wrapping up any new discharge or admissions you get.

1845-1900 – Finally you’re done! You will give report to the next shift during this time and leave. You will be exhausted, hungry, and ready for a hot bath and bed!

It is important to note this is what is required that you do as a nurse during your shift, but there will be days that will be so hectic because the unexpected has happened. It is very important you stay organized and try to prepare as much as in advance as possible.

I hope that gives you an idea on what a nurse does! Check out how much money a nurse makes and the quiz on if you will be a good nurse.

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Love, death, fear, guilt, pride, hope, friendship, alienation, and so much sorrow. Through it all, they kept showing up.

14 nurses on life and work during COVID

Colleen Walsh

Harvard Staff Writer

Since early 2020, when the pandemic exploded around the world, Massachusetts has seen nearly 19,000 COVID deaths and more than 840,000 cases. If a line graph of hospital admissions over the past 20 months looks like a series of peaks and valleys, the initial surge was Mount Everest for the state’s medical facilities, with patient loads and death rates that have not been matched since. To understand how the crisis has felt for frontline workers caring for the sick and dying, the Gazette reached out to 14 nurses at four Harvard-affiliated hospitals, many of whom work in intensive-care units. When the pandemic began, some had just started their careers, while others had been on the job for years. They risked their lives to stand by their patients, and their stories are marked by hope, heartbreak, and resilience.

“It’s never easy to witness my patients suffering, but I never gave up on any of them. I held out hope and prayed that each would survive.”

Afomia bekele.

Brigham & Women’s Hospital, Boston

I work on the gynecology surgical oncology inpatient floor, but during the pandemic, the entire floor converted into a COVID-19 inpatient unit. Working with these patients brought extraordinary challenges. First, I went through extreme anxiety and fear of being exposed to the virus and carrying it home to my family. In addition, the work was incredibly taxing. Nurses jumped in on many other job duties on the COVID floor in order to reduce the use of personal protective equipment. We fed patients, cleaned up after them, made video and audio calls with their loved ones. Through all this, seeing these patients deteriorate and having several heartbreaking discussions with family members was an emotional roller-coaster. The patients in this unit had low oxygen levels and could suddenly become critically ill. Of course, it’s never easy to witness my patients suffering, but I never gave up on any of them. I held out hope and prayed that each would survive. I cheered each patient that I discharged home, and seeing them reunite with a family member put a smile on my face. Most of all, I appreciated the support I received from my family. That encouraged me to keep going.

“The unknown was frightening, but the urgency the pandemic placed on health care workers all over the world didn’t allow us to sit in that fear or uncertainty for too long.”

Rachel bresilla.

Beth Israel Deaconess Medical Center, Boston

March 2020, my fast-paced medical-surgical unit came to an abrupt halt. John Ryan, our nursing director, informed us that our unit would be transitioning to a 36-bed COVID intensive-care unit. We were then whisked away to a four-hour crash course on “how to be a critical-care support nurse.” What I remember next is a unit filled with ventilated COVID patients. I vividly remember the fear that banded my co-workers and myself together and a sense of uncertainty that was felt throughout the medical center. The unknown was frightening, but the urgency the pandemic placed on health care workers all over the world didn’t allow us to sit in that fear or uncertainty for too long. Our patients needed us, their families were trusting us, and we were called to act, adapt, and help save as many of those precious lives we cared for as possible. I look back to that time with great pride. Pride in the devoted care we provided for each person in those hospital beds. Pride in how the Beth Israel Deaconess Medical Center community came together to support and encourage us in every way imaginable. Great pride in every hospital staff member who showed up every day despite the unknown. The year 2020 undoubtedly marked us all in a unique, defining way. For me, it’s the year I silenced fear, rose to the challenge, persevered, and embodied the year of the nurse.

“The intensive-care units were unrecognizable, with large numbers of very sick patients. … With all the personal protective equipment we were wearing, you could not identify who a person was or their role on the unit.”

Michelle covell.

Brigham & Women’s Hospital

As a medical intensive care unit nurse, I have been working through the pandemic in the same capacity from the start. The most stressful time was opening the first special pathogens unit (SPU). The intensive-care units were unrecognizable, with large numbers of very sick patients. Nurses, doctors, respiratory therapists, and physical therapists were pooled together from all over the hospital to help care for the patients. With all the personal protective equipment we were wearing, you could not identify who a person was or their role on the unit, so we put tape with our names and roles on our scrubs and instituted a shift huddle so people could briefly get to know each other and what was happening with their patients. As a charge nurse, I had to figure out who were the sickest patients needing the most support. I would try to keep morale going by assigning breaks and lunches. When my spouse, also a Brigham nurse, was deployed to the SPU, we worked opposite shifts so one of us could be home to manage remote learning for our eighth-grade twins. Members of our community wanted so desperately to help that a group of parents delivered dinners to our house three days a week for two months! Whether a homemade meal or just pizza delivery, it always arrived with a lovely note of support or some flowers, something positive and encouraging that helped us get through this time. These meals lifted a huge weight off our shoulders, and we are forever grateful to everyone for their support. The selfless acts that seem small but have a huge impact for the greater good are what bring me hope.

“We would go home to shower not just because we didn’t want to risk exposing loved ones, but to attempt to wash off trauma, wash away the guilt of wondering if we could do more.”

Grace defrank.

Mount Auburn Hospital, Cambridge

During the beginning of the pandemic there was no questioning — we showed up, we did what we had to do. We would go home to shower not just because we didn’t want to risk exposing loved ones, but to attempt to wash off trauma, wash away the guilt of wondering if we could do more and not spending quality time with our patients in their last moments. Death became commonplace. Nevertheless, sad and defeating. I had lost sight of myself as a nurse. If anything, the pandemic opened my eyes to how incredible health care workers are. We truly had each other’s backs and kept each other going. While working through COVID-19 will always affect me as a nurse, I refuse to let it define my nursing career. I’d like to think it pushed me into wanting more for myself in my career. I craved something new, something I hope to find more fulfilling. I am all of three shifts into a new job in the nursery and I can’t even try to explain how good it feels to hear, “Time of birth, 5:39 p.m.”

“The effects of the pandemic on the lives of mothers giving birth under these extreme conditions and the impact on their babies is something I still struggle to process.”

Sonya elenbaas.

Beth Israel Deaconess Medical Center

The pandemic shook our world, and the health care community in particular over these past 18 months. The effects of the pandemic on the lives of mothers giving birth under these extreme conditions and the impact on their babies is something I still struggle to process. As a neonatal intensive care unit (NICU) nurse at Beth Israel for the past 21 years, I have never experienced a crisis quite like this, despite the life-and-death nature of my job. There is a layer of complexity in treating moms and infants during a pandemic that necessitated the collaboration of clinicians from all areas of expertise in the NICU and labor and delivery units to minimize the risks of transmission of the virus and the potentially grave effects on our patients. My role as a nurse never felt more important or more valued than during this time. The innumerable gestures of gratitude from patients’ families, from our own families and friends, and from the world outside of the hospital were astounding and incredibly uplifting for all of us as health care workers. Reflecting on the past 18 months, I feel a sense of pride at having been part of a team of health care workers who found creative solutions to how we could safely care for high-risk infants born to COVID-positive mothers while not diminishing our responsibility to provide life-saving care. I see the progress that science and the understanding of the virus has brought to our level of care and the lives of our patients, and their families, and it gives me a feeling of relief as well as hope.

“These patients were parents, grandparents, sons, daughters, neighbors, and friends, all fighting this horrible virus alone in an isolated room.”

Michael ferrazzi.

I transferred to the medical intensive care unit from one of the medical step-down units during the beginning of the second surge back in the fall of 2020. I had no idea what I was getting myself into. To say I was overwhelmed and scared is an understatement. Seeing with my own eyes how critically ill with COVID-19 these patients were was truly eye-opening. These patients were parents, grandparents, sons, daughters, neighbors, and friends, all fighting this horrible virus alone in an isolated room. We utilized FaceTime and Zoom so our patients could see and communicate with their loved ones on a screen before we had to use a breathing tube to treat their deteriorating respiratory status. Unfortunately, for many this was the last time they saw their loved ones. Through all this hardship, I witnessed extraordinary teamwork with disciplines across the Brigham. Caregivers were working in unfamiliar areas with a common goal to care for and support these critical patients during an unprecedented time. I’m afraid we could experience another surge again, but I remain hopeful for a light at the end of this very dark tunnel.

“At first we were all fearful, worried about bringing COVID home to our families. But once we started taking care of these incredibly sick patients, we just did what needed to get done.”

Lisa mcneil.

Massachusetts General Hospital, Boston

I treated COVID-19 patients during both surges. I tried to make calls twice a day to update family members. In the beginning, we used our own phones to help them FaceTime, and later, the hospital was able to get a computer in every room, just so they could hear their voices. After 30 years in the intensive care unit, I’ve learned I’m here to help the patient, and the patient’s family. I lost my mother when I was young, and I’ve never forgotten how an incredible team of nurses and doctors helped me through. Their support ensured I wouldn’t carry that tragedy as a burden for the rest of my life. I try to bring that approach to the families I work with. Mass General has also supported us in every way. In the early days, volunteers from other parts of the hospital ensured we were putting on and taking off our protective equipment correctly to avoid any contamination. That was crucial in the beginning, and I am so grateful to them. I liken it to what the military must go through when something bad happens. Everyone just steps up to help. At first we were all fearful, worried about bringing COVID home to our families. But once we started taking care of these incredibly sick patients, we just did what needed to get done.

“To the family members who lost loved ones to COVID and were not able to be at their bedsides, please know they were not alone. We held their hands, we wiped their tears as we wiped our own, and we prayed for them as well as for you.”

Jane postizzi.

For most of my nursing career, I have worked on an intermediate medical unit that treats patients with a multitude of complex and chronic issues. These patients can become critically ill, and as medical professionals, we rely on our experience and education to help support them through such difficult times. It wasn’t until I worked directly with patients infected with COVID-19 in the special pathogens unit that I felt all that gained experience and intuition were essentially useless. I learned to accept the harsh unpredictability of COVID and harnessed my energy toward what I felt I could control: patient comfort and care. It was never lost on us that these patients were more alienated than the greater hospital population. The hospital provided means for patients to virtually communicate with their loved ones and, although this was deeply appreciated, it did not replace the importance of holding that person’s hand when it was needed most. We witnessed patients say goodbye to their families over Zoom and then we stayed by their sides. To the family members who lost loved ones to COVID and were not able to be at their bedsides, please know they were not alone. We held their hands, we wiped their tears as we wiped our own, and we prayed for them as well as for you.

“I never imagined I would begin my nursing career during a pandemic. Although I was excited to see what I could do as a nurse, I was also nervous as my floor became a COVID unit within a week.”

Madelin puleo.

Massachusetts General Hospital

I never imagined I would begin my nursing career during a pandemic. Although I was excited to see what I could do as a nurse, I was also nervous as my floor became a COVID unit within a week. One of the hardest things was seeing how quickly patients deteriorated. The worst part was that they could not have their loved ones at their bedsides. It was difficult to watch patients suffer physically and emotionally. Luckily, we were able to facilitate Zoom calls, allowing patients to see and speak to their families even if it was on a screen. In the beginning, we had little information about this disease. Hospitals saw a shortage of personal protective equipment and that terrified health care workers. We were afraid of getting COVID and spreading it to our loved ones. Months later this fear came true. I got sick with COVID despite having followed protocol. Luckily, I only experienced mild symptoms, and I got through it with the help of family and my husband, who was my rock. I am also extremely thankful for my co-workers’ support. From the beginning, everybody was so wonderful, teaching me how to become a great nurse, despite facing one of the scariest times in their careers. It was such a relief knowing no matter how unprepared I felt, they made sure I was ready to take care of these patients; I knew I was not alone in this fight. The year 2020 was not what any of us expected, but it taught me to be thankful for the small things and to appreciate life more.

“As we tackled this, we went from being hailed as heroes to being utterly overwhelmed by the constantly evolving policies, procedures, and guidelines that the pandemic created.”

Catie raftery.

Working as a nurse during a pandemic has been a humbling experience. What I presumed would be a smooth intro to intermediate medical nursing quickly shifted when the pandemic hit four months into my first hospital job. All of a sudden, we were immersed in this deadly pandemic, and a few months later, I was relocated to the COVID unit. There, our task was to treat patients with an illness marked by enigmatic spread and elusive cure, one which threatened to upend the lives of all those in its path. As we tackled this, we went from being hailed as heroes to being utterly overwhelmed by the constantly evolving policies, procedures, and guidelines that the pandemic created. In addition, we juggled comforting families only able to see their loved ones through the screens of iPads; holding the hands of those who feared for their lives; consciously deciding to spend additional time with patients who expressed feelings of loneliness and seclusion; and battling the constant fear and anxiety of exposing ourselves or our families. Although it may take years to process all these events, I know that every day I show up, give my all, and strive to bring hope, peace, comfort, and joy to every single person I encounter. It has been my greatest honor to be able to be a registered nurse in a time like this.

“These hard times have molded me into a more patient, caring, and empathetic person, both at my workplace and in my everyday life.”

Tatiana raufi.

Mount Auburn Hospital

I have been a nurse for two years now and over the last year alone, I have had experiences I never expected to have so early in my career. To put it bluntly, it’s been an emotional roller-coaster. I cannot emphasize enough how much I value the powerful bonds that I have created with my co-workers, my second family. Being at the bedside of those sick with COVID-19 has been psychologically and physically exhausting, but I’ve learned how critical my role as a nurse is in bridging a connection, with consistent communication with patients and their loved ones. There are many times I had to be the voice of my patient, whether it was relaying what was needed from the medical team or providing continuous updates to those they care about but who were unable to come into the hospital. These hard times have molded me into a more patient, caring, and empathetic person, both at my workplace and in my everyday life. Despite the tragedies I have witnessed, I am grateful for all I have learned and for who I have become.

“I had a 6-month-old at the time. Then, five days before our peak surge numbers in the hospital, I found out I was pregnant.”

Caitlin sullivan.

In my 12 years as a nurse, I never anticipated anything like this. Being scared and overwhelmed are the feelings that really stand out to me from March and April of 2020 — going to work every day not knowing if I was going to get sick or bring COVID-19 home. I had a 6-month-old at the time. Then, five days before our peak surge numbers in the hospital, I found out I was pregnant. I remember holding my son after a shift and thinking, “I can’t get this. I have to stay well for you.” I also remember the complete devastation the virus caused among our most vulnerable, and how ruthless it was. At first, we saw older patients with comorbidities. Then we started seeing people in their 40s and 50s who were otherwise healthy. Our most intensive therapies were no match for the virus. In the beginning, no families were allowed to visit, so we were the only ones with patients in their final moments, holding their hands. That stays with you. To cope, we relied on our co-workers. We cried together, supported each other, and just rallied together and found strength in one another because we shared that unique bond. The people I work with are truly incredible. We really couldn’t do what we do, or what we have done, without each other.

“How do I tell a neonatal intensive care unit nurse her assignment today is to hold the iPad for the family of a dying adult intensive-care unit patient so they can say goodbye?”

Mary tenney.

To the non-nursing community, I am the head nurse, the supervisor of nurses, the one who takes care of things like staffing and budgeting, but it’s actually so much more than that. On Feb. 28, 2020, I attended a hospital leadership meeting where we learned of a confirmed case of COVID-19 in California. My immediate thought was, “Just like Ebola, we’ll painstakingly make sure staff know how to use personal protective equipment but then never actually need it.” Within two weeks, I realized how naive that notion really was. To say supporting the nurses who reported to me was a challenge is a gross understatement. My job as their nurse manager is to make sure they are providing safe and quality care, but to also educate to protect them from harm. How do I teach them new ways of utilizing PPE, to extend the lifespan of their PPE? How do I tell a neonatal intensive care unit nurse her assignment today is to hold the iPad for the family of a dying adult intensive-care unit patient so they can say goodbye? I did it with empathy, encouragement, and positive reminders of why we all became nurses.

“The tears from my colleagues were real. The fear in their eyes was real. The compassionate care they provided to every patient coming into our emergency department was real. And the pride I have for my colleagues is real.”

Roxane white.

The end of 2019 was difficult, bringing us many challenges in the emergency department — and this was before COVID hit. While we were devising a plan to turn things around, 2020 reared its ugly head and brought us COVID. We didn’t know what to expect and were understandably afraid, however, it took a pandemic to help bring our team together. Every staff member in our department banded together to get through this thing together. We ensured each of us wore the proper personal protective equipment, despite the frequent changes to protocol. We listened to one another’s fears and raised each other’s spirits every day. We worked equally hard for the COVID patients who came in. The tears from my colleagues were real. The fear in their eyes was real. The compassionate care they provided to every patient coming into our emergency department was real. And the pride I have for my colleagues is real. This togetherness could be felt throughout the medical center, and it was a good feeling. Once you’ve been through a pandemic with your colleagues, you have a special bond that will last a lifetime.

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7 heroes of healthcare share: “My proudest moment as a nurse”

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Anyone who’s ever been to a hospital knows that nurses are akin to everyday heroes.

They get to know their patients intimately by caring for them physically and mentally, offering tough love and encouragement in spades. And they do this while also offering endless support and sympathy to families.

So in celebration of National Nurses Week , we asked nurses from around the country to brag a little by sharing their ultimate aha! career moment—the one experience that they will carry with them forever.

Here are seven moving stories that will no doubt stay with you, too.

“The night I learned what it meant to be ‘the nurse’”

Martin Schiavenato

“I was a brand-new nurse working the night shift in the NICU, and one of my patients was an infant who was born so prematurely that we couldn’t do anything to save his life. His young mother was stoic throughout the whole experience, and I felt helpless standing next to her, waiting for the inevitable to happen.

As I stood beside this grieving mother, she told me she wanted to have her baby baptized before ‘he was gone.’ I ran to the charge nurse with the request, thankful to finally feel like I could do something. The charge nurse told me to call the chaplain, who didn’t answer. I called every chaplain on the list only to discover that there was no one to be found in the middle of the night.

I went back to the charge nurse with this news and she said words that have stayed with me since: ‘I guess you are going to have to do it because you are the nurse.’ She must have anticipated that I was going to ask for another nurse or a respiratory therapist—someone, anyone, more qualified to baptize a dying infant than me.

So I went back to see the mom and tell her that although I was unable to find a chaplain, I would baptize her baby, if that was OK with her. I took a small baby bottle of sterile water in one hand and held the infant in the other. I asked the mom the baby’s name and recited some words I must have learned in Sunday school. Then I poured a bit of water on that dying baby, dried him off and handed him back to his mother.

She held the baby for a little while, and placed him back on the bed. Then she hugged me and cried. I hugged her back and cried, too. In that moment, I understood what it meant to be ‘the nurse.’ ”

—Martin Schiavenato, associate professor at Washington State University College of Nursing

“The day I forged a relationship with a little girl in need of love”

“I’ll never forget Bliss, a 4-year-old girl admitted to the pediatric unit for oppositional defiant disorder and aggressive behavior. Her elderly grandmother was caring for her because her father wasn’t involved and her mother was in jail. Prior to living with her grandmother, Bliss was in and out of foster homes because she was a difficult child.

Stephane Pady, RN, FNP

When I met Bliss, she’d been acting out in school, getting physically aggressive with other students, and even threatening to harm herself and others. For this reason, she was brought to the hospital until she could be placed in a pediatric psychiatric facility. When I first introduced myself as her nurse, I asked Bliss what had brought her to the hospital. Arms crossed and eyes rolling, she responded, ‘Don’t act like you don’t know. They told you why I’m here.’

I was shocked that this 4-year-old had responded to me with such an adult tone, with such adult body language and attitude. Bliss didn’t garner much sympathy or empathy on first impression, but somewhere deep inside of me, my heart said, ‘Bliss is like every other little girl. She just needs to be loved.’

For this little girl to have enjoyed being in the hospital so much that she wanted to come back and show me the impact I’d actually had—it’s something I’ll be so proud of for many years to come.

So I invested my time in this little girl. Don’t get me wrong—we weren’t having tea parties and playing dress-up. Instead, I set limits with her. I corrected her when she talked to staff inappropriately. I turned the TV off when it was time to eat or wash up.

At first, she was defiant, but over time, she softened. I made time to talk with her, and she responded to the attention. I will never forget the first time she giggled, with a wide smile on her face and one front tooth missing. It warmed my heart.

Bliss stayed on my floor for a long time, and we became friends. We cared about each other. After she left my hospital, I thought about her daily and called to check in on her. Her grandmother wanted me to talk to Bliss directly, and when she got on the phone, I said, ‘Bliss, it’s your nurse Stephane. I don’t know if you remember me…’ She cut me off and said, ‘Of course I remember you. I miss you so much. I wish I could come back to the hospital.’

I almost cried. For this little girl to have enjoyed being in the hospital so much that she wanted to come back and show me the impact I’d actually had—it’s something I’ll be so proud of for many years to come.”

—Stephane Pady, RN, FNP, a family nurse practitioner at Stamford Hospital in Connecticut

“The time I helped my grandfather die with dignity”

Tanisha Tyson, MSN, BSN, RN

“One year ago, I got a call that changed my world: My grandfather had been diagnosed with metastatic bladder cancer , and he and my grandmother needed my help figuring out his options. My grandfather stepped into my life as a father figure after my own dad passed away when I was 15, and he and my grandma did so much for me. They were amazing role models, and when I wanted to become a nurse, they did everything they could to help me get my education.

So when I got that call, I was devastated. But I also knew that my training as a nurse was about to take on new meaning. My grandfather’s oncologist was a doctor I’d worked with for 10 years, so I called him right away. When he told me that chemotherapy wouldn’t be an option—the cancer had progressed too much, and chemo would actually be dangerous—I started to make arrangements for hospice care.

My grandparents had always told me that they didn’t want to know if they were going to die, so I made sure they could have some time at home together to simply enjoy however much time they had left. I’m sure my grandmother knew on some level that she was going to lose her partner of 60 years, but I was able to shield her from all of the details and made sure to check in on my grandfather daily to look for signs that it was time to say a final goodbye.

When that time did come, I took him back to the hospital. I knew my grandmother wouldn’t be able to stay in her house if he passed away there. We did everything we could to keep him out of pain, and at 9:30 that night, he died.

As a nurse for 19 years, I’ve helped countless people. But to help the people who helped me so much, in such a profound way, was truly special—and something I’ll forever be grateful for being able to do.”

—Tanisha Tyson, MSN, BSN, RN, a former oncology nurse now teaching nursing at the University of Connecticut

“The day I was there for my patient’s mother”

Kelly Hunt, RN, BSN

“One of my favorite moments in my career occurred during my pediatric rotation in nursing school. I was assigned to a newborn with an extremely rare, infectious disease , and his mother was incredibly overwhelmed.

When I entered his room, it didn’t feel like I was in a hospital. His mom had hung cute curtains, the scent of lavender filled the air, and lullabies played quietly on a little stereo. As she shared her story with me, she began to cry. I did my best to comfort her and offered to keep an eye on her baby, so she could take a moment to get some food or something to drink.

Nursing isn’t just about the technical help we can provide; it’s about the compassion we show serving as a patient’s advocate in any way we can.

When she came back, she was still tearful—she had an appointment, but didn’t want to leave her newborn alone for a moment. So I told her that I’d spend the rest of the day with her little one, even though my shift was about to end. Alone with my patient, as I did bottle feedings, changed diapers, administered medications, performed assessments and took vitals around the clock, I wondered what my peers were up to. Were they seeing some amazing surgery or working on an exciting case?

The baby’s mom called to say she was running late and told me it was OK to go home. I held my little patient one last time, and tucked him into bed. Then I wrote a simple note for his mother that said: Your angel did great today. The next week, even though I’d moved to a different floor of the hospital, the mother found me to give me a hug and thank me profusely for taking care of her newborn.

I often look back on that experience as a reminder that so often the patients we treat—and especially their families—just need someone to listen, support and nurture them, too. Nursing isn’t just about the technical help we can provide; it’s about the compassion we show serving as a patient’s advocate in any way we can.”

—Kelly Hunt, RN, BSN at Mission Hospital and past president of the National Student Nurses’ Association

“The day I received a letter I’ll keep forever”

Sharon Pearce, CRNA, MSN

“During my first year out of nursing school I was working in the neurology department and had a patient in the intensive care unit. She’d been in a terrible car accident that had left her brain-dead. She was 19 years old.

As I cared for her, I developed a relationship with her family. I was only 21 at the time and now, 40 years later, as a mother myself, I can’t imagine what they must have been going through. At the time, I just tried to be there for them. I encouraged them to talk to their daughter, to hold her hand, to tell her how much they loved her. I also spent a lot of time easing their fears as best I could, explaining to them what all of the machines their daughter was hooked up to were doing for her.

When it was clear this young girl wasn’t going to improve, her parents made the decision to stop the ventilator and donate her organs. It was so sad, and I just tried to be as empathetic as possible, doing whatever I could for them during this most stressful, sad moment of their lives.

A few weeks later, my boss shared a handwritten letter with me that the girl’s parents wrote, expressing their gratitude for my work. One line read: Sharon Pearce helped my family through a very trying time. Without her honest feelings of care and sympathy, I think we could not have taken the loss of our daughter, Tina, as easily.

I’ll cherish this letter forever, which serves as a reminder of the many ways our role as nurses impact our patients.”

—Sharon Pearce, CRNA, MSN, president of the American Association of Nurse Anesthetists and CRNA at Carolina Anesthesia and Associates

“The day I saved a life”

Sara Portnoy, RN

John Modrzejewski, FNP-C

“I work in a chief of surgery’s practice where I take care of patients pre-operatively and post-operatively . Recently, one of the surgeon’s longtime patients made an appointment. He hadn’t been to the office for quite some time, so when he came in on a stretcher from a rehabilitation facility, we were all surprised.

He had an enterocutaneous fistula, which is an abnormal connection or opening between the intestinal tract and the skin. As a result, contents from the intestines leak through to the skin, creating an extremely uncomfortable irritation that is very difficult to manage.

Our patient was weak and in pain, and there were also signs of infection. He told me that since we had last seen him, his wife had passed away from cancer, and he’d had coronary bypass surgery. I was looking at a man who was not only very sick, but who also had no hope for the future.

When I asked how he was doing, he looked at me and said, ‘Even though the doctor did my surgery, you saved my life.’ It’s moments like these that make me proud to be a nurse.

During that visit, I asked a wound care nurse to MacGyver an appliance that would help our patient manage his symptoms until his fistula could be closed up. And within a week, we’d set up him up for surgery to do just that. I worked with staff at the rehab center to transfer him to the hospital, and with his insurance companies to make sure that everything was going to be covered.

When he came into the office again for his post-operative visit, I couldn’t believe my eyes. He walked in and sat at the edge of our examination table like nothing had happened. He was with his son and smiling ear to ear. And his abdominal wounds were healing perfectly.

When I asked how he was doing, he looked at me and said, ‘Even though the doctor did my surgery, you saved my life.’ With tears in his eyes, he told me that he’d gone from having no will to live to now having plans to travel and enjoy the rest of his life. I sat down next to him and we both cried tears of joy. I’ll never forget how it felt to see such a difference in someone’s life knowing I was part of it. It’s moments like these that make me proud to be a nurse.”

—Sara Portnoy, RN, nurse coordinator at Overlook Surgical Associates in Summit, New Jersey

“The day one patient taught me the importance of hope”

“For some time, I worked with patients who suffered from chronic kidney disease—people whose kidneys had failed and who required dialysis treatments three times a week to stay alive. I worked in many dialysis clinics throughout the years, and they are all pretty much the same: a large room with chairs and machines lining the perimeter of the rooms, the smell of chemicals wafting in the air.

One day, I started a new patient on her very first treatment. She’d lost enough function that she would require dialysis for the rest of her life. In fact, the closest thing to a cure would be a kidney transplant, which could take up to five years to happen. I started sharing all of this with her in a quest to educate her about her situation, but she stopped me mid-sentence and asked, ‘So you are telling me I will never get better, that my kidneys will never work again?’ I responded, ‘That’s right, your kidneys have failed. They will never regain function.’

My thought was to move her past that fact so I could counsel her on what happens next. What I wasn’t really thinking about was that she was only 38 years old and deeply faithful. She tearfully interrupted me and said, ‘I believe God can heal me.’ My heart sank; I didn’t know what to say next.

After several minutes of uncomfortable silence, I placed my hand on her shoulder, looked into her eyes, softened my voice and offered, ‘Yes, there is always hope.’ And there it was: the most truthful—and probably most therapeutic—thought I could have offered.

That day, I learned that even when we feel there is nothing left to give medically, you should never take away a patient’s hope. And you most certainly can offer it.”

—John Modrzejewski, FNP-C, a family nurse practitioner who works with the Green Valley Fire Department

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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.

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Why Become a Nurse

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A Day in the Life of a Nurse During the COVID-19 Pandemic

A nurse at Kaiser Permanente in South San Francisco, California, describes her experience during the coronavirus outbreak.

A Day in the Life of a Nurse

Zenei Cortez, RN, president of National Nurses United and the California Nurses Association, works in the post-anesthesia care unit at Kaiser Permanente in South San Francisco. The following has been edited for brevity and clarity.

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Because elective surgeries have been canceled , I have been floating to different units of the hospital, providing support to the primary registered nurses. When I report for work at 6:30 a.m., I never know where I will be deployed, which is stressful.

When I am assigned to COVID-19 positive and PUI (patient under investigation for COVID-19) units, my role is to make sure RNs are safely suited up before they enter the patient’s room. It’s a challenge to don personal protective equipment correctly. It needs to be done slowly and meticulously. I make sure the ties in the back of the gown are snug. I check to see that there is no exposed skin. And then when they are ready to take off the PPE, I make sure that the outer side of the gown does not contaminate the “clean side.” This means you take it off by rolling it so the contaminated side is on the inside of the roll.

What keeps me awake late at night is thinking about people I know who have died from COVID-19. I think about my former RN co-worker who moved to New York several years ago. She had been taking care of COVID-19 positive patients in the ICU. After she tested positive, she was quarantining herself. When friends stopped by on a routine welfare check, they found her dead in her apartment. Her death is a terrible loss.

And now a very good RN friend, who works as a charge nurse in a COVID-19 unit, remains in critical condition at University of California—San Francisco Medical Center after contracting the coronavirus . It’s hitting closer and closer to home. What makes it worse is that these senseless and heartbreaking deaths could have been avoided if we were given the optimal PPE at the very beginning of this pandemic. Their tragic losses keep me up at night.

Our family, and my husband especially, is very worried about me and other family members who are also on the front lines. They worry about our safety at work. They worry about the lack of PPE. By the same token, I worry about them too, because I never know what “ germs ” I’m bringing home.

I treasure our small family in-person get-togethers more than ever. Most of my family does Zoom video check-ins . We’ve celebrated kids’ birthdays on Zoom. I spend my time off with my husband. I visit with my siblings. I do household chores.

When our facility was planning for the surge, I felt overwhelmed because our unit was being moved to temporary areas, and there were many new protocols and policies to read and absorb. There was a new workflow, new emergency phone numbers to memorize. As we anticipate more COVID-19 patients, triage tents are set up outside of the emergency room and a giant freezer is in the back parking lot. It will be a temporary morgue. My anxiety is definitely up from seeing these changes!

I think we will be able to get through this, but not without problems. More nurses and front-line staff will die if we do not get optimal PPE now. It is unconscionable that the Defense Production Act hasn’t been used to get more PPE made now. More testing should be done before undetected symptoms get worse, and by then it will be too late. PTSD will be on the rise.

I am a nurse because I care. I want to make a difference in patients’ lives. We love nursing our patients back to health. But for us to be effective caregivers and healers in this pandemic, we need to protect ourselves first. If nurses are not safe, our patients will not be safe.

Photos: Trailers For Nurses

Tags: Coronavirus , nurses , hospitals , patients , patient advice , patient safety , medical quality , pandemic , health care , Hospital Heroes Profiles

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How to Write a Nursing Essay Introduction

by ella | Feb 11, 2024 | Medical and Health

Writing an essay starts with making a good introduction. The introduction helps grab the reader’s attention and explains what the essay will be about. In nursing, it’s important to make your introduction clear, interesting, and related to healthcare. This article will guide you on how to write a nursing essay introduction step by step, making it easier to create a good start to your essay. Through simple tips and explanations, you’ll learn how to catch your reader’s interest and prepare them for what you will discuss in your essay. Introductory Paragraph Definition The introductory paragraph is the first part of your essay that readers see. It’s like a door to your essay. When readers go through it, they get to know what topic you’ll be talking about. This paragraph helps catch readers’ attention and gives them a reason to keep reading. It often starts with something interesting, like a surprising fact or a short story. Then, it briefly explains the topic of your essay. Finally, it states your main point or argument, a thesis statement. The introductory paragraph sets the ground for everything else in your essay, making it crucial for getting your readers interested and understanding what to expect as they read on. How Long Should an Introduction Be? When you write an essay, the introduction is the starting point where you tell your readers what the essay is about. Now, how long should this introduction be? A good rule is to make it about 8% to 9% of your essay’s total words. So, if your essay is 1000 words, the introduction would be around 80 to 90 words long. Why this length? Well, it’s long enough to give your readers a clear idea about your topic and get them interested, but not too long that it gets boring or gives away too much information. It’s just the right length to introduce your topic, grab the reader’s attention, and tell them your main argument, the thesis statement, without diving into the main points you’ll discuss in the rest of the essay. What Makes a Good Introduction A good introduction acts like a map that guides your readers into the main part of your essay. Here’s what makes an introduction good:

Catches Attention: A good introduction starts with something interesting to catch your reader’s attention, like a surprising fact, a question, or a short story.

Introduces the Topic: It tells your readers what the essay is about clearly and simply.

Has a Thesis Statement: A good introduction includes a thesis statement and a clear and strong point or argument you will make in your essay. It tells the reader what to expect as they read on.

Not Too Long or Short: It should be just the right essay length, not too long to lose interest, and not too short to miss important information.

Engaging: It should make your readers want to read more. It’s like inviting them into your essay, making them curious about what comes next.

Clear and to the Point: It should be clear, straightforward, and concise so readers can easily understand what the essay will discuss.

Previews What’s Coming: A good introduction previews what topics or points will be covered in the essay without giving away too much.

What Are the 3 Parts of an Introduction Paragraph? The introduction paragraph is important as it helps the reader understand what your essay will be about. It’s made up of three main parts: Part 1: Essay Hook The essay hook in the introduction of a nursing essay acts as a catalyst to ignite the reader’s curiosity and ensure they continue reading. In nursing, this initial hook carries a particular significance as it provides a window into a field that is as emotionally charged as it is technical.  For instance, in a nursing essay focused on patient care, the hook might take the form of a compelling narrative of a nurse’s experience on a hectic night shift. The activities in a ward, the emotions of patients and their families, and amidst it all, the steadfast presence of a nurse could be the scene set as the hook. This imagery captures the essence of nursing and resonates with the reader, drawing them into the narrative. Similarly, if the essay is geared towards exploring the evolving role of nurses in modern healthcare, the hook could present a stark statistic highlighting the growing responsibilities shouldered by nurses. Through the hook, the readers are not merely observers but become emotionally invested, making the subsequent exploration of the nursing profession deeply engaging and insightful. The 5 Types of Hooks for Writing Here are some simple ways to create a hook in your essay:

A Common Misconception: This is about sharing many people’s false beliefs or misunderstandings and correcting them. Example: “Many believe that nurses only follow doctors’ orders, but they make crucial decisions that impact patient care daily.”

Statistics: Sharing a surprising or interesting number or data related to your topic. Example: “Research shows that nurses spend up to 60% of their time on paperwork, taking them away from patient care.”

Personal Story: Telling a brief story from real life or your own experience that connects to your essay topic. Example: “My sister’s caring nature as a nurse brought comfort to fearful patients, making me realize the emotional impact nurses have.”

Scenes: Painting a picture with words about a certain scene or situation related to your topic. Example: “Imagine a busy hospital ward, nurses swiftly moving from one patient to another, showcasing their ability to multitask and provide personalized care.”

Thesis Statement: Stating the main point or argument of your essay in a clear and precise way. Example: “This essay will delve into the indispensable role of nurses in improving the patient experience and healthcare outcomes.”

Part 2: Connections “Connections” in an introduction represent the bridge between the initial hook and the main topic or thesis of the essay. This section further draws the reader into the central theme by establishing context, relevance, and the importance of the subject. It ensures the reader isn’t left hanging after the hook, making the transition smoother. In nursing essays, connections might explore why a particular misconception, statistic, or story (from the hook) is significant to the broader world of nursing or healthcare. For example, suppose the hook was a statistic about the number of hours nurses spend with patients. In that case, the connection might discuss the significance of nurse-patient interactions, how they are at the heart of patient care, or how they can significantly influence a patient’s recovery and overall hospital experience. In essence, the “connections” part links the specific instance or fact from the hook to the broader implications or themes you’re about to explore in your essay, ensuring the reader understands why what they’re about to read matters. Part 3: The Thesis Statement The thesis statement is the most important part of an introduction paragraph. It is usually the last sentence of the introduction. The thesis statement clearly states the main idea or argument of the entire essay in one concise sentence. It answers the prompt or question asked in the assignment.  The thesis sets up the entire essay by establishing the focus and purpose of the writing. A good thesis statement is clear, focused, take a stand or position, and can be supported by evidence. The rest of the essay will provide details, facts, arguments, and evidence that support the thesis statement.  The thesis gives the essay direction and focus. The thesis statement must be narrow enough to fully cover the essay but broad enough for analysis and discussion. The reader should finish the introduction paragraph understanding exactly what the essay will be about based on the thesis statement. Steps to Write an Essay Introduction Here are the steps to write an effective nursing essay introduction: Step 1. Engage Your Reader The opening sentence or “hook” of an introduction paragraph grabs the reader’s attention. A strong hook makes the reader interested and want to keep reading. Here are some tips for engaging the reader right from the start:

Ask a thought-provoking question

Use an interesting, shocking, or intriguing statistic

Open with a relevant quotation, anecdote, fact, news story, vivid description, or definition

Create a conversation, scenario, or narrative to draw the reader in

Use humor, irony, or an unusual perspective to surprise the reader

The goal is to create curiosity, emotion, and connection immediately so the reader feels invested. An engaging hook gives a reason to care about the topic and hooks the reader into wanting to read more. After an attention-grabbing beginning sentence, the introduction can provide context and background to transition smoothly into the essay’s main argument. But a strong, thoughtful hook comes first to capture interest and attention. Step 2. Give Background Information After grabbing the reader’s attention with an opening hook, the next step is to give some context and background information about the essay’s topic. The background should be brief but informative, helping the reader understand the topic and its significance.  The background information should be connected to and help frame the essay’s main argument. It allows the writer to define key terms, frame the scope, provide historical context, or share social/political background before transitioning to the essay’s thesis.  The goal is to orient the reader without overloading them with too many details at the start. A few concise but meaningful sentences of background can set the stage before delivering the essay’s central argument in the thesis statement. Step 3. Expose Your Thesis Statement The thesis statement is the most integral part of an introduction. It comes at the end of the intro paragraph and establishes the essay’s central argument or main point. The thesis directly responds to the prompt or question posed in the assignment. It lays out the essay’s key position and focus in one concise, declarative statement. All the background information should lead up to and frame this thesis. This thesis takes a clear stand while summarizing the main argument. The rest of the essay will provide evidence and analysis to support and develop this position. The thesis statement gives the reader insight into the essay’s purpose and direction. It must be argumentative, focused, and thoughtful – a signpost for the essay’s content. With an engaging hook, informative background, and clear thesis statement, an introduction orients readers and sets an essay up for success. Step 4. Draft Your Essay Structure After writing a solid thesis statement, the next step is to map out the main points supporting and developing that central argument throughout the essay. Planning the basic structure gives the writer a logical progression and flow for the essay’s body paragraphs. For example, each body paragraph could contain a major reason why the thesis is true. Drafting a basic outline ensures the essay will thoroughly explain the thesis. The structure provides organization and direction. While the outline may change as the essay develops, having a planned structure guides the writer. The introduction doesn’t need to preview the full outline, but the thesis should directly lead to the topics of the body paragraphs. This continuity reinforces the central argument and establishes the logical support and analysis to validate the essay’s claim. Step 5. Revise After drafting the introduction paragraph, including an opening hook, background information, thesis statement, and outline, the next step is to revise. Revising allows the writer to strengthen and refine the introduction. Here are tips for revising an essay introduction:

Make sure the hook immediately draws in the reader.

Check that background info is brief but informative. Cut unimportant details.

Read the thesis statement carefully. Is it clear, focused, arguable, and well-written?

Ensure the thesis directly answers the prompt or assignment question.

Review that the essay outline logically flows from the thesis.

Check for varied sentence structure and smooth transitions between sentences.

Ensure the introduction is written in the student’s original, unique voice.

Ask – does this intro give the reader essential context and clearly state the essay’s central argument?

Revising the introduction allows the writer to catch any underdeveloped, awkward, or unclear areas. Refining the intro before writing the full essay ensures the foundation is established to convince readers of the thesis logically. Catchy Introductions for Different Essay Types Here are some examples of writing catchy introductions tailored to different essay types: Narrative Introduction The lights were bright and the room was freezing. I could hear the muffled cries of the two-day-old infant in the incubator beside me as I carefully calculated the dosage. This was my first time administering medication on the job as a nursing student in the NICU. I knew neonatal nursing would be challenging, but I realized in that moment it would also reshape my perspective.

The fragility of life was tangible, yet amidst wires and monitors, there was hope. This experience taught me that something as small as an injection has the power to heal and comfort. My nursing journey began with that first nervous med pass late one night in the NICU, starting me on a path I could not yet fully envision. This introduction establishes the narrative scene while hinting at the insights explored in the essay. The hook places the reader in the story while introducing the reflective tone and theme. The background about starting nursing school and working in the intensive care unit provides context. The thesis hints at a transformative experience that led to a new understanding, setting up the reflective narrative about this memory’s significance. The introduction draws readers into the moment while establishing the personal growth narrative to come. Analytical Introduction The current nursing shortage in the United States has reached critical levels, with the deficit of registered nurses projected to exceed 500,000 by 2025. This shortage impacts healthcare facilities nationwide, diminishing the quality of care and patient outcomes. While an aging workforce and increased healthcare demands contribute to the problem, the root causes are unsatisfactory working environments, leading to high turnover rates.

Inadequate staffing ratios, lack of leadership support, workplace violence, and burnout exacerbate nurse shortages. However, developing effective retention strategies to improve modifiable workplace factors could help healthcare organizations recruit and retain qualified nurses. Targeted interventions to empower nurses and cultivate supportive, collaborative environments will be essential to overcoming the nursing shortage crisis. This introduction establishes the nursing shortage problem and notes some surface-level contributing factors. The thesis then points to underlying workplace environment issues as the root causes. This analytical stance sets the essay to examine these modifiable factors and the solutions they highlight rather than just describing the problem. The introduction primes readers for an analytical discussion on empowering nursing workplace improvements. Persuasive Introduction The COVID-19 pandemic has revealed cracks in the foundation of the United States healthcare system. Addressing the longstanding nurse staffing crisis has become urgent as nurses comprise the largest segment of the health workforce. For decades, research has shown inadequate nurse staffing increases patient and nurse risks. However, hospitals and legislators have delayed mandating minimum nurse-to-patient ratios. With recent data revealing up to 20% of nurses plan to leave their positions, safe staffing levels are imperative.

Implementing minimum staffing ratios in every unit, improving work environments, and increasing wages can retain experienced nurses, attract new nurses, and ensure safe patient care. Now is the time to persuade lawmakers and healthcare administrators to enact evidence-based nurse staffing ratio legislation. Doing so will strengthen nursing, prevent future gaps in care, and ultimately save lives. This introduction uses the COVID-19 pandemic context to establish the urgent need for minimum staffing ratios. It references past research and alarming turnover data to highlight the significance of the problem. This leads to the thesis advocating minimum ratio legislation to improve staffing conditions and nurse retention. The intro generates urgency while summarizing the persuasive argument to come – that evidence shows implementing specific nurse staffing reforms will strengthen healthcare. Personal Introduction I remember the sterile smell of the hospital hallway as I walked into my patient’s room for the first time. As a nursing student, I had prepared extensively for this initial clinical rotation. I had memorized lab values, medications, and procedures. Yet textbook knowledge could not prepare me for the wave of nerves I felt seeing my patient lying in the stark, white hospital bed. She looked weary and frail. This was no rubber dummy I had practiced on. This was a living, breathing human who needed my care.

My textbook training came second to forging a true human connection at that moment. Sitting beside her, I listened as she shared her story, goals, and worries. The beeping monitors faded, and I saw her as so much more than a diagnosis. My first clinical rotation taught me that treating patients extends beyond treating their illnesses. In nursing, empathy and compassion for humanity manifest as acts of care. This personal nursing essay introduction draws readers into a poignant clinical scene. It sets up the student’s transition from textbook knowledge to human understanding. The vivid details and reflections establish the introspective tone and theme focused on compassion in nursing care. Tips for Writing a Winning Introduction Paragraph Here are some tips for writing an effective introduction paragraph that grabs attention and sets the stage for the essay:

Start with a strong, thought-provoking hook. Open with an interesting fact, statistic, question, an essay quote, anecdote, vivid description, etc.

Provide brief but valuable context and background on the topic. Define key terms and give relevant historical or social framing.

Build a smooth transition from the background to the specific focus of the essay. Use transitional phrases like “In light of this…”

State the thesis clearly and directly. Present the central argument or position in a concise, one-sentence statement.

Ensure the thesis responds to the prompt and launches the essay’s body.

Structure the introduction logically, moving from a broad to an increasingly narrow focus.

Engage the reader’s interest while also communicating the essay’s purpose.

Revise thoroughly to refine language, improve flow, and bolster impact.

An effective introduction grabs attention, provides a framework, presents a compelling thesis, and primes readers for future discussion. Crafting a thoughtful, polished introduction can get any essay off to a winning start. Final Thoughts The introduction of your nursing essay is your chance to grab the reader’s attention, provide insight into your chosen topic, and set the stage for the following discussion. It’s crucial to nail this part to make a compelling first impression. However, it’s a common struggle for many nursing students to pen down an engaging introduction amidst demanding academic and practical schedules. Struggling to Start Your Nursing Essay? Kickstart your nursing essay with an introduction that resonates. Click Here to Secure a Strong Start with Our Expert Assistance! Let us pave the way for your academic achievements.

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What to include: why i want to be a nurse essay.

Why do you want to be a nurse? What is your reason for entering the nursing profession? What drives you?

You will face these questions multiple times throughout your career, but there are two occasions in which answering them could actually define your career.

The first is when you apply to nursing school. You may be asked to complete an essay outlining why you want to become a nurse.

The second time is when you apply for a nursing position and answer that question as part of the interview process.

Whether you're applying for a nursing program or job, it's important to know how to address this question and what sort of answers work best.

What To Include In Your Nursing Essay

To create the perfect nursing essay, one that can help you get into nursing school or find your first job, follow the steps below:

Plan Your Nurse Essay

Before you start writing your nursing essay, think about what you want to include.

Jot down ideas that express your passion for the nursing profession, as well as any personal or familiar experience that led you to take this step.

Be honest. Be open. Summarize your story, highlight your goals, and think about what the nursing profession means to you.

All of these things will be important when structuring your essay.

Show an Emotional Connection to the Profession

Do you have any family members that worked as nurses or doctors? Did you care for a loved one during an illness? Did you require a lot of care at some point in your life?

If so, this should be your lead, and it's probably the most important part of your essay.

Nursing is a lucrative career. You can make a decent salary, enter numerous specialties, and even progress to opening your own practice. There is also a national nursing shortage, so you'll also have plenty of opportunities if you're willing to learn and work. But interviewers don't want to hear that you became a nurse to earn good money and pick up lots of overtime.

Think of it in the context of a talent show. We know that the contestants are there to get famous and make lots of money. But when they stand in front of the camera and appeal for votes, they talk about deceased parents/grandparents, changing their family's life for the better, and making a difference in the world.

It's easy to sympathize with someone who wants to follow in the footsteps of a beloved mother or make a grandparent proud. It's not as easy to sympathize with someone who just wants to drive a Bugatti and wear a Rolex.

Examples  :

"My mother is a nurse practitioner. I can see how happy the role makes her and how much it has changed her. I have looked up to her throughout my life and have always wanted to follow in her footsteps."

"I cared for my father when he was ill. I was able to comfort him and assist him in his time of need, and while it was very challenging, it always felt right to me and it's something I would love to do as a career."

Show That You Care

Like all health care workers, nurses are devoted to healing the sick. If you're not a people person, it's probably not the profession for you.

Make it clear that you're a caring person and are willing to devote your life to healing sick people. A good nurse also knows how to comfort distraught family members, so you may want to include this in your essay as well.

If you have any examples of times when you have helped others, include them. This is a good time to talk about volunteer work, as well as other occasions in which you have devoted your time to helping strangers.

"I feel a great sense of pride working with families and patients through difficult times. I like to know that I am making a difference in the lives of others."

"I want to become a nurse so that I can help others in their time of need. I chose nursing as a profession because I feel a great sense of accomplishment when helping others".

Share Your Aspirations

What are your goals for your nursing career? Do you want to become a nurse practitioner? Do you want to specialize as a nurse anesthetist, a critical care nurse, or focus more on pediatrics?

Nurses work across a range of specialties, and it's important to show that you are interested in continuing your education and developing to your full potential.

The goal is to show that you are determined. You are driven to succeed and to better yourself.

If you're just taking your first steps as a nursing student, now is a good time to research into specialties and get an idea of how you want your career to progress.

"I have always been drawn to the nursing profession because it's challenging, demanding, and interesting. I want to push myself every day, engaging my academic interests and satisfying my need to learn and improve as a person."

Describe Your Nursing Skills and Qualifications

If you're applying for an accelerated nursing program or a new nursing job, the interviewer will have access to your qualifications. But they won't know what those qualifications mean to you, what you learned from them, and how you can use them in your career.

It's about problem-solving skills, as well as academic work. It's about experience and personal growth, as well as knowledge acquisition.

This is a good time to talk about internships.

How Do You Write an Introduction to a Nurse Essay?

Starting is always the hardest part, but it's best not to overthink it.

Just start writing about why you want to become a nurse. Don't overthink it. Don't worry too much about the first word or sentence. Everything can be edited, and if you spend too long thinking about those first words, you'll never finish the essay.

Keep it simple, check your work, and edit it until it's perfect and says exactly what you want it to say.

Nursing Essay Examples

Nursing Essay Examples That Will Help You Write a Stellar Paper

Published on: May 6, 2023

Last updated on: Jan 29, 2024

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Many nursing students struggle with writing effective nursing essays, which are an essential part of their education and professional development.

Poor essay writing skills can lead to low grades and an inability to effectively communicate important information.

This blog provides a comprehensive guide to writing nursing essays with examples and tips for effective writing. Whether you are a nursing student or a professional looking to improve your writing skills, this blog has something for you. 

By following the tips and examples provided, you can write compelling nursing essays that showcase your dedication to the field.

Let’s get started.

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What is a Nursing Essay?

A nursing essay is a type of academic writing that aims to explore a particular topic related to nursing. It also presents a clear and concise argument or viewpoint supported by evidence. 

Nursing essays can take many forms, including:

• Descriptive essays
• Reflective essays
• Analytical essays
• Persuasive essays

What is the Importance of the Nursing Essay?

Nursing essays are important for several reasons. First, they help nursing students develop critical thinking skills by requiring them to analyze and evaluate information.

Second, they help students develop research skills by requiring them to locate and use credible sources to support their arguments. 

Third, nursing essays help students develop communication skills by requiring them to present their ideas clearly and concisely in writing. Finally, nursing essays are important for nursing education because they prepare students for the types of writing.

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To help students better understand how to write nursing essays, it can be helpful to review examples.

Below are some examples of nursing essays.

Nursing School Essay Examples

College Nursing Essay Examples

Graduate Nursing Essay Examples

Nursing Scholarship Essay Examples

Nursing Essay Conclusion Examples

Nursing Essay Examples of Different Fields

Nursing is a diverse field with many different specialties and areas of focus. As a result, nursing essays can take many different forms and cover a wide range of topics. 

Given below are some examples of different types of nursing essays:

Personal Philosophy Of Nursing - Essay Examples

Cal State Fullerton Nursing Essay Examples

Evidence Based Practice Nursing In Medical Field - Essay Examples

Leadership In Nursing And Healthcare Professionals - Essay Examples

Principles Of Professional Practice Of Nursing Professionals And Pharmacists

If you're seeking additional examples of nursing essays, you're in luck! 

Below are some more examples that can help you gain a better understanding of nursing essays:

Health Care And Reflective Models For Nursing - Essay Examples

History Of Nursing Essay Examples

Ethical Dilemma In Nurses Work - Essay Examples

Mental Health Nursing Essay Examples

Why I Want To Be A Nurse Essay

Working In A Team And Collaboration In Nursing

How to Write a Nursing Essay

Writing a nursing essay can seem daunting, but with the right approach, it can be a rewarding experience.

Here are the key steps involved in writing a nursing essay:

Understanding the Topic and Question

The first step in writing a nursing essay is to carefully read and understand the topic and question. 

This will help you determine what information you need to research and include in your essay. Make sure you understand any key terms or concepts related to the topic. Consider different perspectives or viewpoints that may be relevant.

Researching the Topic

Once you have a clear understanding of the topic and question, it's time to research. 

Start by gathering information from credible sources such as academic journals, textbooks, and government websites. 

Consider both primary and secondary sources, and make sure to take detailed notes as you read.

Organizing and Outlining the Essay

Once you have completed your research, it's time to organize your ideas and create an outline for your essay. 

Start by identifying the main points or arguments you want to make, and then organize them into a logical order that flows well. 

Your outline should include an introduction, body paragraphs, and a conclusion.

Writing the Essay

With your outline in place, it's time to start writing your essay. Make sure to follow your outline closely, and use clear and concise language that effectively communicates your ideas. 

Use evidence from your research to support your arguments, and cite your sources appropriately.

Editing and Revising the Essay

Once you have completed a first draft of your essay, take some time to edit and revise it. Look for any errors in grammar, spelling, or punctuation, and make sure your essay is well-organized and flows well. 

Consider asking a peer or instructor to review your essay and provide feedback.

What To Include In Your Nursing Essay

When writing a nursing essay, there are several key elements that you should include. Here are some important things to keep in mind:

• Introduction

Your introduction should provide a brief overview of the topic and purpose of your essay. It should also include a clear thesis statement that presents your main argument or point of view.

• Background Information

Provide some background information on the topic to help the reader better understand the context of your essay. This can include relevant statistics, historical information, or other contextual details.

• Evidence and Examples

Use evidence and examples from your research to support your arguments and demonstrate your knowledge of the topic. Make sure to cite your sources appropriately and use a variety of sources to strengthen your argument.

• Analysis and Evaluation

Provide analysis and evaluation of the evidence and examples you've presented. This can include discussing strengths and weaknesses, comparing and contrasting different viewpoints, or offering your own perspective on the topic.

Your conclusion should summarize the main points of your essay and restate your thesis statement. It should also offer some final thoughts or suggestions for further research or action.

Nursing Essay Topic Ideas

Choosing a topic for your nursing essay can be challenging, but there are many areas in the field that you can explore. Here are some nursing essay topic ideas to consider:

• The role of technology in nursing practice
• The impact of cultural diversity on healthcare delivery
• Nursing leadership and management in healthcare organizations
• Ethical issues in nursing practice
• The importance of patient-centered care in nursing practice
• The impact of evidence-based practice on nursing care
• The role of nursing in promoting public health
• Nursing education and the importance of lifelong learning
• The impact of nursing shortages on healthcare delivery
• The importance of communication in nursing practice

These are just a few ideas to get you started. You can also explore other topics related to nursing that interest you or align with your academic or professional goals. 

Remember to choose a topic that is relevant, interesting, and feasible to research and write about.

Tips for Writing an Effective Nursing Essay

Writing a successful nursing essay requires careful planning, research, and attention to detail. Here are some tips to help you write an effective nursing essay:

• Writing Concisely and Clearly

Nursing essays should be written in clear and concise language, avoiding unnecessary jargon or technical terms. Use simple language and short sentences to help ensure that your ideas are communicated clearly and effectively.

• Stating a Clear Thesis Statement

Your thesis statement should clearly state your main argument and provide a roadmap for the rest of your essay. It should be clear, concise, and located at the end of your introduction.

• Using Proper Citation and Referencing

Citing and referencing your sources is crucial in any academic writing, including nursing essays. Make sure to use proper citation and referencing styles, such as APA or MLA. Include a reference list or bibliography at the end of your essay.

• Seeking Feedback and Revising

Before submitting your nursing essay, seek feedback from peers, professors, or writing tutors. Use their feedback to revise and improve your essay. Make sure that it is well-structured, coherent, and effectively communicates your point of view.

By following these tips, you can write a nursing essay that demonstrates your knowledge and skills in the field.

In conclusion, writing a successful nursing essay requires careful planning, research, and attention to detail. 

To showcase your knowledge in the field of nursing, it is important to have a clear understanding of the topic at hand. When writing your nursing essay, be sure to include relevant examples, incorporate current research, and use proper citation and referencing. 

And remember , seeking feedback and revising your essay is key to ensuring that it effectively communicates your ideas and arguments.

If you need help with your nursing essay or any other type of academic writing, consider using our AI essay writer . 

Our nursing essay writing service can provide personalized support to help you succeed in your academic goals.

So, why wait? Contact us to get college essay writing help today! 

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COVID-19 and How It’s Changed Nursing: A Two Year Reflection

Throughout the COVID-19 pandemic, Megan Champion, FNP, cares for patients as a family nurse practitioner in a community health clinic and at the bedside as an intensive care unit (ICU) nurse. She sees how the pandemic has imposed disparity and devastation in underserved communities in the clinic. In the ICU, she grapples with death and disease head-on, the strain amplified by staffing shortages and burnout.

Looking back at the last two years, any nurse may ask: How could we have prepared for this?

Even with 10 years of ICU nursing experience, “nothing could have prepared me, or anyone, for a global pandemic,” Champion says.

She shares the lessons she’s learned during this time — and the reality of what it means to be part of this first generation of nurses who have worked through the unprecedented times of a global pandemic.

Along with Champion, we spoke with a seasoned charge nurse nearing the end of her career and a new nursing school graduate who’s known nothing but working in a pandemic.

These are their stories.

An Inside Look: Nursing During Unprecedented Times

At this point in the pandemic, it seems like the public has a general understanding of what nurses do. Whether it’s from personal connections or the media, the sacrifices of nurses have not gone unnoticed.

Eve Hinds, RN, MBA, is a charge nurse with 20 years of experience in inpatient and outpatient settings, including critical care and surgical nursing . She says the praise she receives in the community makes her feel appreciated and respected.

“Back in 2003 or 2004, no one really cared if I was a nurse. It was just a job. I was just a nurse,” she says. “But after the pandemic, you state your profession, and a lot of eyes open wide.”

While images in the media depict hospital staff in gowns and masks caring for patients in emergency scenarios, Champion shares a less dramatic but equally painful side of the COVID-19 pandemic.

In the community health clinic, her patients suffer the disproportionate impacts of the disease on all aspects of their well-being. Once the lockdown started, Champion’s working-class patients did not have the option to stay home from work, and many became sick with COVID-19 or worse.

“Our patients truly suffered not just the loss of life,” she says, “but also loss of housing, loss of financial security, food insecurity, domestic violence, increased substance use, and all the ripple effects this pandemic has put in motion.”

Beyond sickness, Champion also witnessed families suffering the loss of a parent and financial breadwinners when former President Donald Trump’s Zero Tolerance program removed parents and guardians from their homes.

With the increased presence of Immigration and Customs Enforcement, at-risk communities were torn apart from political impositions on top of disease and financial loss.

“Add heartbreak, desperation, and loss of financial stability to a pandemic, and you can see it has been a nightmare for our patients,” Champion says.

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How the Pandemic Has Shaped What It Means to Be a Nurse

Every nurse has been impacted differently by the pandemic, and their views on healthcare will forever be changed.

After graduating nursing school, Maggie Ortiz began her first nursing role on a medical-surgical nephrology floor in February 2020. For Ortiz, a passion for nursing keeps her showing up for her patients, and it has even earned her the prestigious DAISY Award.

Oritz’s perspective on healthcare has not changed much because working in a pandemic is her baseline. She can’t recall a time before COVID-19 flowsheets were integrated into Epic, their healthcare management system — this is all she knows.

But many nurses can’t help but notice the effects of politics getting involved in healthcare. Champion mentions feeling shocked by how heavily politics have influenced the science of healthcare.

“It is unnerving to see the effects different presidential administrations have had on something that should be based on science and fact,” she says.

Additionally for Champion, her role as a patient advocate is more important than ever. She’s gone beyond providing just bedside care to her patients. Through the call center at her clinic, she provides not just medical advice but screening and support for depression, anxiety, domestic violence, and food security.

“We were able to connect folks with resources to help with childcare, housing, and hunger,” Champion says.

Limitations, Appreciation, and a Call to Action

As nurses’ perceptions of healthcare have changed in the last two years, so have their expectations for themselves.

Ortiz says working during the pandemic shaped her expectations in how she relates to others. She says that as a nurse, it’s her duty to protect others in the hospital and the community, whether that means getting vaccinated or staying home when she is feeling sick.

Hinds says her commitment to nursing is as simple as showing up for work. She’s grateful to hear kind words or recognition like “thank you for your service” and “we appreciate your commitment.”

Hinds is just as needed today as she was at the beginning of the pandemic. As more nurses leave the bedside in 2022, nursing shortages are a major concern for the future of healthcare.

Champion says in the ICU, staffing shortages have put nurses in positions where they cannot give the quality care they want to provide.

“Patients waiting to be cleaned up, call lights going unanswered — these are all routine now where they never were before,” Champion says. “All our energy goes toward putting out emergencies and making sure people don’t die.”

Poor staffing ratios have been a major pain point for hospitals across the nation, putting nurses and patients in compromised and unsafe situations. Many nurses have grown frustrated that the care they want to provide doesn’t match the conditions they are placed in.

Champion says the ICU environment is distressing to the patients and families, but it also affects nurses.

“I know that in my unit, we are all distressed at having to compromise our care,” she says.

Nurses Are More Than ‘Healthcare Heroes’

While public support for nurses during the pandemic is encouraging, using language like “healthcare heroes” can have heavy implications. The saying indicates that nurses can stretch themselves beyond human capacity, a notion that is being tested in the current healthcare climate.

With increasing staffing shortages, nurses are expected to care for more patients than the typical workload. A strenuous patient assignment is about more than numbers; most of these patients are high acuity, needing intense nursing care and close monitoring. When a patient dies, nurses are expected to take another patient right away, having no time to process death.

“There is a stigma that nurses and healthcare providers are heroes, underdogs, and great sympathizers with endless sources of compassion,” Champion says. “We are not heroes; we are human. We are not robots; we are tired. We are capable of being frustrated, angry, and outraged.”

In addition to strenuous workloads, nurses carry the brunt of patients’ frustrations, and in turn nursing workplace violence has increased.

“Many people have shown huge amounts of gratitude for healthcare workers during this time,” Champion says. “However, just as many have shown disregard and tremendous disrespect to healthcare workers through their actions and choices. It hurts every time.”

Ortiz wishes more people recognized the importance of prioritizing nurses’ well-being to care for others. More and more nurses are getting sick and burned out because they are not allowed the resources to take care of their own health, Oritz says.

It can be difficult for nurses to take days off when their unit is already short-staffed, but mounting pressure can lead to increased nurse burnout. Ortiz wants the public to know: “Nurses need to protect themselves so they can protect you.”

How to Prepare Incoming Nurses and Nursing Students

Nursing students and new graduates are preparing to enter the workforce; navigating the pandemic is an inevitable challenge. Many nursing schools have adopted virtual learning in the nursing classroom and clinical settings, but some nurses worry nursing students are missing valuable patient experiences.

As nursing schools adapt to the pandemic’s new normal, Ortiz says educators should prioritize in-person clinical learning. Nursing students should be taught:

• How to don and doff personal protective equipment
• What new medications are out there now
• The signs and symptoms of COVID-19

She notes that policies and protocols in hospitals are constantly changing, and experiencing these changes firsthand is a way for nursing students to learn.

Not only has healthcare changed in the past two years regarding the diseases and conditions nurses are treating, but there’s been a change in the way nurses care for patients.

“There is more to this job than simply medicine,” Hinds reminds nursing students.”We have to be able to care for our patients’ and their families’ emotional needs as well.”

Remembering Why We Are Nurses

There is no denying that nursing has changed in the last two years and that healthcare will face many challenges in the years to come. However, one thing will always remain the same: Nursing is a profession founded on passion, care, and love for the human experience.

As we work together through this new normal, nurses need to support each other by:

• Making nurses’ mental health a priority
• Getting educated
• Getting vaccinated
• Understanding that this pandemic affects everyone differently

Despite the challenges of the pandemic, the three nurses share stories that remind us why this profession is so special. As a charge nurse, Hinds says her role is to educate and support patients and their family members, which is especially challenging with visitor restrictions.

“I’d have patients in the hospital dying and their family members were not allowed to be in the room with them,” Hinds says. “I did, and still do, the best I can to love on the patients, support them, and help them to go home.”

Reflecting on her experiences in the community health clinic, Champion feels touched as many patients return wearing masks or t-shirts dedicated to their family members who died of COVID-19.

“This was terribly poignant,” she says. “Seeing families with the names and images of their loved ones brandished on their faces and chests was a humble and powerful reminder that this pandemic is real, and the loss is personal.”

With Oritz’s entire nursing experience defined by the pandemic, she finds comfort in the ways she’s able to connect with her patients. In one specific instance, she recalls a patient she took care of whose family couldn’t visit, so she updated them by phone each day.

She was touched when the family called months later to let her know their mother passed. They took the time to thank Ortiz for making their mom comfortable at a time they couldn’t be there with her.

“It makes me happy to know I made an impact on this patient and their family because in my eyes, I was just doing what I was called to do, and that is nursing,” Oritz says.

Meet Our Contributors

Eve Hinds, RN, MBA

Eve Hinds is a charge nurse well versed in providing care for patients in an outpatient or inpatient setting. She has a strong healthcare service knowledge with a master of business administration focused in healthcare. Hinds is skilled in critical care, performance improvement, and project management.

Megan Champion, FNP

Megan Champion is a certified family nurse practitioner. She has been working at the Community Health Clinic at Sheridan Health Services since 2018. Champion graduated from the University of Connecticut School of Nursing with a bachelor of science in nursing and minor in Spanish. Champion then graduated from the University of Colorado (CU) Denver College of Nursing in 2015 with a master of science in the family nurse practitioner program. In addition to being a primary care provider, Champion is the clinical director of primary care and pediatrics at CU Sheridan Health Services.

Maggie Ortiz, RN

Maggie Ortiz is a nurse, wife, and dog mom. She lives in Northwest Indiana and has a love for travel, especially anywhere there is a palm tree and an ocean view. Although she has been a nurse for a short time, she feels like this is what she is meant to do. In just under a year she received the prestigious DAISY award for her patient care and wears that honor proudly with her DAISY pin. She now works in the operating room as a circulating nurse where she can continue her passion and nursing journey.

• Open access
• Published: 17 April 2024

Sustaining the nursing workforce - exploring enabling and motivating factors for the retention of returning nurses: a qualitative descriptive design

• Kumiko Yamamoto 1 ,
• Katsumi Nasu 1 ,
• Yoko Nakayoshi 1 &
• Miyuki Takase 1  

BMC Nursing volume  23 , Article number:  248 ( 2024 ) Cite this article

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Metrics details

The nursing shortage represents a persistent and urgent challenge within the healthcare industry. One of the most cost-effective and time-efficient solutions to address this issue is the recruitment of inactive nurses to rejoin the nursing workforce, while simultaneously ensuring the long-term sustainability of their careers following their return to work. The aim of this study is to explore the factors that facilitate the retention of nurses who have returned to work, from their perspective.

To achieve this aim, a qualitative descriptive design was employed. A total of 15 registered nurses who had not practiced nursing for a minimum of three years prior to their return to work, and had been working as nurses for at least three months following their return, were selected from seven healthcare institutions using convenience sampling. Face-to-face or online semi-structured interviews were conducted, and qualitative inductive analysis was employed to analyze the collected data.

The analysis revealed five key themes, two of which were related to the enabling factors making it possible for the nurses to continue their work, while the remaining three pertained to the motivating factors driving the pursuit of professional careers. The two themes associated with enabling factors were identified as “Conditions and support that sustain work-life balance” and “A workplace that acknowledges my career, and encourages my growth as an experienced nurse”. The three themes related to motivating factors were entitled “Pride in reconnecting with and contributing to society,” “Cultivating confidence through incremental professional development and future envisioning,” and “Enrichment of my own and my family’s life”.

Conclusions

Returning nurses constitute a valuable asset for healthcare institutions. To effectively retain these nurses, it is crucial to implement multi-dimensional approaches that enable and motivate them to sustain and enrich their professional and personal lives while continuing their work in the nursing field.

Peer Review reports

Nurses constitute a vital cornerstone of the healthcare system, assuming a foundational role in providing patient care, and notably representing over half of the entire healthcare workforce [ 1 ]. The global nurse population was estimated at 27.9 million in 2018 [ 1 ], and there was a notable growth of 4.7 million nurses between 2013 and 2018 [ 1 ]. Simultaneously, the WHO [ 1 ] reported a deficit of 5.9 million nurses in 2018, with the shortfall in the number of nurses expected to reach 10.6 million by 2030 [ 2 ]. This trend is primarily driven by the mounting demand for nursing services stemming from population aging dynamics. Moreover, the aging composition of the nursing workforce exacerbates the existing shortage of nurses. Currently, 17% of the global nursing population is aged 55 years or over [ 2 ], and projections indicate that within the upcoming decade, approximately 4.7 million nurses are expected to retire [ 3 ]. This means that an estimated annual influx of 47,000 new nurses is required just to sustain the current nursing workforce. Failure to meet this demand will probably intensify the nursing shortage at an accelerating pace. There is an immediate need for cost-effective measures aimed at mitigating the shortage of nurses.

Numerous policies have been implemented on a global scale to address the persistent shortage of nursing professionals. These policy measures encompass creating new registered nurses through education; facilitating re-entry into the nursing workforce for currently inactive registered nurses, and recruiting nurses from other countries [ 4 ]. Among the aforementioned strategies, one particularly promising approach to overcoming the nursing shortage involves the recruitment of inactive nurses, which has been implemented in many countries [ 4 , 5 ]. The reintegration of inactive nurses into the labor force is advantageous in terms of cost and time, as it obviates the need to invest social capital and years of resources in educating and nurturing new nursing students. Countries have implemented Return to Practice Programs designed for inactive nurses, each varying in educational content and duration [e.g., 6 , 7 ], and these initiatives have demonstrated notable success in augmenting the nursing labor force [ 8 , 9 , 10 , 11 ].

The reintegration of these nurses into the labor force holds significant importance in addressing the nursing shortage in Japan in particular. Japan is currently facing the challenge of a super-aging population, with 29.0% of its total population being 65 years and older [ 12 ]. This demographic shift has imposed increasing demands on nursing professionals, as older people often experience multiple chronic illnesses that result in physical and cognitive decline [ 13 ], necessitating substantial medical support and assistance in daily activities. In response to this demand, the Japanese government has actively pursued strategies to increase enrollment in nursing schools, reduce attrition rates, promote the retention of currently practicing nurses, and encourage inactive nurses to return to nursing practice [ 14 ]. However, the declining birth rate in Japan has led to a decrease in the number of students enrolling in nursing schools since 2018 [ 15 ]. Although the improvement in the workplace environment has contributed to a reduction in the turnover rate of full-time nursing personnel from 11.0% in 2013 to 10.6% in 2021, which is slightly lower than the average turnover rate across all occupations (i.e., 11.3%) [ 16 ], this alone cannot address the issue of the nursing shortage. Consequently, an inevitable imbalance between demand and supply persists. The Ministry of Health, Labor, and Welfare in Japan [ 14 ] projected a demand for 1.88–2.02 million nurses by 2025, when the baby boomer generation reaches 75 years old or older, while the projected supply would be 1.75–1.82 million nurses, resulting in a shortage of 60,000 to 250,000 nurses. Therefore, the recruitment of inactive nurses has emerged as a pivotal measure to rectify this imbalance promptly.

Available statistics show that there is an estimated population of approximately 700,000–860,000 inactive nurses in Japan [ 17 ], the United States [ 18 ] and Germany [ 19 ]. Several studies have demonstrated that a significant proportion of surveyed inactive nurses, ranging from 43 to 85%, expressed a desire to return to nursing practice [ 20 , 21 ]. The motivations behind their return or desire to return to nursing practice encompass factors such as no longer having childcare responsibilities [ 22 ], a yearning for nursing practice [ 22 ], seeking a renewed purpose in life after completing child-rearing [ 23 ], financial incentives [ 10 , 22 , 23 ], and a desire to update skills and knowledge in acute care nursing [ 24 ]. Similarly, a more recent study conducted in Taiwan reported that incentives for returning to practice included the improvement of the nurse staffing level, and the provision of a safer working environment and re-entry preparation programs [ 20 ].

However, it should be noted that despite the expressed intentions, many inactive nurses have faced challenges in returning to practice as well as in sustaining their employment [ 25 ]. These challenges related to returning to work include difficulties in balancing work with childcare and household responsibilities, anxiety arising from a perceived lack of competency, concern about heavy work responsibilities, and fears of committing medical errors [ 15 ]. Consequently, previous research findings have indicated that only 57–69% of nurses who completed the Return to Practice Program were able to successfully re-enter the nursing workforce [ 26 ]. These challenges persist even after returning to work, as reported in subsequent studies [ 27 , 28 , 29 ], exacerbated by the absence of family-friendly working conditions, inadequate on-the-job training opportunities, and insufficient ongoing education and mental support to overcome anxiety and regain confidence [ 30 ]. As a consequence, nurses who have returned to work experience a sense of guilt toward both their colleagues and patients for perceived inadequacies in care provision, as well as feelings of guilt toward their families due to the sacrifices necessitated by their work obligations [ 31 ], all of which contribute to higher attrition rates among returners. In fact, the findings from a small-scale survey conducted in Japan revealed that 25% of nurses who participated in refresher programs and returned to work were unable to sustain their employment [ 32 ]. This retention rate is significantly higher compared to the turnover rates observed among newly graduated nurses (7.8%) and nurses with prior experience (17.7%) [ 16 ].

While it is crucial to address the barriers encountered by nurses who wish to return to practice and have successfully done so, it is equally imperative to ensure the long-term sustainability of their careers following their return to work. However, the factors that contribute to the retention of these returners have not been thoroughly investigated. For instance, Barriball et al. [ 33 ] and Elwin [ 27 ] investigated the experiences of nurses returning to practice, although their focus was primarily on the experiences within the Return to Practice Program, rather than the process of returning to the workplace itself. Conversely, Durand and Randhawa [ 34 ], Hammer and Craig [ 23 ] and Costantini, et al. [ 35 ] explored the experiences of nurses returning to work; however, they did not focus on the specific factors that facilitate retention. In fact, only a limited number of studies have endeavored to identify factors that facilitate the retention of inactive nurses. The key findings facilitating their retention were preceptors fulfilling their learning needs [ 28 , 31 ], support on nursing units [ 31 ], flexible working atmosphere [ 28 ], and re-building a new family life [ 28 ] or re-negotiation with both work and home life [ 36 ]. Nevertheless, these studies are based on a relatively small sample of five to eight nurses who have returned to practice, thus leaving the possibility that some factors remain undiscovered. A comprehensive understanding of the factors that not only prompt nurses to leave their positions but also motivate them to remain is crucial for the development of strategies that ensure a sufficient nursing workforce and the provision of high-quality nursing care in countries grappling with nursing shortages.

Therefore, the aim of this study is to explore the factors that facilitate the retention of nurses who have returned to work, from their perspectives.

Methodology

This study employed a qualitative descriptive design [ 37 ]. The qualitative descriptive approach produces “findings closer to the data as given, or data-near” [ 38 , p. 78], without commitment to any theoretical views and without being bounded by preconceptions [ 38 ]. As such, this approach provides straightforward and comprehensive descriptive summaries of participants’ experiences and perceptions [ 39 , 40 ], thus it is suitable for areas where little is known about the topic under investigation [ 39 ]. We applied this approach to investigate the factors that contributed to the retention of these returners.

Participants

The participants were selected from seven healthcare institutions located in the southwestern region of Japan, and using convenience sampling and snowball sampling. The participants comprised re-entry nurses employed in five community hospitals and two long-term care facilities situated across metropolitan, urban, and rural areas of Japan with populations ranging from 0.4 million to 2.7 million. Inclusion criteria for the nurses were that they (1) had not practiced nursing for a minimum of three years prior to returning to work (based on the Japanese childcare policy allowing a maximum three-year leave), (2) had been working as nurses for a minimum of three months after returning to work, and (3) were able to participate in interviews conducted in Japanese. Exclusion criteria included: (1) working as nursing managers after returning to work, and (2) being without prior experience of working in Japanese healthcare institutions (i.e., those who only had overseas experience). Participants were recruited until saturation was reached, i.e., no further new information emerged during the interviews. A total of 15 participants were recruited as a result.

Data collection

The research team approached the Directors of Nursing and obtained permission to recruit potential participants. Written statements were distributed to the potential participants to explain the purpose and methods of the study.

Semi-structured interviews (see Table  1 for the interview guide) were conducted face-to-face or online, between November 2021 and July 2022. The interview guide was developed based on the research purpose and the review of existing literature. The first author conducted all interviews because her 16-year career hiatus from nursing for child-rearing would help her establish a mutually respectful relationship with the participants and foster an environment free from intimidation. These conditions are crucial for eliciting participants’ genuine sentiments. Throughout the interviews, the author demonstrated respect and empathy toward the participants by openly sharing her own feelings. Additionally, she skilfully guided the discussions to extract the participants’ experiences, concurrently undergoing a process of reintegration in tandem with them. Conversely, the dynamic between the interviewer and participants could be impacted by the assumptions and biases inherent in the interviewer’s background. To mitigate this potential influence, data analysis was performed independently by two researchers (refer to the Data Analysis section).

The interviews were conducted in private rooms, and all sessions were audio-recorded. Nonverbal data, such as the participants’ posture during the interviews, were recorded in an observation notebook. Each participant underwent a single interview session and received a book voucher valued at ¥2500 as a token of appreciation. The interviews lasted between 18 and 49 min (Mean = 39.2 min). Audio-recorded data were transcribed verbatim.

Data analysis

Qualitative inductive analysis [ 41 ] was conducted. Verbatim transcripts were thoroughly reviewed to develop an overall understanding of the participants’ statements. Meaningful words and paragraphs related to the factors that had facilitated the retention of these re-entry nurses were extracted, and codes were assigned to represent the symbolic meanings of the data segments (first-cycle coding). Subsequently, the codes were compared and contrasted to group them into categories based on their similarities in meaning. These categories were further integrated into themes that captured the essence of the factors facilitating the retention of nurses who returned to the nursing workforce (second cycle coding). The first-cycle coding was conducted by the first author (KY) by utilizing her understandings of the participants’ context and their experiences. In the second cycle of coding, the first (KY)and second (KN) authors independently categorized the codes, and the congruencies or discrepancies between them were discussed among all the research team members (KY, KN, YN, and MT), who possessed nursing backgrounds and qualitative research experience. Discussion continued until consensus was reached among all the research members. NVivo12 (QSR International, Melbourne, Australia) software was used for data management.

The trustworthiness of the study

Ensuring credibility, confirmability, transferability and dependability contributes to the trustworthiness of the study [ 42 ]. To enhance the credibility, we applied method triangulation. The interviewer (i.e., the first author) took notes on the participants’ facial expressions and eye movements during the interview, which were included in the analysis along with the verbatim transcripts of the interview data. During the analysis process, the first author repeatedly read the transcripts and observational notes to code the data. For confirmability, two researchers independently categorized the codes, and discussions among the research team took place repeatedly to ensure the elimination of any preconceptions or biases. Any disagreements that arose during this process were resolved through discussions among the research team. To enhance the transferability of the findings, participants were recruited from diverse practice areas and various regions. Furthermore, detailed information was provided regarding the participants’ characteristics and their practicing contexts. In addition, the dependability of the findings was assured by providing detailed descriptions of the data collection and analysis process.

Ethical considerations

This study was approved by the Review Board of Yasuda Women’s University (approval number: 210007), and ethical approval was waived by the participating institutions. This study was conducted in accordance with the Declaration of Helsinki. The participants were fully informed about the study’s purpose, methods, potential risks, and benefits of participation as well as their right to decline participation or withdraw from the study. Written informed consent was obtained from each participant before the data collection. The interview schedule and location were prioritized according to the preferences of the participants, as many were balancing work and childcare responsibilities. Participants were assured that they could refrain from answering any questions that made them feel uncomfortable. Additionally, they were informed that they could end the interview session at any time if they experienced emotional distress. The collected data were securely stored in a locked cabinet, and pseudonyms were used to maintain the participants’ anonymity and protect their privacy.

All 15 eligible participants were female. The reasons cited for leaving employment were childbirth/child-rearing in 11 cases, caring for older family members in three cases, and pursuing a postgraduate degree in one case. The range of length of clinical experience before leaving employment was 3–20 (Mean = 8.2, SD = 4.2) years, that of career breaks was 3–19 (Mean = 6.6, SD = 4.0) years, and that of work after returning was 7 months to 8 years (Mean = 2.6 years, SD = 1.7 years). During the period of data collection, only two participants worked full-time, and 13 worked part-time. The areas of practice encompassed outpatient departments in hospitals ( n  = 8), hospital wards ( n  = 4), and long-term care facilities ( n  = 3) (see Table  2 ).

The data analysis revealed five themes that facilitated the continuation of work for these participants. These themes include “Conditions and support that sustain work-life balance,” “A workplace that acknowledges my career, and encourages my growth as an experienced nurse,” “Pride in reconnecting with and contributing to society,” “Cultivating confidence through incremental professional development and future envisioning,” and “Enrichment of my own and family’s life.” The first two themes represent conditions that enabled the participants to continue their work. Thus, these conditions are referred to as “enablers”. The latter three themes describe factors that motivated the participants to pursue their professional careers. Thus, these factors are referred to as “motivators”.

Theme 1: conditions and support that sustain work-life balance

The participants identified support systems at home, in the workplace, and within society as prerequisites for maintaining a work-life balance, essential for sustaining their employment. This theme encompasses crucial elements that allow nurses to balance their work and family responsibilities, such as work conditions that consider their family circumstances, and support from family and friends. The theme consists of three categories: “Work (i.e., hours and location) and childcare conditions that meet my preferences,” “A family-friendly work environment,” and “Instrumental and emotional support from family and friends.”

Most participants juggled work, household, and childcare responsibilities. Therefore, effectively managing childcare duties while fulfilling work roles became a priority in their lives. Access to childcare facilities was deemed a basic requirement for them to work, as well as conditions such as workplaces located close to their homes and offering flexible working hours to address child-related matters promptly.

“When I was contemplating returning to work, one requirement was that I should be able to look after my two children, so it was important for me that all the conditions related to my children were in place, such as time restrictions and being able to go home immediately if something happens to them.” (ID 10) .

The participants also emphasized the need for a family-friendly work environment, where colleagues and supervisors understood their family circumstances and provided support in balancing work and family duties.

“When I returned to work, I wondered if I would be allowed to take a sudden leave if my child was ill. And they told me, ‘We take turns (taking a leave) so you can do it now, it’s fine,’ as well as ‘We can’t do it for you (take care of your child) but we can do the work in your place.’ Here at my current workplace, we can say such things to each other.” (ID 06) .

Given that most participants were engaged in multiple tasks both at home and work, they experienced physical and mental fatigue and strain. However, they managed to overcome these challenges by receiving instrumental and emotional support from their families and friends. Examples of such assistance included husbands and children sharing household chores and friends providing emotional support during conflicts arising from the intersection of family and work responsibilities.

“Regarding my husband, yes. When I started working, I was no longer a full-time housewife. But I’ve been working alongside him, and he’s been supporting me a lot, such as by taking the kids to school and picking them up after, things like that.” (ID 13) .

Ensuring the effective management of household responsibilities, particularly childcare, was a fundamental prerequisite for the participants to continue their employment. Consequently, the provision of “Conditions and support that sustain work-life balance” acted as an enabler, facilitating their continued engagement in work by sustaining their personal lives.

Theme 2: a workplace that acknowledges my career, and encourages my growth as an experienced nurse

The participants asserted that receiving support to cultivate their professional competencies within their work environment facilitated their transition through a process of reorientation. The participants were returners who had prior nursing experience and possessed a certain level of nursing competence required for professional practice. Initially apprehensive about their competence level, they desired recognition and appreciation for their previous experience and expertise from their supervisors and colleagues. They also expressed a preference for on-the-job refresher training that helped them regain necessary knowledge and skills. This training differed from that provided to newly graduated nurses. This theme represents the importance of receiving educational support to function as a nurse and opportunities for further growth, both of which facilitated the continuation of their work. The theme comprises three categories: “Supervisors and colleagues who appreciate and accept me,” “Support for myself as both a beginner and someone with experience,” and “Comprehensive manual and training.”

The participants emphasized the significance of being recognized and accepted by their colleagues and supervisors. The acknowledgment of their efforts by supervisors and the understanding of their hard work by colleagues served as encouragement to sustain their work. Furthermore, perceiving themselves as individuals who were relied upon by others and striving to meet those expectations facilitated their professional growth and their desire to contribute to the workplace.

“One thing is that um, I also discussed this with the Head Nurse, regarding training, that maybe we should improve the training even more, and the Head Nurse feels the same way, and so, she said I can go ahead and think about a program or something. When I’m entrusted with making these kinds of decisions, the work becomes fulfilling.” (ID 09) .

The participants also expressed the importance of receiving support from their colleagues as newcomers while appreciating their prior experience. The participants were often perceived as fully capable individuals and were assigned a workload equivalent to that of experienced nurses. However, the participants stressed the need for support from their colleagues during the initial phase of readjustment to their duties. Simultaneously, they sought appropriate levels of support while valuing their previous work experience and expertise. They felt reassured when their supervisors or colleagues offered support, recognizing them as both a beginner but also as someone with experience.

“From the day after I started working, I had my own room, and on that day, someone from the day shift always made it a point to talk to me and support me, and it felt like fate. I thought if I were being supported this much, I should do the same, and well, everyone in the ward helped me understand the patients within the week, so much that I thought I already remember them. I felt that I should make an effort to do so, since they supported me so much.” (ID 06) .

Additionally, they desired to receive training and manuals tailored to their skill set, enabling them to effectively perform their roles as staff members.

“Although it was only 3 years, I did have a work gap, so I was thinking that my skills and knowledge might be obsolete and that I might have forgotten some things, but this hospital has a very detailed manual.” (ID 06) .

Acceptance and support from both managers and colleagues, coupled with access to on-the-job training and manuals, emerged as crucial resources enabling participants to realign with their work responsibilities, especially in cases where they lacked up-to-date knowledge and skills. Additionally, feeling valued and trusted by colleagues played a pivotal role in bolstering their confidence, an essential attribute for navigating through challenging periods. Consequently, the provision of “A workplace that acknowledges my career, and encourages my growth as an experienced nurse” served as the pivotal enabler that sustained their professional life though continued commitment to their careers.

Theme 3: pride in reconnecting with and contributing to society

The participants described working as nurses as giving them a sense of pride and of being valuable to society, which motivated them to continue their work. Prior to returning to work, the participants experienced social isolation due to their engagement in various household responsibilities. However, returning to the nursing profession allows the participants to reclaim their roles as active members of society and regain confidence in their contribution to society. The theme comprises three categories: “Desire to contribute as a nurse,” “Expansion of relationships resulting from stepping out of the home,” and “My children feeling proud of me for being an active nurse.”

The participants maintained a strong sense of pride in their profession and were motivated by the desire to contribute to society as nurses, utilizing their nursing qualifications. As the demand for nurses increased during the COVID-19 pandemic, their determination to support patients as nurses grew even stronger. They also expressed a desire to share their expertise with younger nurses and provide guidance to other inactive nurses who were considering returning to work.

“Nurses are needed in situations like COVID-19, and I had gone through the trouble of getting my license, and all that.” (ID 03) . “Well, I’d like to be in a position where people feel they can ask me and maybe find a bit of a solution. I work with the mindset that someone a bit older, like me, should take a role of listening to and giving advice to younger colleagues.” (ID 8) .

Moreover, returning to work reaffirmed their sense of belonging to society not only as mothers but also as nurses. When they were solely focused on child-rearing, their social interactions were limited to those associated with their children. However, by returning to work and establishing their own place in the workplace, their social connections expanded beyond the confines of their homes. The opportunity to reconnect with broader society and experience personal freedom outside of their domestic responsibilities served as a motivation for the participants to continue their work.

“It definitely connects me to society. Until now, my connections with society were through my child. I think I couldn’t have had that without my child, and now it feels like I have a separate community of my own. I feel like that.” (ID 08) .

Furthermore, their pride in being nurses was reinforced by the admiration of their children, who proudly spoke of their mothers’ profession, especially during the challenging times of the pandemic. This alleviated any guilt associated with not having enough time to devote to their children and not fulfilling their maternal roles to the same extent as before. On the contrary, their professional engagement enhanced their self-esteem as proud mothers to their children.

“When I think of these moments, it makes me really happy. Like those moments when I feel that my children have become interested in me (omitted). For example, when they say things like, ‘Nurses are really cool,’ or ‘My mom works in a hospital.’ They’ve even written about me in their diaries.” (ID 01) .

Reclaiming a sense of pride and expanding their professional network through contributions to society represented profoundly fulfilling experiences for the participants. These experiences not only brought them joy in their work but also transcended the mere facilitation of work continuation. Consequently, “Pride in reconnecting with and contributing to society” operated as a potent motivator, driving their commitment to pursue their professional careers and advance, thus enriching their professional life.

Theme 4: cultivating confidence through incremental professional development and future envisioning

The participants were motivated to continue their work by their passion for professional growth and self-actualization. The participants engaged in introspection regarding their journey from the moment they returned to work up until the present. Despite encountering challenging circumstances, they swiftly reacquired previously possessed skills and knowledge, thus restoring their self-assurance in the practice of nursing. This newfound confidence propelled them to envision their future career paths. The following three categories encompass this overarching theme: “Confidence arising from successfully surmounting challenges upon restarting,” “Realization that I have finally made my comeback as a nurse,” and “Personal aspirations for the future.”

According to the participants, they encountered arduous situations upon re-entering the workforce, as they were frequently required to perform tasks that exceeded their current skill sets. Irrespective of their absence from work, their colleagues often regarded them as seasoned nurses. Struggling to fulfill assigned responsibilities, they engaged in negotiations with colleagues and supervisors, asserting their capabilities and limitations. These challenging experiences facilitated the recovery and enhancement of the necessary skills and knowledge, bolstering their confidence, and motivating them to persevere in their work.

“After returning to work, for about half a year, I struggled for a while before getting used to it again. It took me more than six months to understand why I was struggling. But when I got used to the working life, I was able to gain self-confidence.” (ID 04) .

Through introspection and self-comparison between the time of restarting and the present, the participants recognized their continuous development as nursing professionals, observing their ability to provide a sufficient level of patient care.

“In the sense that my intuition has returned, um, it was definitely the fact that before I started working, all I had was anxiety, but when I was actually able to perform my work by myself again, I think that was when I became confident.” (ID 10) .

This developmental process stimulated their anticipation of future career prospects. Some participants expressed aspirations to acquire advanced qualifications and pursue managerial positions, thus making career advancement their future objective.

“There was definitely something different about me, internally, before and after returning to work. It seems like I was lively, like I was going to set my goals, and that I was doing my best. There was a sense of certainty (omitted) and I was able to find what I wanted to do, too.” (ID 11) .

The successful completion of the readjustment journey played a pivotal role in bolstering the participants’ confidence, and encouraged them to envisage future professional goals. The process of “Cultivating confidence through incremental professional development and future envisioning” emerged as a critical motivating factor (i.e., motivator), propelling the participants towards continued professional growth, and thereafter enriching their professional life.

Theme 5. Enrichment of my own and my family’s life

The participants perceived added value when their own lives and their families were enriched by their work, which encouraged them to continue their jobs. The participants acknowledged the positive transformations in their physical and emotional well-being, as well as in the lives of their families, following their return to work. They perceived an overall improvement in their daily lives. This theme encompasses three categories: “A healthy mind and body attained by adding variety to life,” “Positive influence on family dynamics,” and “Income that enriches my life.”

The participants said that resuming employment contributed to a well-rounded lifestyle and positively impacted their physical and mental health. Specifically, those who were responsible for raising children noted that having time away from their children reduced feelings of irritability and enabled them to engage with their children in a more compassionate and nurturing manner upon returning home from work.

“I feel like my day has become balanced. I do feel a little sad that I’m spending a lot more time away from my children (omitted). I make up for it when I see them, and I think I’ve become a little less irritable.” (ID 10) .

Furthermore, having a job established a consistent rhythm to their lives and facilitated physical fitness, thus promoting a balanced existence. They also perceived the involvement of others in caring for their children as an opportunity for their children to interact with a broader network of individuals, fostering their growth and healthy development. Moreover, the up-to-date medical knowledge gained through their work served to safeguard the health of their families.

“Because I want to know about cutting-edge technology. You know, if I quit this job, it will affect my life directly, because it’s a job that involves the body after all. I think it’s always gonna be useful (in my life).” (ID 13) .

By earning their own income, they were able to provide economic security to their families, which was closely linked to their mental well-being.

“Before I was reinstated, we were living on my husband’s salary alone. I felt bad about it, but now we have some financial leeway, so that definitely was a benefit for me.” (ID 11) .

Resuming employment engendered an ‘Enrichment of my own and my family’s life,’ demonstrated by enhancements in physical and mental well-being, the wholesome development of children, and economic incentives. Consequently, this theme illustrates the enrichment of the participants’ personal lives as a result of having fulfilling professional lives, and emerged as an additional motivator.

This study explored factors contributing to the retention of nurses re-entering the workforce after a career break, resulting in the identification of five themes. The first two, “Conditions and support that sustain work-life balance” and “A workplace that acknowledges my career, and encourages my growth as an experienced nurse,” were identified as enablers, sustaining the participants’ continued engagement in work. The next three themes, “Pride in reconnecting with and contributing to society,” “Cultivating confidence through incremental professional development and future envisioning,” and “Enrichment of my own and family’s life,” served as motivators, propelling them toward a professional career.

The concept of enablers and motivators parallels Herzberg’s Two-Factor Theory of Motivation [ 43 ], where hygiene factors, including salary and work conditions, are essential but their absence leads to dissatisfaction, while motivation factors, like achievement and recognition, promote job satisfaction and enhanced performance [ 43 ]. Similarly, enablers such as family-friendly work conditions, peer support, and on-the-job training played pivotal roles in the participants’ job continuity, and their absence could result in dissatisfaction or job exit. Likewise, motivators such as pride and confidence yielded personal fulfillment, motivating participants to pursue their professional goals. However, distinctions arise. While the Two-Factor Theory focuses on work components, our study contends that healthcare institutions must address both professional and personal factors for nurse retention. This is critical, particularly for returning nurses, often with caregiving responsibilities, necessitating a balance between sustaining and enriching their professional and personal lives. Another distinction lies in the relationship between the enablers and motivators. According to the Two-Factor Theory, hygiene and motivation factors exist independently, while motivators do not exist without the presence of enablers. For example, without adequate support for nurses to achieve work-life balance, they are unable to enhance their own or their family’s quality of life. Similarly, lacking encouragement in professional development, nurses are unable to cultivate pride or confidence, or envision their future. These relationships are depicted in Fig.  1 . The subsequent sections provide a detailed explanation of each of these factors.

Framework for the sustainability of career for returners

The first theme, “Conditions and support that sustain work-life balance,” functions as an enabler that sustains nurses’ personal life. Nurses are prominent double-duty caregivers, tending to family and patients [ 44 ]. The majority of our participants had children, reflecting the fact that in Japan, 55–66% of nurses are parents [ 16 , 45 ]. Therefore, balancing family and work is crucial, regardless of career breaks. Specifically, nurses who temporarily left their employment due to childcare responsibilities had various reasons such as the absence of available childcare support. Especially in Japan, women often prioritize their childcare responsibilities over work commitments, or may feel societal pressure to remain at home and care for their children [ 46 ]. These cultural practices and norms could potentially elucidate their career hiatus. Therefore, family-friendly working conditions (e.g., flexible hours, location, childcare support) are vital for returning and sustaining work. This finding is consistent with previous studies indicating that workplace flexibility, which helps alleviate childcare concerns, is crucial for enabling nurses to sustain their work [ 28 , 30 , 35 , 36 ]. Furthermore, nurses who juggle dual caregiving roles often experience fatigue and stress [ 44 ]. Therefore, receiving instrumental and emotional support from their spouses is essential for maintaining a healthy work-life balance. In fact, recent studies have highlighted that support from their families enables nurses to effectively manage the demands of both their family and work spheres, facilitating their re-entry into professional practice [ 28 , 35 ]. The successful sharing of household responsibilities and childcare is indispensable for returners who aspire to continue their professional work, particularly those with young children.

The second theme, “A workplace that acknowledges my career, and encourages my growth as an experienced nurse,” serves as an enabler that sustains the professional practice of returners. This finding is also in line with previous studies that have highlighted the significance of a supportive work environment in aiding individuals to manage their jobs and regain confidence [ 28 , 35 ]. Although returners are often perceived as experienced nurses capable of functioning independently, the literature indicates that they encounter significant challenges in reacquiring their previous knowledge and skills, while also adapting to the rapidly advancing field of medical technology [ 21 , 33 , 35 ]. Reintegrating into the nursing workforce is arduous, and returners often experience anxiety and confidence issues [ 27 , 31 ]. This was also evident among our participants. Consequently, receiving appropriate initial training and access to manuals are critical factors enabling returners to fulfill their duties and sustain their professional work [ 30 ]. On the other hand, the majority of the participants had achieved an expert nurse level, possessing more than five years of previous clinical experience [ 47 ], thus they desired recognition and acceptance of this. The need for acceptance and respect was also identified in previous studies on returning nurses [ 27 , 30 ]. Appreciating their skills, efforts, and contributions while identifying areas for professional development represents the ideal “just-right preceptorship” for returners. Organizational support of this nature promotes work engagement [ 48 ], thus sustaining their professional practice.

While the existing literature commonly highlights the enablers necessary for nurses to return to work and continue their professional roles, previous studies have overlooked the motivating factors that drive them to work. Merely creating a sustainable environment for their return is insufficient. Internal drivers are essential to maintain their motivation to work, especially during challenging times. The following three themes describe the motivators that encourage nurses to pursue their professional careers, thus enriching their professional life.

“Pride in reconnecting with and contributing to society” stimulates nurses’ work motivation and enriches their professional lives. Previous studies have demonstrated that returning to work helps them regain self-esteem through their contribution to society, increasing pride as valuable society members [ 35 , 36 ]. This study contributed new knowledge by highlighting how this sense of pride motivates returning nurses to pursue their professional careers. Nurses who had previously been inactive cited the desire to utilize their qualifications and contribute to the welfare of society as the main reason for returning to work [ 16 ]. They took pride in being nurses and were eager to apply their professional knowledge and skills, supported by their abundant clinical experience. This aligns with previous studies emphasizing their high levels of clinical and leadership skills [ 20 , 28 ] and the enthusiasm exhibited by returners [ 30 ]. While initially struggling to adjust, their experience enables them to quickly adapt [ 33 ]. Once they regain competence, they contribute to healthcare and society by providing competent nursing care, educating colleagues, and serving as successful examples for potential returners. These experiences may instill a career calling characterized by self-actualization, personal fulfillment, and passion for their work [ 49 ], which promote job satisfaction [ 50 ] and engagement [ 51 ]. Returning to work also allows them to establish their societal position and expand their network, which is limited when solely fulfilling household responsibilities. According to the Self-Determination Theory [ 52 ], relating to others by engaging in employment outside the home not only alleviates isolation but also enhances their motivation. Additionally, contributing to society as valued members of the healthcare profession enhances their self-esteem [ 36 ] and allows them to cultivate a professional identity. If their children or significant others take pride in the nursing profession, their identification with nursing becomes stronger. During the COVID-19 pandemic, nurses were portrayed as heroes combating the crisis, which enhanced their professional identity and the pride their families had in them. Professional identity is known to enhance individual motivation to remain in the profession [ 53 , 54 ]. Therefore, reconnecting with and making contributions to society enrich nurses’ professional lives.

“Cultivating confidence through incremental professional development and future envisioning” represents another motivator that enriches the professional lives of returners. Previous studies have shown the struggles and challenges that returning nurses faced in their journey towards reintegration, and in reaffirming their identity as nursing professionals [ 28 , 31 , 35 ]. When restarting their careers, returning nurses often experience anxiety due to changes within healthcare institutions, such as the introduction of new medical equipment and technology, shifts in insurance policies, increased demands for high-level physical assessment skills, and the expanded scope of responsibilities they now carry [ 55 ]. Nevertheless, the participants in this study successfully overcame numerous challenges and navigated the journey of reintegration. This experience of triumph and the acquisition of new knowledge and skills enabled them to regain the confidence they had in their previous career. Reflecting on their hard work and learning trajectory also instilled a sense of professional growth. Possessing confidence and a sense of self-worth has enhanced their self-efficacy, which, in turn, has promoted affective organizational commitment [ 56 ] and work engagement [ 57 ]. Furthermore, a successful reintegration fulfills their need for competence, thereby bolstering their motivation [ 52 ]. In addition. their learning achievements foster expectations for their future career goals. Having a clear goal enhances their professional development and further enriches their professional life. This study contributes new insights by demonstrating that perceiving their own professional development and embracing future goals motivates them to continue their work.

The final theme, “Enrichment of my own and family’s life,” highlights the reciprocity between personal and professional aspects for returners. Returning to work enables a balanced lifestyle, which improves mental and physical health and reduces strain and fatigue for double-duty caregivers. Employment also provides financial stability and enriches personal life, aligning with the previous findings [ 35 ]. Financial incentives are often cited as reasons for nurses to consider returning [ 23 , 33 ]. While extrinsic, these incentives improve individuals’ quality of life, enriching their minds and energizing their work. Furthermore, work positively influences family dynamics, countering feelings of guilt at leaving children, often portrayed as a negative consequence of returning to work [ 31 ]. The participants in this study recognized the benefits, such as positive effects on their children’s healthy development, and how it led to an improved relationship with their children. Another study also observes a positive reciprocal relationship between work and family [ 35 ]. The theory of work-family enrichment asserts that " experiences in one role improve the quality of life in the other role” [ 58 ]. Work enriches personal life, while fulfillment in personal life motivates job continuation. Positive family experiences also enhance work performance [ 59 ]. Enrichment of personal life forms the foundation for individual professional life, and vice versa. This study reveals a new insight: returning to work can yield positive outcomes for nurses’ own lives and those of their families, particularly concerning child development.

Implications for nursing management

The findings of this study suggest that in order to retain returners in the current nursing force, it is imperative to maximize both the enablers and motivators that contribute to the sustainability and enrichment of their personal and professional lives. In order to maximize the enablers, the establishment of a family-friendly environment is crucial. Nurse managers should strive to comprehend the personal and professional lifestyles that returners desire and should provide support accordingly. Furthermore, the formation of a mutual support group among returners can facilitate the exchange of experiences and encouragement, as well as make it possible to accommodate shift changes when family-related issues arise. The provision of adequate training is also of paramount importance. Unlike new graduate nurses, returning nurses possess diverse nursing skills and experience, necessitating a comprehensive evaluation by managers and colleagues to determine their competencies, while simultaneously providing them with the necessary knowledge and skills required for current clinical practice.

To enhance motivators, nursing managers should actively encourage returners to revive their professional pride and sense of fulfillment as nurses. One effective approach involves providing positive and constructive feedback on their contributions to the well-being of patients, thereby bolstering their pride. Additionally, managers need to assist returners in regaining their confidence and should support their progress toward achieving personal goals. Encouraging self-reflection on their clinical experiences can serve as a powerful means to help them realize the extent of their growth and subsequently enhance their confidence [ 31 ]. Assisting them in setting future professional goals represents another important strategy. Finally, managers should help returners recognize the positive changes that have occurred in their family dynamics as a result of their return to work. Engaging in discussions about personal life with managers or other returners may prove beneficial in this regard.

Limitations

Efforts were made to enhance the transferability of the findings, by recruiting a heterogeneous sample of returning nurses, considering factors such as the duration of their career breaks, the length of clinical experience after returning, their employment status, and their area of practice. However, it cannot be assured that our sample is truly representative of Japanese returning nurses due to the relatively limited number of participants in this study. To enhance the transferability of the results, future studies should aim to replicate this research by encompassing diverse characteristics of returning nurses from various geographical locations. This approach would facilitate the aggregation of findings and the formulation of more robust programs designed to promote the retention of re-entering nurses.

The nursing shortage is a persistent issue that is anticipated to worsen in the foreseeable future. The available solutions to alleviate this problem are limited, and a cost-effective approach involves incentivizing inactive nurses to rejoin the nursing workforce [ 60 ]. Returning nurses constitute a valuable asset for hospitals, as they possess a renewed professional commitment and can quickly regain nursing competence. Furthermore, their diverse experience in various clinical areas and organizations has the potential to introduce innovative clinical and managerial solutions within the current healthcare setting, thereby enhancing clinical outcomes and improving patient satisfaction. Therefore, it is imperative to implement multi-dimensional approaches aimed at retaining and harnessing the potential of these valuable human resources.

Data availability

The data are not publicly available because they contain information that could compromise the privacy of the research participants.

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Acknowledgements

The authors would like to thank the participants for participating in the study and for sharing their experiences.

This work was supported by JSPS KAKENHI Grant Number 22K10697.　The funder had no role in the conceptualization, design, data collection, analysis, decision to publish, or preparation of the manuscript.

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School of Nursing, Yasuda Women’s University, 6-13-1, Yasuhigashi, Asaminami-ku, 731-0153, Hiroshima, Japan

Kumiko Yamamoto, Katsumi Nasu, Yoko Nakayoshi & Miyuki Takase

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KY designed this study under the supervision of MT. KY performed the data collection and the initial data analysis. KY, KN, YN and MT contributed to the data analysis. KY, KN and MT wrote the manuscript. All co-authors reviewed the manuscript and approved the final manuscript for publication.

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Correspondence to Miyuki Takase .

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This study was approved by the Review Board of Yasuda Women’s University (approval number: 210007). This study was conducted in accordance with the Declaration of Helsinki. The participants were fully informed about the study’s purpose, methods, potential risks, and benefits of participation as well as their right to decline participation or withdraw from the study. Written informed consent was obtained from each participant before the data collection. The collected data were securely stored in a locked cabinet, and pseudonyms were used throughout the paper to maintain the participants’ anonymity and protect their privacy.

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Yamamoto, K., Nasu, K., Nakayoshi, Y. et al. Sustaining the nursing workforce - exploring enabling and motivating factors for the retention of returning nurses: a qualitative descriptive design. BMC Nurs 23 , 248 (2024). https://doi.org/10.1186/s12912-024-01900-5

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Received : 16 October 2023

Accepted : 29 March 2024

Published : 17 April 2024

DOI : https://doi.org/10.1186/s12912-024-01900-5

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