Anna Freud, Melanie Klein, and Psychoanalytic Histories of Learning, Essay Example

Introduction

The journaling experience has provided me with an opportunity to explore my own thoughts and insights regarding different areas of focus and understanding of difficult concepts and patient situations. Therefore, this experience requires a supportive and nurturing environment in which there is an opportunity to achieve new behavioral and emotional expectations regarding my role in professional nursing. In an effort to accomplish these objectives, I have learned that writing in a journal has expanded my knowledge base and supported my ability to engage in new ideas and experiences throughout the field. I am confident that journaling has supported my growth and understanding of nursing practice and my ability to recognize how to integrate theories in the practice environment.

Body

Theoretical principles have enabled me to embrace new ideas and challenges regarding nursing and the integration of new ideas and expectations to support the practice setting. For example, I have learned that theories such as Neuman’s Systems Model is essential to recognizing the importance of a system to support well-rounded nursing care and treatment (Flaherty, 2013). Furthermore, I have learned that there are significant opportunities to achieve professional growth through therapeutic communication in order to improve the practice environment and to support mental health patients more effectively (Webster, 2014). In addition, I believe that as a professional nurse, I must embrace my responsibility to engage with patients and to be proactive in understanding their needs effectively through open communication and acknowledgment of any changes that are required (Rosenberg & Gallo-Silver, 2011). Finally, I have learned that by embracing the values and beliefs of the nursing profession, I will be able to engage in different types of behavior that support greater healing and an understanding of the different elements that impact patient care in a nurturing and supportive environment for all patients that are served (Gottlieb, 2012).

The concepts related to Carper’s Self-Knowing support my professional development and enable me to engage in different activities (Hespenheide, Cottingham, & Mueller, 2011). Similarly, I am able to exercise sound and reasonable judgment to adapt to change in my practice, using existing knowledge and resources in this capacity, while also recognizing that children are the most vulnerable to the external environment, as these experiences dramatically shape their adult years in many ways (Britzman, 2012). As a nurse, I must recognize how to adapt to family-based perspectives and emotions through therapeutic means, using Bowen Family Systems Theory in this manner (Titelman, 2014). Finally, my full support of patients as well as my fellow nurses requires an acceptance of therapeutic factors that will have a lasting impact on outcomes and on the creation of new ideas to support my own psychosocial growth in this manner (Diefenbeck, Klemm, & Hayes, 2014).

Conclusion

With this journaling experience, I have learned that acknowledging feelings and emotions regarding nursing is a positive step towards my own personal and professional growth and that my attitude towards my patients and my fellow colleagues depends on a positive and meaningful set of experiences in this area. I believe that there are significant advantages associated journaling because it supports a level of freedom that is not always observed in the traditional practice environment. I have learned much from this experience that I will adapt to my own experiences in the practice setting and that I will use to support patient healing and growth within the context of the surrounding environment. These tools are invaluable to nurses and support our growth and development in the practice environment and in our ability to effectively adapt to change as necessary.

References

Barrett, E. A. M. (2010). Power as Knowing Participation in Change What’s New and What’s Next. Nursing science quarterly, 23(1), 47-54.

Britzman, D. P. (2012). After-education: Anna Freud, Melanie Klein, and psychoanalytic histories of learning. SUNY Press.

Diefenbeck, C. A., Klemm, P. R., & Hayes, E. R. (2014). Emergence of Yalom’s Therapeutic Factors in a Peer-Led, Asynchronous, Online Support Group for Family Caregivers. Issues in mental health nursing, 35(1), 21-32.

Flaherty, K. M. (2013). Neuman Systems Model in Nursing Practice. Nursing Theory:Utilization & Application, 200.

Gottlieb, L. (2012). Strengths-based nursing care: Health and healing for person and family. Springer Publishing Company.

Hespenheide, M., Cottingham, T., & Mueller, G. (2011). Portfolio use as a tool to demonstrate professional development in advanced nursing practice. Clinical Nurse Specialist, 25(6), 312-320.

Rosenberg, S., & Gallo-Silver, L. (2011). Therapeutic communication skills and student nurses in the clinical setting. Teaching and Learning in nursing, 6(1), 2-8.

Titelman, P. (2014). Clinical applications of Bowen family systems theory. Routledge.

Webster, D. (2014). Using Standardized Patients to Teach Therapeutic Communication in Psychiatric Nursing. Clinical Simulation in Nursing, 10(2), e81-e86.