Write a 1-2 page self-reflection paper (using proper APA formatting) to discuss your thoughts, feelings, and future ideas as they relate to the content in Buresh’s
From Silence to VoiceLinks to an external site..
Be sure to include commentary on how this reading may change your actions and behaviors to help patients and/or others recognize you as a high- functioning APRN, Nurse Leader, or Nurse Educator in your new role.
I have attached the pdf file of the article below to read !
Rubric :
Information obtained is appropriately analyzed and includes a statement on how the book made the student feel. There are connections between the student’s thoughts, feelings and future ideas as they relate to how it may change their actions and behaviors to help patients and/or others recognize them as a high-functioning APRN, Nurse Leader, or Nurse Educator in their new role.
Appropriate conclusion is included.
Includes a synopsis of the student’s self-reflection and thoughts how they might utilize this information to best represent the nursing profession to the public.
Includes at least 1-2 references.
APA, Grammar, Stylistics, etc. are scholarly and appropriate. Paper is 1-2 pages in length.
someTitle INTRODUCTION We’d like to begin this new edition of From Silence to Voice with an exercise. Imagine that you are at home and the phone rings. The caller from a re- search company tells you, “We’re doing a survey about public attitudes toward nursing. Do you have time? It’s really short. Only two questions.” Since it’s about nurses you are eager to respond. The pollster asks you question number one. “Do you believe that the public trusts nurses as individuals and the nursing profession in general? Yes or no.” Question two. “Do you believe that most members of the public understand what nurses actually do? Yes or no.” If you’re like virtually all the nurses we have talked to (and we have talked to thousands), you will have answered yes to the fi rst question and no (unequivo- cally) to the second. We have posed these questions to young and old nurses, to female and male nurses, to nurses of various races, nationalities, and ethnicities, and to nurses working in every area of the profession. We have presented these questions to groups of thirty, three hundred, and three thousand nurses at meetings and in hospitals and nursing schools in North America, the United Kingdom, Europe, Australia, New Zealand, Hong Kong, and Japan. The response is always the same. When nurses are asked, “How many of you believe that the public trusts nurses?” virtually all the hands in the room go up. But when they are asked, “How many of you believe that most members of the public” (“and even many in the health care fi eld,” we sometimes add) “ understand what nurses do?” few, if any, hands are raised. Buresh, B., & Gordon, S. (2013). From silence to voice : What nurses know and must communicate to the public. Cornell University Press. Created from texaswu on 2022-04-02 03:25:21. C op yr ig ht © 2 01 3. C or ne ll U ni ve rs ity P re ss . A ll rig ht s re se rv ed . FROM SILENCE TO VOICE2 The Trust Trap Nursing organizations promote the fact that year after year nurses win top ranking in honesty and ethics surveys. 1 Nursing groups distribute these fi nd- ings in news releases like one from the American Nurses Association headlined “Nurses Keep Top Spot for Honesty and Ethics in Poll Ranking Professions.” 2 It is wonderful that the public holds nurses in high esteem, but appreciation for nurses’ honesty and ethics alone will not gain nurses the support that they need to do their work. Emphasizing trustworthiness and neglecting public un- derstanding can lead to what we call a “trust trap.” By winning the trustworthi- ness sweepstakes, nurses may be lulled into thinking they don’t have to inform the public about what they actually do. “People already trust us, don’t they? So why do we have to talk about our work?” some nurses ask when we talk to them about moving from silence to voice. The answer is that nurses need resources to do their work. Nursing is an or- ganized institutional intervention, as Linda Aiken, a noted nurse researcher and authority on the consequences of nursing shortages, has pointed out. It depends on social and economic resources. To do their work, nurses need investments in education, research, equipment, technology, and most of all, appropriate staff- ing so that patients get the care they need. Today most members of the public do not fully understand the connection between nursing and quality patient care. As a result, nursing is under constant threat as hospitals and other health care institutions try to replace higher-paid, more educated professionals with cheaper lower-skilled staff. Public ignorance of the importance of nursing work not only negatively af- fects nurses’ practice and working conditions; it also infl uences societal beliefs about patient safety and care delivery. Consider the public discussion about medical errors and physician work hours. Ever since the Libby Zion case in New York City in 1984, there has been a robust debate about the hours worked by physicians in training. The preventable death of this young woman was linked to actions of residents who’d been literally up for days. 3 It may have taken twenty years, but because of discussion and research about physician work hours, in 2003 the Accreditation Council of Graduate Medical Education mandated limiting residents’ work to eighty hours a week with no more than twenty-four hours in a row along with more supervision by senior physicians. 4 Despite ongoing opposition from hospitals and many veter- an physicians, the standard later was tweaked even more for fi rst-year residents. Buresh, B., & Gordon, S. (2013). From silence to voice : What nurses know and must communicate to the public. Cornell University Press. Created from texaswu on 2022-04-02 03:25:21. C op yr ig ht © 2 01 3. C or ne ll U ni ve rs ity P re ss . A ll rig ht s re se rv ed . INTRODUCTION 3 Still, the debate about resident hours continues. In an infl uential New York Times Magazine article , “The Phantom Menace of Sleep-Deprived Doctors,” the writer and physician Darshak Sanghavi cited research that found no major im- provement in patient safety after work-hour reforms were instituted. How could that be? Even researchers who had linked sleep-deprived residents with a high rate of medical errors were dumbfounded. 5 What is dumbfounding is that anyone would imagine that changing one variable in a complex system like a hospital would have a revolutionary impact on patient safety. As Sanghavi explained, “Fixating on work hours has meant overlooking other issues, like lack of supervision or the failure to use more reli- able computerized records. Worse still, the reforms may have created new, un- expected sources of mistakes.” He cited the work of the British psychologist James Reason, who asserted that medical systems are stacked like slices of Swiss cheese. There are holes in each system, but usually they don’t overlap. “An exhausted intern writes the wrong dose of a drug, but an alert pharmacist or nurse catches the mistake,” Sanghavi wrote. “Every now and then, however, all the holes align, leading to a patient’s death or injury.” 6 Yet in his discussion of medical errors Sanghavi didn’t take into account the working conditions of other hospital professionals. If he had been aware of nurses’ escalating hours and, as researchers Alison M. Trinkoff and Jeanne Geiger-Brown have documented, their connection to medical errors and inju- ries, would he have written the same article? 7 If he had, would Times editors who had been aware of this problem have accepted his article without signifi - cant alterations? Or might they have insisted that the piece factor in, or at least mention, the workload and fatigue of nurses and other health care workers? Because most health care writers and editors frame and anchor health care in a physician-centric manner—and because nurses have not altered that framework (except where emotional work is concerned)—discussions about the use of scarce health care resources have been shaped in a way that leaves nonphysician personnel out of the picture or assigned to a very narrow role within the system. Whatever reservations people might have about physicians, the public clearly respects medicine as a profession and provides physicians with the lion’s share of social resources—whether that be media attention, fi nancial rewards, or control over their work, as well as control over the work of others in health care. This did not come about accidentally. It took many decades for medical doctors to consolidate their professional authority and convince the public that their medical services are indispensable. 8 Buresh, B., & Gordon, S. (2013). From silence to voice : What nurses know and must communicate to the public. Cornell University Press. Created from texaswu on 2022-04-02 03:25:21. C op yr ig ht © 2 01 3. C or ne ll U ni ve rs ity P re ss . A ll rig ht s re se rv ed . FROM SILENCE TO VOICE4 Nurses, as a group, do not enjoy this status. Rather than being defi ned by their own standards and practices, nurses are often described in comparison to physicians. A nurse who displays her intelligence and knowledge might receive the backhanded compliment “You’re so smart, you could be a doctor.” (Nurses who get PhDs in nursing are routinely asked why they don’t just go to medical school.) Unlike individual physicians who, whether smart or not, benefi t from the group’s reputation for braininess, nurses, with their awards and rhetoric, tend to focus on the exceptional, or the exceptionally compassionate, to raise their status. While physicians solidify their profession by celebrating a legacy of medical knowledge and practice, nurses often try to elevate the modern nurse by denigrating the clinical competence of the “old nurse.” 9 By embracing the traditional and highly gendered attributes of nursing while jettisoning nurses’ cumulative knowledge and the realities of patient care work, nurses may be communicating a muddled picture of what it is that nurses do and why health care’s largest profession must be supported. Frames and Anchors In this third edition of From Silence to Voice , we use the twin concepts of fram- ing and anchoring to analyze the ways that nurses and nursing groups describe nursing to the public. Framing theory is derived from psychology and sociology. It is employed in media studies, and increasingly in analyses of political campaigns and voting patterns, to describe the mental fi lters we use to understand and respond to events. Framing is one of the ways our brains make sense of the world. Accord- ing to the linguist George Lakoff, “People think in frames. . . . To be accepted, truth must fi t people’s frames. If the facts do not