Learning is something I have always enjoyed. I can remember, as a child, receiving educational gifts such as a scientific encyclopedia, telescope, microscope, chemistry set, etc. and finding myself enthralled with exploring these marvels with fascination. It is therefore no surprise to me how I have flourished under collegiate tutelage that has challenged me with difficult concepts and advanced coursework. Following a logical progression, as I take note of my own personal history, I expect the desire to continue learning throughout the remainder of my life should be no different. However, through the journey I have taken alongside my nursing colleagues, I also know that true education is not complete without personal reflection regarding what I have learned. While reflection is important, I think there is one other strategy that will deepen my resolve and passion for learning: to pass along the knowledge I have learned to others. In nursing, I have heard “watch one, do one, teach one” as a mantra for the transmission of practical tasks; this idea is transcendent, however, and can easily be applied to the guidance of theory as well.
As a nurse now trained at the baccalaureate level of nursing, theory has become increasingly important as we are required to consider the implications of theory on practice through rigorously performed research. The spirit of inquiry that has been further developed through the baccalaureate curriculum, along with the invaluable practical experiences I explored in my surrounding community, has increased my desire to continue learning for myself, my peers, and my patients. One of the highlights of my experience in the B.S.N. program was sharing researched knowledge with a group of elderly persons regarding sexually transmitted infections (STIs). Though I was able to share my knowledge with them; they shared something with me. What I learned from that group of people was very important to me. I learned that knowledge deficits exist in abundance and that sometimes nurses are the only people who have the courage to address these deficits. That one experience was enough for me to realize how my own passion for learning can have a positive effect upon others.
Finally, I found the research portion of the B.S.N. program to be stimulating and also increased my voracious appetite for learning. As a bachelor-trained nurse, I have been given the gift of being able to critically appraise research inspired by a healthy curiosity and necessity in the clinical setting. Having the ability to scrutinize research, I believe, places me in a position of greater responsibility than the average associate level registered nurse as I am also compelled to become a leader among other nurses and a champion of evidence-based practice. As I am now aware, the embrace of evidence-based practice is something that all nurses should try to move towards as the implementation of EBP has increasingly positive benefits for patients and reinforces the practice of nursing as a profession that should be respected and admired. For me, lifelong learning has always been a lifestyle choice and it will continue to be so. However, being a professional puts lifelong learning into a different perspective and means that what I learn and how I choose to apply my knowledge has the potential to benefit others. The potential humanitarian application of my knowledge is a wonderful motivator to continue learning and one that I am determined to engage.
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