If my time here on Earth ends, how do I want to be remembered?  What is the best way to use my career to help the individuals I look after?   As someone who has spent five years living in rural Australia, I have learned to value the areas natural beauty and abundance and the strong bonds that bind its people.  However, I have also noticed that the rural populations healthcare needs leave much to be desired as opposed to their urban counterparts.   According to one research, people in rural and isolated regions of Australia live shorter lives than people in cities.

Additionally, they have lower utilisation of primary health care services, increased hospitalisation rates, injuries and deaths, and unequal access to these treatments.   Although these figures are depressing, they have inspired me to engage in rural nursing to contribute to slowing these trends.

Being able to be a “generalist nurse” is one of the main reasons I want to work as a rural nurse.   Various skills are needed to address a wide range of clinical and primary healthcare demands because of the nature of rural locations and occasionally, the absence of health resources.   Every presentation is a opportunity to expand and develop my practice, pushing me beyond my comfort zone and helping me to acquire invaluable experience.  Every day presents a new challenge.   I get to use the best nursing practice – holistic nursing to provide care for patients in ways that will have the most significant positive impact.

I also appreciate rural nursing because of the intensity of this rural-specific interpersonal dynamic.  Because nurses are probably directly acquainted with every9one in their immediate vicinity, including patients and co-workers, there is a deeper level of connection and a constant sense of responsibility for interpersonal communications.

DESCRIPTION: My last workplace experience for my Bachelor of Nursing was at the Emergency Department (ED) in Southeast Regional Hospital Bega, NSW from 2^nd September 2024 to 4^th October 2024.

FEELINGS: Prior to the placement, I had mixed feelings about this placement unlike the previous ones. This was because other placements were done on wards with set routines and tasks as to how things should be done so once I understood the routine, I could get a hang of what to do. On the other hand, the emergency department was almost unpredictable as no one knew who or what issue was going to walk through the ED doors, so it made be feel very nervous and quite apprehensive.

EVALUATION: Despite my initial fears, a lot of good came out of this placement. Firstly, the team were welcoming and eager to educate and assist me where I needed help. This made it easy to stay composed and focus on learning. Secondly, the Clinical Nurse Educator was always around to answer questions and explain protocols and care interventions to be done. I was assigned to various sections of the ED from triage, mental health assessment to Resus and occasionally, with the various nurse practitioners to observe and participate in the emergency care provided to different categories of patients that are triaged. I was privileged to observe different simulations of trauma incidences that present to the emergency department, observe firsthand medical officers perform assessments of critically ill patients and explain how a diagnosis is deduced. These group of patients include but are not limited to paediatric, geriatric, patients who presented with mental health issues and even took care of a patient who was at end-of-life stage.

ANALYSIS: Reflecting on this experience, I have come to appreciate and deeply respect the vital role nurses play as members of the multidisciplinary health care team. The person-centred approach they use when providing care, the resilience they exhibit in the face of pressure and genuine compassion they show to all individuals who present to the healthcare setting no matter the health issue at hand is worth applauding. Truly, the unpredictability of the ED was a blessing in disguise as it provided a plethora of opportunities for learning, consolidation of skills and adding more experience to my existing body of knowledge.

CONCLUSION: This workplace experience has equipped me with more knowledge and skills to improve my work ethic and practice. I have learned that taking advantage of the knowledge and skills each team member brings to the table is essential.

ACTION PLAN: Going forward, I intend to embrace each workplace experience as a learning opportunity to be a better and well-rounded nurse. Most importantly, these trainings equip me to competent and completely equipped to provide holistic nursing care.

The beginning of the New Graduate Program at the hospital was a defining chapter in my career and personal journey as a registered nurse. My rotation on the mental health ward brought a wealth of challenges and opportunities, significantly sharpening my clinical and interpersonal skills while nurturing my self-confidence and leadership abilities. This report provides a reflective summary of my year, detailing my professional evolution, competency in managing complex clinical situations, and growth as a leader. It also reviews my ongoing academic pursuits in the Master’s degree in Leadership in Gerontology and Rehabilitation, concluding with gratitude to the Australian Rotary Health for their indispensable support.

Transitioning from a student nurse to a registered professional was both thrilling and demanding. The mental health ward introduced me to the intricacies of psychiatric care, where theoretical knowledge had to blend seamlessly with practical skills in a fast-paced environment. Unlike structured acute care, mental health nursing relies heavily on emotional intelligence, advanced communication, and therapeutic engagement.

Early on, I faced situations that tested my adaptability and professional self-assurance. The unpredictable nature of mental illness required a calm, compassionate, and structured response. With support from mentors and senior staff, I developed effective coping and grounding techniques that helped me remain composed and professional under pressure. These experiences deepened my clinical reasoning and underscored the importance of patient-centred, trauma-informed care.

Throughout the program, I made clear progress in both clinical and interpersonal domains. My proficiency in conducting mental state exams and risk assessments grew, as did my ability to create and implement individualised care plans. I became skilled in administering psychotropic medications, monitoring side effects, and maintaining detailed patient records. These duties reinforced my understanding of accountability and evidence-based practice.

On the interpersonal side, I became more attuned to the subtle communication essential in mental health settings. Supporting patients with anxiety, depression, psychosis, and substance use disorders demanded empathy, patience, and respect for autonomy. Through reflection and guidance, I learned to engage therapeutically listening actively, validating emotions, and building rapport while upholding professional boundaries. Witnessing patient progress, such as someone previously withdrawn beginning to participate in therapy, was particularly rewarding and affirmed my belief in compassionate care. Collaborating with psychiatrists, psychologists, social workers, and occupational therapists broadened my appreciation for holistic mental health care. Regular handovers, team meetings, and joint planning enhanced my ability to communicate clearly, coordinate responsibilities, and advocate for patients in a collaborative environment.

My confidence and professional identity grew steadily over the year. I became increasingly adept at prioritising care, exercising sound judgment, and managing complex caseloads efficiently. This transformation was gradual but profound, informed by ongoing learning, hands-on experience, and feedback from colleagues and mentors.

A pivotal moment occurred during a high-risk incident involving a patient experiencing acute psychosis. By staying calm, utilising de-escalation strategies, and coordinating the team, I ensured safety and dignity for all. This experience highlighted the value of presence, confidence, and self-regulation, and reminded me that effective nursing is rooted in self-awareness, integrity, and a commitment to patient welfare.

Midway through the program, I was entrusted with leadership responsibilities on several occasions, including overseeing admissions, supporting newer nurses, and facilitating multidisciplinary collaboration. Initially, these roles were daunting, but I soon realised that true healthcare leadership is characterised by collaboration, empathy, and the ability to instil confidence rather than just authority.

In these positions, I honed essential leadership abilities like delegation, conflict resolution, and decisive action under pressure. I learned that fostering a supportive team environment, where everyone feels valued, is key to effective leadership. By encouraging open communication and recognising each member’s strengths, I helped strengthen team cohesion and morale. These experiences deepened my understanding of clinical leadership and fuelled my ambition to further develop in this area.

My leadership growth was bolstered by my concurrent studies in the master’s degree in leadership in Gerontology and Rehabilitation. Academic coursework provided theoretical foundations in leadership models, complementing my real-world experiences. Subjects in organisational behaviour, ethics, and quality improvement provided a scholarly framework for my leadership approach, helping me make decisions with both analytical and empathetic insight. Balancing work and postgraduate study required discipline and resilience, further contributing to my growth.

I am now close to completing my master’s degree, with just two subjects left. The program has expanded my knowledge of leadership theory, healthcare management, and gerontological and rehabilitation frameworks. These studies have not only enhanced my clinical practice but also deepened my understanding of the broader challenges in healthcare leadership. This journey has solidified my goal of becoming a Nurse Practitioner specialising in mental health and rehabilitation. This advanced practice path aligns with my passion for holistic, evidence-based care and offers opportunities to contribute to clinical education and healthcare innovation. The skills, confidence, and leadership I developed through the New Graduate Program have prepared me for this next step in my career.

I am deeply grateful to the Australian Rotary Health for their essential financial and moral support during this journey. Their assistance eased financial burdens, allowing me to engage with both clinical and academic responsibilities fully. This generosity has been vital to my professional development and has motivated me to strive for excellence in nursing practice and leadership.

The Rotary Club’s dedication to supporting professional growth and community leadership mirrors the values I aim to uphold in my career. I offer my heartfelt thanks for your confidence in my potential and your ongoing commitment to supporting future healthcare professionals.

Looking back over the past year, I recognise substantial growth in all areas of my personal and professional life. The New Graduate Program has honed my clinical skills, enhanced my communication, and strengthened my leadership. Integrating hands-on experience with advanced academic study has equipped me to pursue my long-term goal of becoming a Nurse Practitioner and to make meaningful contributions to mental health and rehabilitative care. I remain committed to lifelong learning, compassionate leadership, and excellence in nursing.