HLT54115 Nursing

Part A Learning needs

Registered nurses have sole responsibility of planning and communicating nursing practice. They undergo appraisal processes through comprehensive, informative and evidenced-based approaches. Under the National Registration and Accreditation Scheme, it requires nurses to meet this set standard and continue to enhance professional developments before enhancing and facilitating registration.

The Nursing and Midwifery Board of Australia, (NMBA, 2018), ensures that registered nurses identify their learning needs based on evaluations undertaken, develop a brief plan on needs identified; participate in continuous development and reflection on the value of the activities engaged.

Identified NMBA standards include;

NMBA Standards 2: Engages in therapeutic and professional relationships.

NMBA Standard 5: Develops a plan for nursing practice

Newly registered nurses are able to make statements based on achieved standards. The NMBA registration process allows for continuous development as a mandatory requirement. Thus it expects the nurses in the association of making structured form and planning engaging in this practice and measure their performance based on the national competency standards available. Continuous nursing development is engaged with purposeful maintenance and improvement of professional practice, knowledge and skills in order for nurses to remain relevant in their practice, (Arnold & Underman, 2011, pp 75). In view of this, CPD for NMBA 5 is recognized as a commitment of professionalism, keeping up to date information and seeking professional continuous improvement.

Areas of focus in enhancing my learning needs;

1. Enhancing my therapeutic  and professional relations
2. Improving my nursing practice knowledge base for continuous quality care

Enhancing therapeutic relationships with the nurses play key roles in enhancing the positive outcome, (Erikson & Blazer-Riley, 2015, pp 18). Further CPD acknowledges various learning needs from the healthcare professionals. The CPD in my case will be crucial in ensuring effective service quality and other care services. Hence as a registered nurse in my profession allows maintained of competency and aim for continuous development in my standard of service I offer.

Part B:

Evidence record

Self-directed continuing professional development

Name: NMBA Standard 5: Develops a plan for nursing practice

Evaluation process

NMBA Standard 5: Developing a plan for nursing practice

A critical reflection on my practice entails developing an exemplary learning outcome, as a registered nurse. Nursing practice is a critical care service which enhances patent centered care coupled with evidence-based approaches to restore health state. As a registered nurse, working in a therapeutic and professional environment entails enhancing positive care practice, (Grace, Oster, O’Kone, Haam & Cochrane, 2018). However, at times, challenges exist in implementing health-related policies in Australia.  

Promoting and enhancing professional competency is a key attribute towards improving and developing positive nursing practice. Being competent in terms of delivery of care and offering the needed assistance is crucial for enhancing the development of nursing practice, (Shekdon, 2009).

As a registered nurse, professional development in nursing practice plays a vital role. Enhancing continuous thinking and analysis of thought full processes are key to maintaining constructive relationships. Registered nurse practice entails continuous thinking and assessing the context of development and maintaining constructive relationships. For an effective process such as this entails the need to develop through enhanced professionalism and enhancing the capability for enhancing development practice. Registered nurses are engaged in coordination of safe and quality nursing care. Thus in engaging in this process, entails comprehensive assessment and implementing an evaluation plan. As registered nurses, being responsible and accountable is one aspect which is vital in my nursing development plan.

A registered nurse plays a critical role in facilitating autonomous practice with the systems and enhancing positive nursing outcomes.The activities engaged in implementing this nursing outcome needs to be enhanced by my nursing practice gaps. The activity improved my knowledge on the application of effective nursing skills and application of evidence-based nursing practice so as to ensure that positive learning outcomes are achieved.

The activity improved my skills and scope of knowledge. Learning some of the evidence-based practices and enhances positive outcome in my nursing field. Thus engaging in the continuous process of the activities ensures that patients receive adequate care and improved health outcomes as best care is provided to them.

NMBA Standard 2: Need for learning and Engaging in therapeutic and professional relationships.

Registered nurses have the sole role of engaging in effective and purposeful relationships. This means there is a need for cultivation and engagement of mutual respect in professional’s relationships. The therapeutic relationship in my nursing role entails defining and helping relationships which are built on mutual trust and respect with the patient and nurturing faith and hope for the ones being care for. The caring relationships are often built when there is a conducive environment for a nurse-patient relationship in health care, (Miller & Nambiar-Greenwood, 2011).

Nurse’s role in building relationship entails building trust, intimacy and respect and empathy feelings. It further requires an act of making decisions towards the best interest of the patient. Evidence approaches have argued that an important factor in building effective therapeutic relations between the patient and the nurse in healthcare practice. Enhancing caring relationships offers an opportunity for me together with the patient thus creating harmony and promotes faster healing, (Walshe & Luke, 2010 pp 1168).

Thus, in my healthcare context as a registered nurse, engaging in therapeutic relationship is one of the most critical factors in establishing an effective relationship between the nurse and the patient. Further, enhancing the interaction of the staff and the professional team aims at enhancing therapeutic relationships and enhancing patient-centered care outcomes. The crucial value which the activity on my practice is enhancing positive outcome on skills level and prepare me adequately for the positive patient care delivery process.

According to Belcher & Jones, (2009 pp 145), enhancing key professional competency skills is a critical aspect in the nursing career and an attribute which I have to develop and cultivate. Caring for patients often involves a lot of interactions. Thus incorporating key nursing skills and competencies is key in enhancing nursing knowledge.

Dealing with emotionally charged scenarios in my practice is paramount. Helping patients in overcoming painful experiences is a vital tool in enhancing positive health outcomes. Understanding various patient situations and developing traits such as being understanding, caring and nonjudgemental enhances the strong ability to empathize the patients, (Dogherty, Harrison & Graham, 2010 pp 77).

Compassion and empathy are vital aspects of the learning process are the key foundations of nursing care. In different nursing case situations, nurses have the crucial role of dealing with the sick people and enhancing caring and compassionate attitude. Understanding how to act and behave yourself as a nurse in such sections plays a crucial role and a factor towards improved health outcomes, (Ward-Griffin, 2016).

As a registered nurse, acting in the best interest of the patient is an essential aspect of maintaining relationships. As a nurse, ensuring clients needs are met is a key concept of being professional. Studies and reviews done have shown that clinical assessment and observation of the body, mind, and emotions are ideal for effective healing processes, thus in offering care to patients, considering this aspect is vital for positive healthcare outcome. Necessary competencies in enhancing these critical skills are best calculated through building effective therapeutic relationships between the different professionals in the healthcare unit, (Wassenaar et al., 2015 pp 3235-3238).

Building my professional practice entails building nurse-client relationships, good and sound background, illness knowledge. Enhancing effective communication facilitates easy communication between different healthcare staff and other professional colleagues. As a nurse applying this concept is vital in creating and maintaining nurse-client relationships. Thus all aspects of therapeutic relationships are often interrelated. Thus there is the need for building and expanding on this framework so as to achieve and improve therapeutic relations in my service field, (Adams, Mannix & Harrington, 2017 pp 75).

The activities engaged in this exercise played a vital role in ensuring that preferred patient development is calculated within the patient set up. Enhancing therapeutic relational and professional association within the different health care practisers enhance the promotion of trusts and cultivates respect within the different health care staff available in the facility. The activity engaged ensured that socialization within the different professionals in the healthcare facilities has enhanced positive therapeutic relations.

Further action on my nursing practice

Nursing practice is a process which incorporates various perspectives in implementing care to the patients. Thus enhancing and initiative other nursing key practice is vital. Completing this task yielded positive results outcome. However, improving n some few aspects can be effective in this process.  Knowing boundaries, forms an integral part of nursing care practice. Boundaries are crucial in a nurse-patient relationship. They depict invisible structures which may be reflected through ethical, legal and professional frameworks’ the boundaries I ensure that the focus of the established relationship remains on client needs. Boundaries have a self-rule of ensuring that the health goal and relationship ends when the goal is met, (Tang, Zhou, Chan & Liaw, 2018 pp 14).

The role of a nurse is to ensure that these attributes are embedded in my nursing practice. Anything which hampers client relationships with registered nurse needs to be disallowed. Nurses play a crucial role in ensuring that positive relationships are built.

Further goal setting through a collaborative process for the nurses is a key process which needs to be learned and incorporating in the learning activities. Goals setting are part of the professional development which ensures that there is focus on the patient. This critical aspect needs to be embedded in professional development and ensuring that nursing practice adopts itself to this key parameter, (Adams, Mannix & Hannington, 2017 pp 78). Reflecting these key aspects ensures that nursing development standard is improved.

Practices for implantation of NMBA are often diver and open a wide range of activities. Further, there are no specific keys instructions pertaining to its implementation. The NMBA core direction is to undertake key activities which help in achieving the desired nursing outcome. Continuous development will thus entail implementation of activities such as; feedback reflection, practice on clinical audits, participation in professional reading fostering education developing policies which promotes competency development.  

Further, this task did not provide much needed reflective process which is essential in nursing practices. Reflective process revolves around reviewing experiences and evaluating outcomes for nursing practice development. Reflection is a critical aspect of learning and improving self-competency and learning opportunities. It entails focussing on how nurses, patients, and other healthcare related personal interest and cooperate and understand each other better, (Ortiz, 2016).

Further, reflective process highlights key factors in the intermingling process between the practitioners and the interrelationships which revolve around the intellectual thinking which provides a vehicle for nursing care delivery and competency development, (Bulman et al., 2016 pp 150). Reflective process in his assessment is able to provide and develop skilled procedures which have its own beliefs and principles which they are competently offered to healthcare consumers.

Therefore reflective process in this task is key in providing heightened and deeper awareness for the variety of reasons which shape informed care practice in healthcare practice. Achieving a reflective process in the nursing field can be a times challenging, thus building competencies on this section offers an opportunity for self-evaluation and sharpening practicing skills.

References:

Adams, A.M.N., Mannix, T. and Harrington, A., 2017. Nurses’ communication with families in the intensive care unit–a literature review. Nursing in critical care, 22(2), pp.70-80.

Arnold, E.C. and Boggs, K.U., 2015. Interpersonal Relationships-E-Book: Professional Communication Skills for Nurses. Elsevier Health Sciences.

Belcher, M. and Jones, L.K., 2009. Graduate nurses’ experiences of developing trust in the nurse–patient relationship. Contemporary Nurse, 31(2), pp.142-152.

Bulman, C., Forde-Johnson, C., Griffiths, A., Hallworth, S., Kerry, A., Khan, S., Mills, K. and Sharp, P., 2016. The development of peer reflective supervision amongst nurse educator colleagues: An action research project. Nurse education today, 45, pp.148-155.

Dogherty, E.J., Harrison, M.B. and Graham, I.D., 2010. Facilitation as a role and process in achieving evidence?based practice in nursing: A focused review of concept and meaning. Worldviews on Evidence?Based Nursing, 7(2), pp.76-89.

Erickson, M., & Blazer-Riley, J. 2012. The Client-Nurse Relationship: A Helping Relationship. In Communications in Nursing (Seventh ed., pp. 16-31). St.Louis, Missouri: Elsevie

Gerace, A., Oster, C., O’kane, D., Hayman, C.L. and Muir?Cochrane, E., 2018. Empathic processes during nurse–consumer conflict situations in psychiatric inpatient units: A qualitative study. International journal of mental health nursing, 27(1), pp.92-105.

Nursing and Midwifery Board of Australia, 2016. Retrieved from https://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Professional-standards.aspx

Ortiz, J., 2016. New graduate nurses’ experiences about lack of professional confidence. Nurse education in practice, 19, pp.19-24.

Sheldon, L.K., 2009. Communication for nurses: talking with patients. Jones & Bartlett Learning.

Tang, C.J., Zhou, W.T., Chan, S.W.C. and Liaw, S.Y., 2018. Interprofessional collaboration between junior doctors and nurses in the general ward setting: A qualitative exploratory study. Journal of nursing management, 26(1), pp.11-18.

Templeman, J. and Keeling, J., 2013. Communication, interpersonal skills, and decision making. Nursing: Decision-Making Skills for Practice, p.107.

Walshe, C. and Luker, K.A., 2010. District nurses’ role in palliative care provision: a realist review. International journal of nursing studies, 47(9), pp.1167-1183.

Ward-Griffin, C., 2016. Negotiating care of frail elders: relationships between community nurses and family caregivers. Canadian Journal of Nursing Research Archive, 33(2).

Wassenaar, A., van den Boogaard, M., van der Hooft, T., Pickkers, P. and Schoonhoven, L., 2015. ‘Providing good and comfortable care by building a bond of trust’: nurses views regarding their role in patients’ perception of safety in the Intensive Care Unit. Journal of clinical nursing, 24(21-22), pp.3233-3244.

Webb, L., & Holland, K. (Eds.). (2011). Nursing: Communication Skills In Practice. Oxford: Oxford University Press.