HNB3217 Cardiac Nursing

Answer

Cardiac care unit nurses

In the cardiac care unit nurses perform various tasks in order to achieve the health goal already set for the patient (Allan et al., 2010). The nurses can perform in a hospital’s heart care department, a medical, emergency department, or progressive care division. To deliver the good services for cardiac patient nurse needs to be skilled in that field (Patricia Benner, & Christine Tanner, 2009). In this particular essay, the professional and scope of practice that characterizes the specialty of nurses will be analyzed with the additional training and education needed to change form a novice to the expert in the cardiac care services.

Cardiovascular disorder (CVD) is a critical worldwide health problem, and cardiovascular nurses can play a key important role in reducing the global burden of the disease and helping to enhance outcomes in the cardiac patient. Cardiovascular nurses need to gain the knowledge, expertise, and assets that can empower them to work as leaders in the cardiac care unit.

Nurses should gain advanced risk assessment skills and assessment of any subclinical disease (Duffield, Diers, O’Brien-Pallas, Aisbett, Roche, King, & Aisbett, 2011). Nurses must have knowledge of the multifaceted area of new risk aspects for atherothrombosis, counting markers of swelling and dimension of lipoprotein element size and thickness. Along with the understanding of the evidence underlying numerous imaging modalities, containing the dimension of carotid intima-media wideness and of coronary artery calcium, is desirable, to recommend patients of the helpfulness of these approaches as threat calculation tools (Duffield et al., 2011). To develop leadership ability, nurses should also grow cultural ability to be capable to deliver excellent care to progressively varied patient populations. The threats of heart-related issues (CVD) and health consequences are prejudiced by social, economic, environmental, and biological factors (Cashin et al., 2015). To attain reasonable results, cardiovascular nurses should familiarize with a range of social and cultural conditions. Psychosocial factors like depression give rise both to the pathophysiology of atherothrombosis and to behavioral alterations to CVD controlling and risk lessening. One of the main problems facing cardiac care nurses is the development of abilities in dealing with a person (patient) on long-term behavioral change. These types of skills are specifically critical in the Cardiac care unit (Cashin, Buckley, Donoghue, Heartfield, Bryce, Cox, & Dunn, 2015).

In the pharmacological context, the nurse needs a detailed understanding of the big armamentarium of medicinal agents associated with cardiovascular risk lessening (Cashin et al., 2015). The nurse should hold prescriptive right, a strong knowledge of pharmacological medicines that can provide credibility in training patients on the long-term perseverance with treatment. The novice nurses to become expert in cardiac care unit must have functioning information of the pathophysiologic progression of CVD from initial fatty streak to the endothelial impairment, and plaque development (Truong, Maahs, & Daniels, 2012).

The Scope of Practice Statement is accompanied by the Standards of Professional Nursing Practice. Some of the nursing standards that should be met by every novice nurse in order to become an expert nurse in the cardiac care unit includes: Standard 1; patient assessment is the most important practice and nurses should collect relevant data and /or information related to the patient’s health or the condition, Standard 2; Diagnosis is another standard according to that The nurses must analyze the assessment information and data to conclude actual or possible diagnoses, complications, and problems, Standard 3; The novice nurses must be skilled to identify the expected results for a strategy customized to the patients or the condition. Standard 4; the novice nurse must learn to develop a plan that recommends strategies to achieve predictable, quantifiable outcomes, Standard 5. Implementation is the last and important standard that every nurse should learn to use in order to become expert (LeMone et al, 2015).  The registered nurse must be able to implement the pre-identified plan. The novice nurses should also adopt some Additional education and training to be an expert nurse in the cardiac care unit such as communication skills, emotional stability, empathy, flexibility, interpersonal and problem-solving skills (Scanlon, Cashin, Watson, & Bryce, 2012). Communication Skills; therapeutic communication skills are considered as the basic establishment for any type of career, but for nurses, it is the must. The expert nurse has outstanding communication abilities, particularly when it comes to talking and listening to the patient and their family members (Scanlon, Cashin, Watson, & Bryce, 2012). Emotional Steadiness; nursing is the hectic job where disturbing situations are mutual. The capacity to admit pain and death deprived of allowing it to get personal is important (Ross, Barr, & Stevens, 2013).

NMBA nursing competencies for professional nurses includes practices in the accordance with the legislation affecting the nursing practices and health care like identifying the legislations governing nursing practices and identifying the legal obligation for medication and patient care (NMBA, 2010). The nurses should fulfil their duty y carrying out nursing interventions in accordance with the recognised standard of practice and by clarifying the responsibilities for factors of care with other team members. Nurses should also recognise and respond properly to unsafe or unprofessional practices (NMBA 2010). They should practice according to the specialized and moral nursing framework by ensuring the personal values and attitudes and recognising and accepting the rights of others. They should acknowledge the dignity, values, cultures and beliefs of others in relation to healthcare (NMBA, 2006).

Nurses are the key health professionals in the healthcare setting and can play a vital role in cardiac care units in different situations. To deliver a good health care to the patient and to become an expert form a novice nurse they should possess some attributes including risk assessment, understanding of pharmacology, and pathophysiology of the disorder. The scope of practice that must be followed includes patient assessment, diagnosis ability, identifying excepted outcomes, developing pan, and implanting the plan successfully. Some of the additional education and training the nurses should implement in their practice are; good communication skills emotional stability in an adverse situation, flexibility with working hours and responsibility, and interpersonal and problem-solving skills.

References

Allan, C. K., Thiagarajan, R. R., Beke, D., Imprescia, A., Kappus, L. J., Garden, A., & Weinstock, P. H. (2010). Simulation-based training delivered directly to the pediatric cardiac intensive care unit engenders preparedness, comfort, and decreased anxiety among multidisciplinary resuscitation teams. The Journal of thoracic and cardiovascular surgery, 140(3), 646-652.

Cashin, A., Buckley, T., Donoghue, J., Heartfield, M., Bryce, J., Cox, D., & Dunn, S. V. (2015). Development of the nurse practitioner standards for practice Australia. Policy, Politics, & Nursing Practice, 16(1-2), 27-37.

Duffield, C., Diers, D., O’Brien-Pallas, L., Aisbett, C., Roche, M., King, M., & Aisbett, K. (2011). Nursing staffing, nursing workload, the work environment, and patient outcomes. Applied nursing research, 24(4), 244-255.

Katsikitis, M., McAllister, M., Sharman, R., Raith, L., Faithfull-Byrne, A., & Priaulx, R. (2013). Continuing professional development in nursing in Australia: Current awareness, practice, and future directions. Contemporary Nurse, 45(1), 33-45.

LeMone, P., Burke, K., Dwyer, T., Levett-Jones, T., Moxham, L., & Reid-Searl, K. (2015). Medical-surgical nursing. (2^nd ed.). Australia: Pearson Higher Education AU.

Moxham, L. (2012). Nurse education, research, and evidence-based practice. (3^rd ed.). Australia; Pearson Higher Education AU

NMBA (2006). National competency standards for registered nurses. Retrieved from: https://webcache.googleusercontent.com/search?q=cache:bbV_d14r2eoJ:https://www.nursingmidwiferyboard.gov.au/documents/default.aspx%3Frecord%3DWD10%252F1350%26dbid%3DAP%26chksum%3DYp0233q3xmE5YVjiy%252Fy0mA%253D%253D+&cd=2&hl=en&ct=clnk&gl=in

NMBA (2010). National competency standards for registered nurses. Retrieved from: https://webcache.googleusercontent.com/search?q=cache:MAUKelxFwusJ:https://www.nursingmidwiferyboard.gov.au/documents/default.aspx%3Frecord%3DWD10%252F1342%26dbid%3DAP%26chksum%3DN5ws04xdBlZijTTSdKnSTQ%253D%253D+&cd=1&hl=en&ct=clnk&gl=in

Patricia Benner, R. N., & Christine Tanner, R. N. (Eds.). (2009). Expertise in nursing practice: Caring, clinical judgment, and ethics. Springer Publishing Company.

Ross, K., Barr, J., & Stevens, J. (2013). Mandatory continuing professional development requirements: what does this mean for Australian nurses. BMC Nursing, 12(1), 9.

Scanlon, A., Cashin, A., Watson, N., & Bryce, J. (2012). Advanced nursing practice hours as part of endorsement requirements for nurse practitioners in Australia: A definitional conundrum. Journal of the American Academy of Nurse Practitioners, 24(11), 649-659.

Truong, U. T., Maahs, D. M., & Daniels, S. R. (2012). Cardiovascular disease in children and adolescents with diabetes: where are we, and where are we going?. Diabetes Technology & Therapeutics, 14(S1), S-11.