This assignment emphasizes on a case study that converges focus on a case that revolves around a nurse who is working at a hospital and is appointed for a night shift. The person performs his duty along with the assigned staff that holds a student nurse assigned to grade the health chart of the patients. The person further elaborates on how the negligence of the student nurse and the fact that she did not report the marks obtained, although it was something to be taken into account, almost took the life of the patient. Below are discussed the required factors following the case study.
There is a total of seven nursing and midwifery board AHPRA (NMBA) nursing standards. All seven are useful while dealing with the daily arising problematic factors that can be reduced using these practice standards. Out of the seven practice standards, here below is stated the implementation of three (Ungar & Hadfield, K., 2018).
Standard 01: Engages in therapeutic and professional relationships.
This practice focuses on the birth of mutual trust and respect in professional relationships that includes interconnected generosity between the stakeholders, in this case, between the nurses themselves and with the patient. This practice will help the registered nurses and those on an internship, the college student, to provide sustenance and direct people to resources to enhance health-associated choices.
Standard 02: Develop a plan for nursing practice.
This practice focuses on using data acquired from the assessments that lead to developing a plan on the best available evidence and constructing nursing practice plans until the required goals are met with the relevant person like the appropriate nurse and the patient. This practice would lead the staff to devise a better method to manage their duties and how the patients should be treated, also it would educate those who do not have enough knowledge. Also, educating about how important it is to measure the readings and take action for the patient that came out to be septic.
Standard 03: Evaluates outcomes to perform the nursing practice.
This practice teaches the nurse to take responsibility for assessing techniques to be used based upon the agreed set of prioritized goals (Power, 2015). The nurse is guided to evaluate the patient through specific ways to do around and revise the plan based on the evaluation of the septic patient.
Studying the NMBA code of conduct, four basic principles can be followed and put in the case study to acquire better results. Out of these four, this case study will be analyzed, keeping in view two principles of the NMBA code of conduct (Forrester, 2018).
Practice effectively: According to this principle applied to the case study, it demands the nurse to deliver and advise the patient's treatment based on an assessment of his disease done. For example, the patient targeted in this case is septic, thus keeping this in mind, practices related are to be kept in mind, clear communication and co-operation along with the nourishing skills and experiences of the nurses for the benefits of the patients who are currently under observation (Ossenberg & Henderson, 2015).
Preserve safety: the principle when applied to this case study brings out the abilities of the nurse to diagnose and work within the bounds of aptitude along with the ability to openly communicate to aspects related to care and treatment with the inclusion of mistakes and harm—educating the nurse how to tackle an emergency faced (Jefford & Jomeen, 2015). Also act without a delay if the patient is to meet a risk or life threat or security threat like the patient who was septic happened to get a problematic situation that was faced in the ward.
Out of the four elements of the international council of nurses, this case study is more relatable to nurses and people, and the second one is nurses and practice.
Nurses and people focus on human rights and values being implemented in an environment for the accustomed and respected. This element helps the nurse to ensure that the patients receive accurate, appropriate and sufficient timely information in a manner that respects the respective culture on which the care and treatment of the individual patient have consented.
This element of the international council of nurses helps educate the nurses to share his/her responsibility for initiating and supporting actions and tasks to meet the needs of the patient that holds social and individual health needs. Furthermore, it promotes justice and equality in the provision of resources to the targeted audience. Along with these, the nurse will be taught the value and importance of professional ethics and values that eventually are directly related to the patient.
The second element, nurses and practice, focuses on teaching the nurses to carry their responsibilities and liabilities for the techniques they are using, to keep competing with the continuous learning process and nourishing their skills and knowledge.
Furthermore, this would lead the nurse to maintain their standard in case of the patient that was septic so that the health of the patient is not affected in the wrong way, and the ability to provide the necessary care and treatment is not conceded.
It will also encourage the nurse to maintain the standards of conduct that will reflect their ethical behavior on their profession, eventually effecting the health care receiving patient who possessed sepsis.
The ethical principles that need to be put in focus and are the most relatable to this case study are:
The first one focuses on the detailed decision making ability of the staff and patient mutually for better access to ways to provide treatment when it is required. This also incorporates people who can verify and access the true meaning and use of data given to them while decision making is initiated about nursing healthcare (Blackwood & Chiarella, 2020).
Nurses will make thoroughly informed decisions and options selections concerning the practice that in encapsulated with constraints applied to their professional roles that go following ethical and legal needs.
This also provides the nurses with the ability to recognize their decision-making strategies surrounded by constraints and circumstances beyond personal control. Informed decision making cannot continuously be fully comprehended (White & Rispel, 2015).
The next principle nurses value management of information states the group and administration of information are achieved with expertise, competence and integrity. This very deed requires the data and information that is being analyzed and observed to be accurate and is relevant to the health of the respective patient. The record made holds all data that can be later added on but cannot be altered or changed. The ethical management of data of the patient involves respecting his privacy and confidentiality without compromising the health of the patient ( Johnstone& Crock, 2015). The data of the patient includes both his clinical and research data to help to strengthen the observation of his disease. It also converges focus over requirements that might apply to the exchange of information with cultural implication for the patient.
The eight National Safety and Quality Health Service (NSQHS) Standards hold their unique importance and usage under this case study; however, two standards are incorporated: clinical governance standard and communicating for a safety standard.
The first standard intends to implement a clinical governance framework to the administration as the case study came to disclose the falling reputation below standards of the institute. Small factors were resulting in huge losses. This standard intends to ensure that patients and consumers get safe and high-quality health care.
Individuals at all levels in the organization build and make use of clinical governance systems to improve the safety and quality of health care being provided for the patients, especially the ones who are in a difficult situation like the patient who was septic.
The administration safeguards that the organization's prioritized safety and quality discourses the specific health requirements of the targeted audiences.
The double standard, named as communicating for safety standard, is applied, keeping in view the conditions met regarding the septic patient. This standard guarantees appropriate, purpose-driven and operative communication and certification that support ongoing, synchronized and safe care for patients(Greenfield & Hinchcliff, 2015).
This further applies the quality improvement system from the clinical governance standard. That includes monitoring the effectiveness of clinical communication and associated processes.
It guides for implementing strategies to advance clinical communication and allied procedures.
A student nurse is like a fresh graduate who doesn't have any substantial experience. This same statement leads to the birth of factors that cause problems and gaps during the transition from a student nurse to a registered nurse. The qualities a registered nurse possess is something gained with experience more knowledge implemented. The transition from a student to a registered nurse can include multiple emotions overwhelming the person since they lack encounters with real-life fieldwork.
The transition brings the nurses striving to acquire more and more knowledge regarding the work they are assigned. Multiple showering of questions being asked related to what is posted, how to do it, and what should be the outcome of this work. These factors lead the newly transited nurses to spend a lot of time trying to understand their position(McDermott-Levy & Leffers, 2018).. Many times the challenges faced make the person think whether their career choice was right or not. And looking up to those with some expertise, they are urged to learn faster and more.
The time of transition period between the student to registered nurse is a time that puts the person in utter amazement. The two fields are indeed very different. Not always what the books say is implemented in the real-world; neither what is encountered in the real-world is written down in book examples everywhere.
So, it is very familiar and expected for nurses to feel insecure and unsure about their abilities if they are good enough to become a registered nurse or not, difficulties are faced, yet making the person more robust and more ready and more educated.
Resilience can be defined as the capability to improve and mend rapidly from a problematic or challenging situation. For nurses to size on strength, they necessitate being able to yield and stay in control of their heart, mind and body throughout the day (Rushton & Batcheller, 2015).
In many nursing specialties areas, the nurses providing mental health care experience a fraction of job dissatisfaction and vice versa. To reduce this factor, nurses must develop protective and robust strategies that will facilitate emotional toughness and modify the adverse effects of adversities to strengthen their resilience.
To care for mental health care receivers, nurses must consciously make sure that the saying 'use their own person' strategy. The apparent factor for some that might think that they cannot do it correctly for they are new to the practice or they do not possess enough knowledge to go with. A lack of expertise in nurses can develop a negative perception of their patients, resulting in compromised care (Reyes & Andrusyszyn, 2015).
Another problem that is mostly encountered is safety and security caring for involuntary health care providing nurses. Hostility and aggression towards nurses can prove to be a source of stress for them. With these challenges, nurses might perceive that the dignity of health care providers is violated and exposed.
Nurses experience diversities while providing care to mental health receivers, which can promote demotivation, but it can be overcome by the use of several strategies (Clarke & Ells, 2017).
For example, the use of a coping mechanism can strengthen resilience. Findings acquired in this field suggest using these mechanisms lower risk factors, and they render quality care, and the provision of mental health care to involuntary mental health receivers can be articulated (Mcdonald & Jackson, 2016).
Power, A. (2015). Contemporary midwifery practice: Art, science or both? British Journal of Midwifery, 23(9), 654-657.
Johnstone, M. J., & Crock, E. (2015). Dealing with ethical issues in nursing practice. Transitions in Nursing-E-Book: Preparing for Professional Practice, 143.
Jefford, E., & Jomeen, J. (2015). "Midwifery abdication": A finding from an interpretive study. International Journal of Childbirth, 5(3), 116-125.
Ossenberg, C., Henderson, A., & Dalton, M. B. (2015). Determining attainment of nursing standards: The use of behavioural cues to enhance clarity and transparency in student clinical assessment. Nurse education today, 35(1), 12.
Greenfield, D., Hinchcliff, R., Banks, M., Mumford, V., Hogden, A., Debono, D., ... & Braithwaite, J. (2015). Analysing 'big picture' policy reform mechanisms: the Australian health service safety and quality accreditation scheme. Health Expectations, 18(6), 3110-3122.
Reyes, A. T., Andrusyszyn, M. A., Iwasiw, C., Forchuk, C., & Babenko-Mould, Y. (2015). Resilience in nursing education: An integrative review. Journal of Nursing Education, 54(8), 438-444.
Delgado, C., Upton, D., Ranse, K., Furness, T., & Foster, K. (2017). Nurses’ resilience and the emotional labour of nursing work: An integrative review of empirical literature. International Journal of Nursing Studies, 70, 71-88.
Rushton, C. H., Batcheller, J., Schroeder, K., & Donohue, P. (2015). Burnout and resilience among nurses practicing in high-intensity settings. American Journal of Critical Care, 24(5), 412-420.
Mcdonald, G., Jackson, D., Vickers, M. H., & Wilkes, L. (2016). Surviving workplace adversity: a qualitative study of nurses and midwives and their strategies to increase personal resilience. Journal of Nursing Management, 24(1), 123-131.
Clarke, S., Ells, C., Thombs, B. D., & Clarke, D. (2017). Defining elements of patient-centered care for therapeutic relationships: A literature review of common themes. European journal for person centered healthcare, 5(3), 362-372.
Ungar, M., Hadfield, K., & Ikeda, J. (2018). Adolescents’ experiences of therapeutic relationships at high and low levels of risk and resilience. Journal of Social Work Practice, 32(3), 277-292.
Forrester, K. (2018). Codes of Conduct-A New Era for Nursing and Midwifery in Australia. Journal of law and medicine, 25(4), 929-933.
Blackwood, S., & Chiarella, M. (2020). Barriers to uptake and use of codes of ethics by nurses. Collegian.
White, J., Phakoe, M., & Rispel, L. C. (2015). ‘Practice what you preach’: Nurses’ perspectives on the Code of Ethics and Service Pledge in five South African hospitals. Global Health Action, 8(1), 26341.
McDermott-Levy, R., Leffers, J., & Mayaka, J. (2018). Ethical principles and guidelines of global health nursing practice. Nursing Outlook, 66(5), 473-481.
Remember, at the center of any academic work, lies clarity and evidence. Should you need further assistance, do look up to our Nursing Assignment Help
Proofreading and Editing$9.00Per Page
Consultation with Expert$35.00Per Hour
Live Session 1-on-1$40.00Per 30 min.
Doing your Assignment with our resources is simple, take Expert assistance to ensure HD Grades. Here you Go....
My Assignment Services acknowledges the academic integrity guidelines prescribed as per Australian Universities to ensure that the services, sample material, and study resources available on our website, in no way are utilised to commit academic misconduct of any type. All users of our services must adhere to and affirm acceptance of all conditions elucidated in our policy document on academic integrity.