Nurses Responsibilities in Leading a Team to Ensure National Safety and Quality Health Service (NSQHS) Standards

Introduction to National Safety and Quality Health Service

The role of skilled nurses in quality improvement is two-fold, conducting interdisciplinary initia-tives to achieve organizational QI targets and assessing, enhancing and monitoring midwifery-sen-sitive metrics influencing nursing-specific outcomes of patients (Nhongo et al., 2018). Nurses thus play a critically important role in maintaining patient safety by tracking patients for clinical deterio-ration, identifying mistakes and near-misses, recognizing the care processes and vulnerabilities in-herent in certain systems, and performing numerous other activities, among other members of the health care team (Warshawsky & Cramer, 2019). The NSQHS Standards are primarily aimed at protecting the public from harm and enhancing the quality of health service provision. They include a quality assurance framework which examines whether there are appropriate measures in place to make sure that expected safety and quality standards are met (Park, 2017). In this essay we will ex-amine the role and duty of nurse managers through leading a team to ensure National Safety and Quality Health Service (NSQHS) expectations are met while delivering quality patient care through clinical teaching and will implement the relevant leadership styles.

Leadership Styles

Transformational Leadership

The transformational (often called visionary) nurse manager focuses on the larger picture (enhanced patient treatment, improved procedures and processes), and way to get there. This approach works well when major changes and enhancements are made in the hospital, clinic, or other healthcare fa-cility. Transformation leaders have the ability to inspire confidence, respect for employees, and ex-press loyalty through a common vision, leading to improved efficiency, enhanced employee en-gagement, and job satisfaction (Rudden et al., 2017).

Rationale

This leadership style is chosen as it can help to deliver holistic treatment to all patients and ensure compliance with National Safety and Quality Health Service (NSQHS) requirements, including ac-tivities related to health literacy, end-of-life treatment, care for Indigenous and Torres Strait Is-landers, and care for people with experienced mental illness or cognitive disability experiences. It will also allow patients to get better treatment. This style of leadership will help drive a team more effectively.

Democratic Leadership

The manager of the democratic nurse seeks input from superiors and promotes transparent contact. Eventually, decisions are taken by the boss, but stakeholders and team leaders are asked for truthful input, and input is given in return. This style works well when the nurse needs to create trust- and accountability-based relationships with staff members or when it's a priority to develop structures and processes (Mustafa et al., 2019). Democratic leadership style in nursing promotes the participa-tion of junior workers in an organization's decision making process. While the final decision is of the leader, before finalizing anything, she gathers information, input and ideas from all the staff members.

Rationale

This style of leadership is chosen because it can help organize a team more effectively. This will encourage subordinates to express a dream and use goals as motivational motivation. The vision and suggestions of all team members will be expected to incorporate by clinical training the Na-tional Safety and Quality Health Service (NSQHS) standards (Marion et al., 2016). Therefore the entire team members will be helped in delivering better patient care.

RN’s Responsibilities

Credibility is the cornerstone of leadership and nine qualities that characterize great nurse leader-ship include compassionate understanding, decision-making, empathy, integrity, trust, motivation, fairness and concentration (Mather et al., 2017). Registered nurses perform different duties at work. Including the primary role in the diagnosis and care of patients, their duties often include educating patients and the public on a range of medical conditions, as well as providing social support and guidance to their patient's families.

The standard of nursing care is related to the proper implementation of assessments and procedures intended to improve patient outcomes and to avoid adverse events (Liljamo et al., 2017). The spe-cialty nurse leader oversees the coordination of patient care, including the creation of treatment plans, the selection and review of clinical outcomes, and the management of medical teams for pa-tients. These nurses will also take the lead in efforts to improve wellness and prevent disease. Nurse leaders have one duty to speak for patients, nurses and the profession. Such activism will include efforts both to ensure proper distribution of resources and to foster healthy work environments. "Activism skills include problem solving, communication and teamwork.

Methods to Lead a Team to Provide Quality Care

Nursing practitioners play a crucial role in guiding a health care organisation's service. It's their duty to inspire and empower their employees to achieve the highest performance expectations. One powerful way of doing so is to adopt a model of transformational leadership, an approach popular-ized by writer James MacGregor Burns (Loveridge, 017). This approach creates an atmosphere, he says, where "leaders and followers advance each other to a higher level of success, morale and mo-tivation." This approach would help improve the productivity of the workers as well as the overall satisfaction of their work. The other approach is to humanize the workplace, which is to recognize first citizens as workers and patients. Instead of viewing the relationships as "patient and provider" or "employee and supervisor," it should be noted that there is contact between people. The change in perspective will allow staff and patients to create trust and respect, leading to higher rates of sat-isfaction for all involved, and all team members will contribute effectively to patient care (Moore et al., 2016).

Role Modelling or Teaching Should the Team Leader Provide During the Shift

A role model manager is one who inspires those who work for him or her, as well as demonstrates managerial competence in many business aspects. Although it is not very simple to have all the fea-tures that suit a leadership role model, it is easy to learn and build on the seven skills that can help you lead, encourage and gain respect (Goode et al., 2016). The teachings involve Maintaining a Positive Attitude, Show Honesty, which is a good manager should make decisions to benefit the company as a whole and not just for him or herself, Lead and Motivate, which means taking sure to always lead by example in a responsible way, and the staff should follow suit. A manager of role models has to be confident. If the leader isn't true to her word and truthful with the staff, the team won't feel inclined to show any respect (Gomez et al., 2017).

This can be done by fostering a work environment conducive to harmonious working relationships and high staff morale, by having fre-quent nursing staff meetings (no less than two months) to promote communication and information sharing, to serve as a role model for nurses in all activities within the center and as a leader of the centre, and to implement change in a planned and responsive way. It is necessary to recognize, en-courage and help review the nursing and clinical practice manuals, ensuring that all registered nurses learn and appreciate the procedures for recording health records, ensuring that adequate safety evaluations are performed in compliance with professional and organization practices, ensur-ing recording of all patient experiences, and prompt implementation and review of treatment plans in line with evidence-based practice

RN Standards of Practice (2016) that Are Demonstrated Through Teaching to Ensure Quality Patient Care.

Registered nurse (RN) activities are person-centred and evidence-based with components that are preventive, curative, formative, compassionate, restorative, and palliative. RNs collaborate with people, as well as families, associations, and organizations in clinical and professional relations. Such individuals may be stable and have a variety of skills, or they may have health challenges due to physical or mental disability and/or safety issues (Gorski, 2017). The physical, emotional, devel-opmental and/or intellectual disabilities can pose these challenges. As defined by the American Nurses' Association (ANA), nursing practice requirements consist of three components: diagnosis, intervention, and assessment skills are established by professional standards of care. Standards of professional excellence define task roles in patient care, advisory and quality assurance (Gilbert et al., 2017).

Professional standards identify nurses 'and midwives' activities and attitudes which include:

codes of conduct, professional guidelines and ethics codes.

The Standards for Practice for Registered Nurses (2016) has taken effect on 1 June 2016. However, the NMBA launched them early on 1 February 2016 to allow RNs time to get acquainted with the new standards. There are 7 standards of practice that include

Standard 1: Critically considers, and analyzes nursing practice

Standard 2: Participates in clinical and professional relations

Standard 3: Retains the capacity for practice

Standard 4: Thorough evaluations

Standard 5: Establishes a strategy for nursing practice

Standard 6: Offers safe, sufficient and responsive quality nursing practice

Standard 7: Reviews findings for informing nursing practice

In quality standard 6, RNs provide and may assign goal-directed acts of quality and ethical nature. They are focused on rigorous and systematic assessment, and are the best evidence available to achieve expected and decided outcomes (El et al., 2017). This offers systematic, healthy, consistent practice for achieving negotiated goals and results that are sensitive to people's nursing needs, per-forms within their scope of practice, properly assigns practice aspects to enrolled nurses and others, depending on the scope of practice of enrolled nurses or the clinical or non-clinical positions of oth-ers, provides appropriate timely guidance and oversight to ensure that assigned procedures are safe and right, meets applicable nursing and health guidelines, standards, regulations and regulations, which uses appropriate mechanisms to detect which monitor possible and real risk-related system issues and where practice may be below planned expectations (Weng et al., 2016).

A focus on NSQHS standards 1, 2 and 6.

Standard 1: Critically considers, and analyzes nursing practice

RNs use a range of analytical approaches and the best available information to make decisions and provide healthy, high-quality, person-centred and information-based nursing practice within frame-works.

The RN:

• 1.1 Accesses, examines and the strongest evidence available, including study results for good quality practices

• 1.2 Create practice by focusing on observations, understanding, behaviour, opinions and be-liefs to determine how these types are practiced

• 1.3 Regards all cultures and experiences, including reacting to the role of the Aboriginal and Torres Strait Islander peoples and people of other cultures as a family and society

• 1.4 Complies with applicable laws, common law, rules, guidelines and other practicable principles or criteria when making decisions

• 1.5 Uses legal structures in decision taking

• 1.6 Maintains reliable, detailed and timely documentation of reviews, preparation, decision-making, decisions and assessments;

• 1.7 Contributes to improving consistency and the related work (Doucette, 2017).

Standard 2: Engages in professional and therapeutic partnerships

RN practice is focused on participating in successful therapeutic and professional relationships with intent. This involves college hospitality in professional relationships, in the form of mutual trust and respect.

The RN:

• 2.1 Establishes, sustains and ends relationships in such a way as to distinguish between pro-fessional and personal relationships

• 2.2 Communicates effectively, and respects the dignity, community, values, beliefs and rights of a individual

• 2.3 Recognizes that people are the experts in life experience

• 2.4 Provides support and guides people to health decision-making services

• 2.5 Advocates on behalf of individuals in a manner which respects the autonomy and legal capacity of the person

• 2.6 Uses delegation, oversight, coordination, consultation and referrals in professional part-nerships to achieve positive health outcomes

• 2.7 Encourages a culture of safety and learning which includes engaging with health profes-sionals (Cashin et al., 2017).

Standard 6: Provides healthy, sufficient and sensitive practice of professional nursing

RNs provide and may assign goal-directed acts of quality and ethical nature. They lay emphasis on thorough and comprehensive assessment, and are the best evidence available to attain anticipated and decided outcomes.

The RN:

6.1 Provides comprehensive, healthy, quality practice for achieving negotiated goals and results that are sensitive to people's nursing needs

6.2 Conducts within its scope of responsibility

6.3 Delegates aspects of practice accordingly to enrolled nurses and others, depending on the area of practice of enrolled nurses or on clinical or non-clinical positions of others

6.4 Provides appropriate timely guidance and supervision to ensure the secure and correctness of delegated practice

6.5, Practices in compliance with relevant health and nursing protocols, requirements, rules and leg-islation and

6.6 Uses correct mechanisms to define and monitor potential and real risk-related system issues and where operation may be below planned standards (Antwi et al., 2018).

Conclusion on Nurses Responsibilities

The role of skilled nurses in quality improvement (QI) is twofold: performing interdisciplinary pro-cesses to achieve organizational QI targets, and assessing, enhancing, and monitoring nursing-sensi-tive measures (NSIs) that influence patient outcomes unique to nursing practice. Thay are Patient-centered as they deliver care that is compassionate and sensitive to individual patient interests, needs, and beliefs, ensuring that all clinical decisions are driven by patient beliefs. Timely: elimina-tion of waits and often disruptive delays for those seeking and delivering treatment. NSQHS Stand-ards are mainly aimed at protecting the patient from harm and enhancing the quality of health care. Nurse managers outline the quality of treatment that health service agencies should be delivering and the processes required to provide that treatment. Senior nurse leadership is mainly about: taking decisions, delegating appropriately; managing conflicts; and behaving in an essential manner.

References for Nurses Responsibilities

Antwi, Y. A., & Bowblis, J. R. (2018). The impact of nurse turnover on quality of care and mortal-ity in nursing homes: Evidence from the great recession. American Journal of Health Economics, 4(2), 131-163.

Cashin, A., Heartfield, M., Bryce, J., Devey, L., Buckley, T., Cox, D., ... & Fisher, M. (2017). Standards for practice for registered nurses in Australia. Collegian, 24(3), 255-266.

Doucette, J. N. (2017). Transforming the role of the nurse manager: a call to action. JONA: The Journal of Nursing Administration, 47(10), S2.

El Haddad, M., Moxham, L., & Broadbent, M. (2017). Graduate nurse practice readiness: A con-ceptual understanding of an age old debate. Collegian, 24(4), 391-396.

Gilbert, J. H., Von Ah, D., & Broome, M. E. (2017). Organizational intellectual capital and the role of the nurse manager: A proposed conceptual model. Nursing outlook, 65(6), 697-710.

Gorski, L. A. (2017). The 2016 infusion therapy standards of practice. Home healthcare now, 35(1), 10-18.

Goode, C. J., Ponte, P. R., & Havens, D. S. (2016). Residency for transition into practice: An essen-tial requirement for new graduates from basic RN programs. JONA: The Journal of Nursing Admin-istration, 46(2), 82-86.

Gomez, N. J., Castner, D., & Hain, D. (2017). Nephrology Nursing Scope and Standards of Prac-tice: Integration into Clinical Practice. Nephrology Nursing Journal, 44(1).

Loveridge, S. (2017). Straight talk: nurse manager role stress. Nursing management, 48(4), 20-27.

Liljamo, P., Kinnunen, U. M., Ohtonen, P., & Saranto, K. (2017). Quality of nursing intensity data: Inter‐rater reliability of the patient classification after two decades in clinical use. Journal of ad-vanced nursing, 73(9), 2248-2259.

Mather, C. A., Gale, F., & Cummings, E. A. (2017). Governing mobile technology use for continu-ing professional development in the Australian nursing profession. BMC nursing, 16(1), 17.

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Marion, L., Douglas, M., Lavin, M., Barr, N., Gazaway, S., Thomas, L., & Bickford, C. (2016). Im-plementing the new ANA standard 8: Culturally congruent practice. Online Journal of Issues in Nursing, 22(1).

Mustafa, S. A. A., Refaat, N. H., Mohammed, F. Z., & Zaki, N. A. E. H. (2019). Quality of Nursing Care Provided for Neonates on Mechanical Ventilation. Assiut Scientific Nursing Journal, 7(18), 41-50.

Nhongo, D., Hendricks, J., Bradshaw, J., & Bail, K. (2018). Leadership and registered nurses (RN s) working after‐hours in Residential Aged Care Facilities (RACF s): A structured literature review. Journal of clinical nursing, 27(21-22), 3872-3881.

Park, C. S. Y. (2017). Optimizing staffing, quality, and cost in home healthcare nursing: theory syn-thesis. Journal of Advanced Nursing, 73(8), 1838-1847.

Rudden, L. C., Hicks, M., Lappan-Gracon, S., & Walli, Y. (2017). The Utilization of a Nurse Man-ager Audit Toolkit to Re-Envision the Nurse Manager Role.

Warshawsky, N., & Cramer, E. (2019). Describing nurse manager role preparation and competency: findings from a national study. JONA: The Journal of Nursing Administration, 49(5), 249-255.

Weng, R. H., Chen, W. P., Huang, C. Y., Hung, C. H., & Hsu, C. T. (2016). Can nurse innovation improve customer perception of service quality and experience?. Journal of clinical nursing, 25(13-14), 1950-1961.

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

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