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Professional standards of Registered Nurses

Discuss about the Understanding Of The Professional Ethics Of Nursing.

The professional standards of a registered nurse define the behaviour and practice of nurses such as code of ethics, practice standards and code of conduct. As a registered nurse he or she is accountable and responsible for delegation and supervision of all nursing activities to other enrolled nurses. Registered nurse have adequate knowledge of functioning according to the legislation affecting healthcare and nurses including protection groups and individual rights. Reflecting on practice beliefs and feelings and the results of these for individuals and groups is a vital nursing benchmark. The registered nurse must be honest and faithful to his or her professional roles and promises in providing high safety and quality care competently. In a situation where a client was undergoing an abortion moral and ethical concerns were raised in some nurses, as the registered nurse, I had to consult the multidisciplinary ethics committee of the hospital to resolve such conflicts and moral dilemmas (Fowler, 2008)

A registered nurse must be able to understand the information received and ensured that others know what you say or write.  Some of the interpersonal skills I used while working as an enrolled nurse (EN) includes; empathy with clients, working with others, family and colleagues, being sensitive when relating to and dealing with people from different cultures, social, religious and spiritual backgrounds. I used a wide range of communication skills, including written and verbal to get, record and interpret the understandings and knowledge of person's needs. I gained and smoothened critical interpersonal skills and communication through my working experience as AIN in Calvary healthcare hospital. I utilised active negotiation, finding clarification and listening skills in problems solving to ensure my responsibility as required in Calvary hospital. I also have accurate patient’s records that I documented and used the organisation procedure of electronic communication like sufficient usage of web adjournment in ordering patients' meal (Kameg et al, 2010).

It is essential for a registered nurse to know how to administer medications to patients in a safe manner. Quality administering of drugs shows that the RN can apply the knowledge that he or she learnt at the working area institution as it is related to problems solving in patients care. There are several ways for the administration of different drugs. To avoid errors while administering the nurse has to follow the five rights of medication administration; the right drug, the right time, the right dose, the right route and the right patient. It is essential as a nurse to repeat the "5 right" for about three times before giving the drug to the patient. While working in Calvary hospital as AIN, I addressed the constipation issue of my patient who had undergone surgery according to his documentation to the RN, and the patient was given medication. Afterwards, I assessed the patient for any toileting or bound movement to examine the interventions (Peña, 2010).

Interpersonal, Verbal and Written Communication Skills

The registered nurse shows the understanding of his or her duties and obligations. The nurse follows the state nursing practice act and also abide by the set ethics of the institution accordingly. The nurse must work with his or her scope of practice. He or she works in the best interest of the patient. A registered nurse understands the legal, professional and ethical requirements and utilises them in providing safety and quality nursing care according to the competency standards, code of professional conduct and ethics (Schneider and Whitehead, 2013).   It is the role of RN to ensure that enrolled nurses treat patient's personal information privately and confidentially.   While performing my duty as AIN in providing the post of wash to my patient, all the time closed the curtain and the door during the process. I always maintained the consent to proceed the wash, assess the patient condition before rolling the patient on the side to prevent any capability of risk. 

Values are; Collaboration, Respect, Openness and Empowerment.

Mission statement; Working as a team in the healthcare system to provide supportive and improved performance. To protect the health care, improve the well-being of the community. To provide integrated, safe, efficient health services.

Goals; to promote and support the community and personal health through responsibility, accountability, empowerment and helping health environment. Treating patient with compassion, respect and dignity. To be acknowledged by the city and its peers as a guidance edge, innovative and highly skilled in the field by providing quality prevention, treatment, early intervention and palliative care (Redfern et al., 2016).

The survey of evidence of nursing education research from experts and literature on National League for Nursing (NLN) education research panel. Implementation of themes that are founded on National League for the nursing mission, strategic goals and core values. Advancing the science of healthcare through National Institute of Nursing Research (NINR) that focused on; enhancing disease prevention and health promotion, improving end-of-life and palliative care, development of the next generation of nurse scientist and improving the quality of live by controlling symptoms of acute and chronic illnesses (Healy et al, 2013)..

The local health district aimed at employing more than 100,000 people in the healthcare system. The LHD values its workforce and treats its staff fairly, and this is the transparent support to the new graduate nurse. The Local Health Districts are useful for working as it recognises the significance of having a well-trained, deployed creativity, and health workforce in meeting reforms needed for health consumers and the vast population of South Eastern Sydney. The healthcare centres offer the best environment for their workers (Marcus et al., 2014).

Clinical Knowledge and Clinical Problem-Solving Abilities

The Sydney Local Health District’s population of born babies every year is 8,500 babies which is higher than 9 % of all the babies born in NSW. There are young people, children aged 0-5 years and 90,916 infants living in Sydney local health district. For the next ten years the population aged 20-89 years will rise by 8.5% while the population of over 70 years will be very significant.  The LHD is made up of the indigenous population and many ethnic groups with  English speaking which is 51.5% from the following countries; Canada, , New Zealand Ireland, South Africa, United States and United Kingdom. Aboriginal is the highest group in the Sydney district. The other languages are Cantonese, Greek, Arabic and Mandarin.  The Sydney LHD comprises of 8 local governments district, which includes the Sydney City, Ashfield, Canada Bay, Marrickville, Canterbury and Leichhardt. The central business district of Sydney to the royal national park at the southern area is composed of remote and metropolitan and about 5th quintile of the population is disadvantaged in economic status. The Sydney LHD occupies space of around 127 kilometers squared. (Anderson and Catchlove, 2012).

I would be like to apply for a nurse position at the local district as it is a complex mixed area of highly urbanised and industrialised. I would be glad to work in such organisations with strong research field for nurses and their services that are offered in all the seven regions; population programs, outpatient services, in-hospital care. My interest in south-eastern Sydney Local Health District's responsibilities is to give the best possible and compassionate care to the people.

References

Anderson, T. and Catchlove, B., 2012. Health and hospital reform in Australia—a local health district's perspective. World Hospitals and Health Services, 48(3), p.21.

Fowler, M.D.M., 2008. Guide to the code of ethics for nurses: Interpretation and application. Nursesbooks. org.

Healy, S., Israel, F., Charles, M.A. and Reymond, L., 2013. An educational package that supports laycarers to safely manage breakthrough subcutaneous injections for home-based palliative care patients: Development and evaluation of a service quality improvement. Palliative medicine, 27(6), pp.562-570.

Kameg, K., Howard, V.M., Clochesy, J., Mitchell, A.M. and Suresky, J.M., 2010. The impact of high fidelity human simulation on self-efficacy of communication skills. Issues in mental health nursing, 31(5), pp.315-323.

Marcus, K., Quimson, G. and Short, S.D., 2014. Source country perceptions, experiences, and recommendations regarding health workforce migration: a case study from the Philippines. Human resources for health, 12(1), p.62.

Peña, A., 2010. The Dreyfus model of clinical problem-solving skills acquisition: a critical perspective. Medical education online, 15(1), p.4846.

Redfern, J., Enright, G., Raadsma, S., Allman-Farinelli, M., Innes-Hughes, C., Khanal, S., Lukeis, S., Rissel, C. and Gyani, A., 2016. Effectiveness of a behavioral incentive scheme linked to goal achievement: study protocol for a randomized controlled trial. Trials, 17(1), p.33.

Schneider, Z. and Whitehead, D., 2013. Nursing and midwifery research: methods and appraisal for evidence-based practice. Elsevier Australia.

https://www.health.nsw.gov.au/lhd/Pages/seslhd.aspx

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