Analyses The Nursing Practice And Skills

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Analyses The Nursing Practice And Skills

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Question:
Discuss about the Critically Thinks Analyses the Nursing Practice and Skills.

Answer:

Multiple critical thinking strategies are required to achieve a high quality nursing practice. These skills are a backbone to provision of high quality, safe healthcare to patients and will help me avoid adverse events and resulting patient harm. My excellent performance is highly dependent on continual evaluation and learning of performance (Bulman, Lathlean and Gobbi, 2012, p. 10). Critical thinking is a purposeful and self regulated judgment that employs cognitive tools i.e. analysis, inference, explanation and interpretation of the methodological, criteriological or conceptual considerations of judgment (it’s the self-monitored, self-directed, self-corrective and self-disciplined thinking). I have to develop precise habits of thinking critically and must act quickly and make decisions in specific nursing situations. I have to identify opportunities issues and then synthesize holistically information in the practice of nursing (Scheffer & Rubenfeld, 2014, p. 375). Therefore, thinking critically underlies interdependent and independent making of decisions as it entails analysis, inference, interpretation, inductive, synthesis, intuition creativity and application.
To comply and practice according to relevant legislation and local policy; I am expected to maintain appropriate boundaries (professional) with my clients/patients and other care givers. This helps to ensure that there is respect between us so that issue solving becomes easy when we respect each other at a professional level. I should observe my dress code, wear an appropriate uniform that is clean and covers my body well so that the patients will not be in conflict with my dressing and maybe judge me differently instead of seeing me as their care giver. I should wear an identification badge to show that am a nurse and my name in case the patients want to address me by name (Bulman Lathlean and Gobbi, 2012, p. 10). These will make them feel safe also as they know my name. In addition to the badge, I should identify myself to my patients by title and name when we meet and keep reminding them as they may forget due to age. I should arrive at work fit with no alcohol or any drugs in my system, fresh with no sleep and stress that can lead to harm and bad relationship with my patients. I am also obligated to keep my patient/client information confidential. I should not share their information trusted to me to other people except the ones authorized by my patient/client and my colleagues in the medical field that help in the clients/patients treatment i.e. doctors and physicians. Lastly under this sub clause I should follow the policies and procedures of the organization that I am working in, maintain workplace health and safety precautions / infection control policies.

Engages in professional and therapeutic relationships
Effectively communicates to maintain professional and personal boundaries.
The relationship between the nurse and client across all cultures and populations in different practice setting is core to the nursing practice (El Haddad, Moxham and Broadbent, 2013). It focuses on clients/patients needs and is therapeutic. It is based on respect, trust and professional intimacy and it incorporates use of authority appropriately. I should conduct this relationship within boundaries that separate both professional & therapeutic behavior from that which is not (non-therapeutic and non-professional behavior). In my nurse-client relationship I should aim at safe keeping my patient/clients autonomy, privacy and dignity. Though in this relationship the client is always vulnerable because I have more power due to access to information, influence, skills and specialized knowledge I should not put my needs first before the patient/clients needs because that will be abuse of power. My competencies should enable me to come up with a therapeutic relationship with set client-nurse appropriate boundaries. I understand that violation of these boundaries may lead to serious harm to either the patient or me (Cunningham et al., 2014). Violation of boundaries may be behavior related in terms of physical contact, intimacy, gifts, disclosure, dating, chastising, favoritism, friendship, coercion and socializing and I should shun away from them. Where my role is both professional and personal like in helping with ADLs, some boundaries maybe clear cut while others are not so clear, therefore I will be required to use my professional judgment.
In communicating effectively to maintain personal and professional boundaries; I should be able to introduce myself clearly to my patients/ clients and other healthcare givers by name and title. This will act a foundation to building my relationship with them. Patients often feel safe when they know who is caring for them by name (Joyce and Piterman, 2011, p.77). The healthcare team will be in a position to know the exact areas I can be of assistant according to my qualifications/ expertise. I should be able to greet people appropriately, listen carefully and be sensitive to my patients/clients views. I should be able to communicate in a range of ways to cater for my clients/patients who may not be English speaking, those that have hearing impairments, reflection of non-verbal communication and cognitive impairment. This way I will optimize client/patient understanding and rapport (Henderson and Eaton, 2013,p. 198). My way of communication should consider the environment and also demonstrate patient/clients privacy, sensitivities and confidentiality.
Maintains the capability for practice
Health education skills demonstration to enable people take action about their health through sound decision making.
As registered nurses, we are accountable and responsible for our safety since we are regulated health professionals (Kieft, 2014, p. 249). I should ensure that I have the required capability for practice. This involves ongoing self management and the ability to respond to concerns about capability for practice of other health professionals. I am responsible for my own professional development and I should be in a position to contribute to other colleagues’ development. It’s my responsibility to provide education and information to my clients/patients (other people) that will enable them decides and takes actions related to their health.
In demonstration on how to enable people to make decision using skills of health education and take action about their health; I should be able to provide reliable and precise health information to the clients/patients. For instance when blood glucose level drops below 4mmol/L, it should be quickly treated as further drop in the BGL will lead to the patient becoming unwell (Funnell et al., 2009). Therefore the patient should ensure their BGLs do not fall below 5.0mmol/L as this will reduce concentration and put them in danger if they are driving. I should also advice them to carry with them fast acting carbohydrates and continuously check their BGLs and eat the carbohydrates in case they fall below 4mmol/L. I should be able to provide my client with care that is based on knowledge reasoning. In my healthcare practice I know that carboxymethylcellulose is safe when if used according to the prescribed doses for the duration given by the doctor (Lowe et al., 2012, p. 680). Therefore I should ensure safe use of the eye drops and watch out for blurred vision, eye irritation, allergic reaction, eye discharge, eye pain, eye redness etc because this are common side effects of the drops. I should also refer rising concerns to the relevant health professionals so that we can facilitate decisions of care delivery. In case of neuropathic pain assessment, I should collaborate with physicians (Pfaff et al., 2014, p.9) . This due to the fact that pain is a complex experience dependent strongly on emotional, educational and cognitive influences hence the need to measure it objectively (. Through collaboration we can do this through laboratory tests, quantitative sensory testing and pain questionnaires and come up with decisions on how to care for the patient/client. I should provide my client with information using a range of strategies taking into account client education. I can also modify my approaches to suit my patients in terms of age group.

Bibiliography
Bulman, C., Lathlean, J. and Gobbi, M., 2012. The concept of reflection in nursing: Qualitative findings on student and teacher perspectives. Nurse education today, 32(5), pp.e8-e13.
Cunningham, F., Leveno, K., Bloom, S., Spong, C.Y. and Dashe, J., 2014. Williams Obstetrics, 24e. McGraw-Hill.
El Haddad, M., Moxham, L. and Broadbent, M., 2013. Graduate registered nurse practice readiness in the Australian context: an issue worthy of discussion. Collegian, 20(4), pp.233-238.
Funnell, M.M., Brown, T.L., Childs, B.P., Haas, L.B., Hosey, G.M., Jensen, B., Maryniuk, M., Peyrot, M., Piette, J.D., Reader, D. and Siminerio, L.M., 2009. National standards for diabetes self-management education. Diabetes care, 32(Supplement 1), pp.S87-S94.
Henderson, A. and Eaton, E., 2013. Assisting nurses to facilitate student and new graduate learning in practice settings: What ‘support’do nurses at the bedside need?. Nurse education in practice, 13(3), pp.197-201.
Joyce, C.M. and Piterman, L., 2011. The work of nurses in Australian general practice: a national survey. International journal of nursing studies, 48(1), pp.70-80.
Kieft, R.A., de Brouwer, B.B., Francke, A.L. and Delnoij, D.M., 2014. How nurses and their work environment affect patient experiences of the quality of care: a qualitative study. BMC health services research, 14(1), p.249.
Lowe, G., Plummer, V., O’Brien, A.P. and Boyd, L., 2012. Time to clarify–the value of advanced practice nursing roles in health care. Journal of advanced nursing, 68(3), pp.677-685.
Mitchell, P., Wynia, M., Golden, R., McNellis, B., Okun, S., Webb, C.E., Rohrbach, V. and Von Kohorn, I., 2012. Core principles & values of effective team-based health care. Washington, DC: Institute of Medicine.
Pfaff, K., Baxter, P., Jack, S. and Ploeg, J., 2014. An integrative review of the factors influencing new graduate nurse engagement in interprofessional collaboration. Journal of advanced nursing, 70(1), pp.4-20.
Rubenfeld, M.G. and Scheffer, B.K., 2014. Critical thinking tactics for nurses. Jones & Bartlett Publishers.
Roche, M., Diers, D., Duffield, C. and Catling?Paull, C., 2010. Violence toward nurses, the work environment, and patient outcomes. Journal of Nursing Scholarship, 42(1), pp.13-22.
Teekman, B., 2000. Exploring reflective thinking in nursing practice. Journal of advanced nursing, 31(5), pp.1125-1135.
Xu, Y. and He, F., 2012. Transition programs for internationally educated nurses: what can the United States learn from the United Kingdom, Australia, and Canada?. Nursing Economics, 30(4), p.215.

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