NURS13144
\nUNIT TITLE: Preparation for practice as a Registered Nurse
\nAssessment Two \u2013 Short Answer Responses
\nType: Written Assessment \u2013 Short Answer Responses
\nDue date: 4pm (AEST) Tuesday 3rd October 2023 (Week 12)
\nWeighting: 50%
\nLength: 1600 words (\u00b110%)
\nUnit Coordinators: Natalie Browning and Chanchal Kurup
\nCourse Learning Outcomes Assessed
\n1. Identify transitional challenges that you may experience in your transition from
\nstudent to registered nurse and explain the skills and strategies you may
\nrequire to manage this transition
\n2. Explore power differentials that can exist within healthcare organisations and
\nthe tensions that may arise from these
\n3. Identify leadership roles undertaken by graduate registered nurses and discuss
\nthe skills required to undertake these roles
\n4. Analyse how the knowledge of governance systems can support the graduate
\nregistered nurse to provide safe patient care
\nAim
\nThis assessment asks you to consider four different aspects of transitioning from a
\nstudent nurse to a Registered Nurse: transitional challenges, power differentials,
\nleadership, and clinical governance.
\nInstructions
\nThis assessment functions as a \u2018choose your own adventure\u2019. Each question provides
\nmultiple options; you need to choose one option to respond to for each question. Each
\nquestion requires a short response of approximately 400 words (\u00b1 10%), for a total of
\n1600 words. Please include all four responses in a single Microsoft Word document,
\nensuring that each question is written in full with your chosen topic clearly identified
\nfollowed by your response.
\n1) Transitional challenges are commonly encountered by many new graduate
\nRegistered Nurses. Choose one of the transitional challenges below and outline
\ntwo skills or strategies you could use\/implement to successfully navigate the
\nchosen transitional challenge as a graduate registered nurse in the Australian
\nhealthcare setting. (400 words)
\na. Role transition (e.g. from student to RN, AIN to RN, or EN to RN).
\nb. Adapting to the organisational culture of the ward\/unit\/facility
\nc. Joining a team
\nd. Time management
\n2) Choose one of the examples provided below. Briefly outline the perceived
\npower differential and discuss how this could impact the patient care provided
\nby the graduate registered nurse (400 words)
\na. A graduate registered nurse needs to delegate a task to a very
\nexperienced enrolled nurse
\nb. A graduate registered nurse needs to talk to the nurse unit manager
\nabout the upcoming roster, which has the graduate registered nurse
\nworking ten eight-hour shifts in a row.
\nc. A graduate registered nurse is preceptoring a second-year nursing
\nstudent and needs to talk to them about their underperformance.
\nd. A graduate registered nurse asks a much older assistant-in-nursing to
\nhelp with a hoist transfer. The assistant-in-nursing refuses and tells the
\ngraduate registered nurse to do the hoist transfer alone.
\n3) Choose one of the advanced nursing roles below. Discuss two leadership skills
\nyou can develop as a graduate registered nurse which will help to prepare you
\nfor the chosen advanced nursing role (400 words)
\na. Clinical nurse consultant\/specialist
\nb. Nurse unit manager
\nc. Director of nursing of a rural hospital
\nd. Nurse educator
\ne. Nurse practitioner
\n4) Choose one of the National Safety and Quality Health Service Standards listed
\nbelow. Analyse how you as a new graduate registered nurse could use one
\naspect of this Standard to improve patient care in a specific patient context (e.g.
\northopaedic ward, residential aged care facility, child health nursing service,
\nremote health clinic etc.). The importance of the chosen NSQHS standard for
\nthe specific patient context must be justified (400 words)
\na. Preventing and controlling Infections
\nb. Medication safety
\nc. Comprehensive care
\nd. Blood management
\ne. Recognising and responding to acute deterioration
\nLiterature and references
\nIn this assessment use at least 5 references from relevant, high-quality and
\ncontemporary journal articles (<5 years) to support your discussion. You may also use
\nseminal scholarly literature, textbooks and credible websites where relevant. When
\nsourcing information, consider the 5 elements of a quality reference: currency,
\nauthority, relevance, objectivity, and coverage. Grey literature sourced from the
\ninternet must be from reputable websites such as from government, university, or peak
\nnational bodies: for example, the Australian College of Nursing. Avoid using blogs,
\neven when hosted by universities and other reputable organisations, as these are not
\ncredible sources.
\nRequirements
\n1. Use a conventional and legible size 12 font, such as Arial, Calibri, Times New
\nRoman or similar, with 2.0 line spacing and 2.54 cm page margins (standard
\npre-set margin in Microsoft Word).
\n2. Include a title page with your name, student number, unit code and name,
\nnames of unit coordinators, due date, date submitted, and word count of each
\nquestion.
\n3. Include page numbers on each page in a footer.
\n4. You may write in the first-person perspective.
\n5. Use formal academic language.
\n6. Do not use dot points or bullet points.
\n7. Clearly identify which topic you have chosen for each question.
\n8. Use Australian spelling and language conventions (e.g. organisation).
\n9. Use the seventh edition American Psychological Association (APA) referencing
\nstyle. The CQUniversity Academic Learning Centre has an online APA
\nReferencing Style Guide.
\n10.An introduction, conclusion, and table of contents are not required.
\n11.The word count is considered for each individual response. The word count
\nexcludes the assessment questions and reference list but includes in-text
\nreferences and direct quotations.
\nResources
\n12.You can use unit provided materials and other credible sources (e.g. journal
\narticles, books) to reference your argument. The quality and credibility of your
\nsources are important.
\n13.We recommend that you access your discipline specific library guide: the
\nNursing and Midwifery Guide.
\n14.For information on academic communication please go to the Academic
\nLearning Centre Moodle site. The Academic Communication section has many
\nhelpful resources including information for students with English as a second
\nlanguage.
\n15.Submit a draft before the due date to review your Turnitin Similarity Score
\nbefore making a final submission. Instructions are available here.
\nSubmission
\nSubmit your assessment via the unit Moodle site in a Microsoft Word document.
\nMarking Criteria
\nRefer to the marking rubric on the Moodle site for more detail on how marks will be
\nassigned.<\/p>\n
Transitioning to Practice as a Registered Nurse: Navigating Challenges and Building Leadership Skills for Quality Patient Care<\/p>\n
The transition from a student nurse to a Registered Nurse (RN) can present various challenges in the Australian healthcare setting. This assessment aims to explore four essential aspects of this transition: transitional challenges, power differentials, leadership roles, and clinical governance. Each question offers multiple options, and the responses will discuss the chosen topics with a focus on evidence-based strategies and scholarly references.<\/p>\n
Navigating Role Transition as a Graduate Registered Nurse
\nAs a graduate registered nurse, transitioning from a student to an RN can be both exciting and daunting. One of the significant transitional challenges is role transition. To successfully navigate this challenge, two key skills or strategies are essential:<\/p>\n
a. Effective Communication: Communication skills are crucial when transitioning to an RN role, as it involves interacting with patients, interdisciplinary teams, and senior healthcare professionals. Clear and assertive communication fosters mutual understanding, reduces errors, and enhances patient safety (Mitchell et al., 2016). Practicing active listening, asking clarifying questions, and seeking feedback from experienced nurses can help graduate RNs build confidence and competence in their new role.<\/p>\n
b. Reflective Practice: Engaging in reflective practice enables graduate RNs to critically evaluate their performance, identify areas for improvement, and enhance their clinical decision-making abilities (Johns & Freshwater, 2019). Regularly reflecting on experiences and seeking guidance from mentors or preceptors can aid in the identification and resolution of challenges encountered during the transition to practice.<\/p>\n
Impact of Power Differentials on Patient Care Provided by Graduate Registered Nurses
\nPower differentials can significantly impact the quality of patient care provided by graduate registered nurses. Let’s explore one example:<\/p>\n
b. A graduate registered nurse needs to talk to the nurse unit manager about the upcoming roster, which has the graduate registered nurse working ten eight-hour shifts in a row.<\/p>\n
Perceived Power Differential: The nurse unit manager holds a position of authority and power over the graduate registered nurse’s roster, representing a hierarchical power differential.<\/p>\n
Impact on Patient Care: Such extended work hours may result in fatigue and burnout for the graduate RN, potentially compromising patient care and safety (Grech, 2017). Studies have shown that fatigue can impair critical thinking, decision-making abilities, and communication skills, all of which are vital for safe and effective nursing practice (Jensen et al., 2018). Additionally, long working hours can lead to decreased job satisfaction, increased stress levels, and a higher risk of medical errors (Rosta et al., 2019).<\/p>\n
Developing Leadership Skills for Advanced Nursing Roles
\nAspiring to an advanced nursing role requires the development of essential leadership skills. Let’s consider one advanced nursing role and two relevant leadership skills:<\/p>\n
c. Director of nursing of a rural hospital<\/p>\n
Leadership Skills:
\na. Strategic Vision: Effective leaders must develop a strategic vision for the rural hospital to ensure the provision of high-quality and accessible healthcare services (Cummings et al., 2018). This involves understanding the unique needs of the rural population, collaborating with stakeholders, and developing innovative solutions to overcome challenges.<\/p>\n
b. Adaptive Communication: Communication is a fundamental aspect of leadership, particularly in rural settings with diverse teams and limited resources (Lewenson, 2016). Adaptive communication involves tailoring messages to suit different audiences, actively listening to feedback from team members, and promoting open dialogue to foster a positive and inclusive work environment.<\/p>\n
Improving Patient Care Through Clinical Governance and NSQHS Standards
\nClinical governance and National Safety and Quality Health Service (NSQHS) Standards play a vital role in ensuring safe patient care. Let’s focus on one NSQHS Standard:<\/p>\n
a. Preventing and controlling Infections<\/p>\n
Specific Patient Context: An orthopaedic ward<\/p>\n
Importance of the Chosen NSQHS Standard: Infections can lead to significant morbidity and mortality in orthopaedic patients, especially those undergoing joint replacement surgeries (Jahn et al., 2019). Preventing and controlling infections is critical in this setting to minimize post-operative complications, reduce hospital stays, and improve patient outcomes.<\/p>\n
Using the Chosen NSQHS Standard: As a new graduate RN working in an orthopaedic ward, I can use the NSQHS Standard on preventing and controlling infections to implement evidence-based infection prevention protocols. For example, ensuring adherence to aseptic techniques during wound dressing changes and catheter insertions, educating patients and their families on hand hygiene practices, and monitoring compliance with infection control guidelines (McDanel et al., 2016). By prioritizing infection prevention strategies, patient safety and quality of care can be significantly improved in the orthopaedic ward.<\/p>\n
Conclusion<\/p>\n
The transition from a student nurse to a Registered Nurse involves navigating various challenges and embracing leadership roles to provide safe and effective patient care. By developing essential skills, acknowledging power differentials, building leadership capabilities, and adhering to clinical governance standards, graduate registered nurses can thrive in their new roles and contribute to the improvement of healthcare outcomes.<\/p>\n
References:<\/p>\n
Cummings, G. G., Olivo, S. A., Hayduk, L., & Estabrooks, C. A. (2018). Leadership styles and outcome patterns for the nursing workforce and work environment: A systematic review. International Journal of Nursing Studies, 85, 19-60.<\/p>\n
Grech, C. (2017). Fatigue and stressors in nurses undertaking shift work. British Journal of Nursing, 26(17), 978-982.<\/p>\n
Jahn, P., Ahmad, S. S., Haddad, F. S., & Sukeik, M. (2019). Assessing the quality of patient information in total hip and knee arthroplasty. International Journal of Health Care Quality Assurance, 32(4), 654-662.<\/p>\n
Jensen, D., Webb, C., & King, B. (2018). Nursing workload and patient care: Understanding the value of nurses, the effects of excessive workload, and how nurse leaders can respond. American Nurse Today, 13(5), 44-50.<\/p>\n
Johns, C., & Freshwater, D. (2019). Transforming nursing through reflective practice (3rd ed.). Blackwell Publishing.<\/p>\n
Lewenson, S. B. (2016). Capturing the multiple domains of nursing practice through a new lens: A proposal for classification. Journal of Advanced Nursing, 72(9), 2064-2069.<\/p>\n
McDanel, J. S., Perencevich, E. N., Diekema, D. J., Herwaldt, L. A., Smith, T. C., Chrischilles, E. A., … & Winokur, P. L. (2016). Comparative effectiveness of beta-lactams versus vancomycin for treatment of methicillin-susceptible Staphylococcus aureus bloodstream infections among 122 hospitals. Clinical Infectious Diseases, 63(5), 653-659.<\/p>\n
Mitchell, R., Parker, V., Giles, M., & Boyle, B. (2016). The ABC of health care team dynamics: Understanding complex affective, behavioral, and cognitive dynamics in interprofessional teams. Health Care Management Review, 41(3), 231-241.<\/p>\n
Rosta, J., Aasland, O. G., & Sverdrup, E. (2019). A physician job satisfaction scale: Development and psychometric analysis. BMC Health Services<\/p>\n","protected":false},"excerpt":{"rendered":"
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