Being a Regulated Health Professional Signifies Responsibility - Essay Example

? Intraprofessional Project: Role Clarity School Intraprofessional Project: Role Clarity Being a regulated health professional signifies responsibility, inasmuch as it gives distinction. Nursing, one of the regulated professions, is very broad. This paper seeks to discuss the relevance of being a regulated health professional, as well as the standards of practice, and how these standards impact self-regulation. It also seeks to highlight the nurse educator’s qualifications, wage and scope of job, collaboration with other nurses, and their advocacy for client-centered care. Regulated Health Professional A health professional’s efficiency could mean the life or death of a patient; hence, health care is placed in the foreground when it comes to public safety (Field, 2007, pp. 3-4). This is where the regulation of the health professional comes in. These set of professionals equate the obtainment of legal professional licenses to the practice of their profession (Forrester & Griffiths, 2010, p. 321). Licensure is the legal conferment of authority to utilize professional titles one is qualified to use upon meeting the standards thereof and entitlement of the said professional to put into practice their medical skills (Sultz & Young, 2010, p. 187). Regulation of health care is deemed necessary to ensure quality public service (Field, 2007, p. 4). Regulation also affects the education of individuals in the medical field as their curricula is focused on what is deemed appropriate by their regulatory board (Aries, Middaugh, & Nickitas, 2011, p. 106). Nursing is one of the regulated health professions, along with dentistry, physiotherapy, pharmacy, and medicine (Forrester & Griffiths, 2010, p. 321). Standards of practice. The standards of nursing practice discuss the responsibilities of registered nurses in their entirety to ensure their competitivity (American Nurses Association [ANA], 2010, p. 2). The first standard of nursing practice deals with assessment. Also, it talks about the registered nurses responsibility in data collection of appropriate information related to the management and treatment of the patient’s condition (ANA, 2010, p. 9). In the second standard, the registered nurse is expected to formulate diagnoses on the health problem or concerns the patient has based on the information collected (ANA, 2010, p. 9). The third standard revolves around outcome identification, wherein the registered nurse is tasked to determine the results of a plan of care to be developed for the individual patient based on the diagnoses formulated (ANA, 2010, p. 9). In the fourth standard, the nurse develops a comprehensive plan of care for the patient, including the techniques, regimens, and treatments needed to achieve the aimed results identified (ANA, 2010, p. 9). The fifth standard expects the registered nurse to carry out the plan developed. He or she is likely to coordinate with other members of the team to provide health teachings that would further promote patients’ safety and wellness, to consult more experienced nurses for the provision of optimal patient care, and to abide by state laws in the implementation of treatment, use of referrals, and prescription (ANA, 2010, p. 10). In the sixth standard, the registered nurse evaluates the success of the plan of care formulated based on the expected outcomes achieved (ANA, 2010, p. 10). The seventh standard reminds him or her to be ethical in the practice of the profession (ANA, 2010, p. 11). The eight standard tackles education; the registered nurse is expected to pursue continuous learning in the face of recent techniques and skills of the nursing profession (ANA, 2010, p. 11). The ninth standard is evidence-based practice and research in which he or she should incorporate into her care, evidence, and research findings obtained (ANA, 2010, p. 11). The tenth standard equates to ensuring quality in the nursing care the registered nurse gives (ANA, 2010, p. 11). The eleventh standard deals with effective communication in all aspects of the nursing profession (ANA, 2010, p. 11). The twelfth standard sees the registered nurse as a leader in the advocacy of patient wellness (ANA, 2010, p. 11). The thirteenth standard teaches him or her to collaborate with all those involved in the promotion of patient recuperation (ANA, 2010, p. 11).The fourteenth standard gives him or her responsibility to evaluate efficiency and practice of the profession in accordance with standards and regulations (ANA, 2010, p. 11). The fifteenth standard expects the registered nurse to make use of resources in the planning and implementation of care that is affordable and efficient (ANA, 2010, p. 11). The final standard of nursing practice encourages environmental awareness in the registered nurses’ practice of the nursing profession (ANA, 2010, p. 11). Self-regulation. “Generally, there are two ways a profession can be regulated: by the profession itself or directly by government” (“Understanding Self-Regulation,” 2007). Self-regulation denotes the former; it upholds the profession itself, as the best source for standards, by which the registered nurse shall abide in order to practice effectively and ethically -- “nurses regulating nursing in the interest of the public” (“Understanding Self-Regulation,” 2007). The assumption of the American Nurses Association of the task to set guidelines on ethical and legal nursing practice for all registered nurses (ANA, 2010, p. 1) is self-regulation exemplified. Hence, the formulation of the standards of professional nursing practice is the crux of self-regulation. The regulation of nursing by nurses themselves is a demonstration that nursing, in its entirety, has public safety at its core. The Registered Nurse Educator According to Carpenter & Bell, teaching plays a significant part in nursing practice (as cited in Bastable, 2008, p. 4). The nurse educator, as asserted by Alberts, should not only be limited to the classroom but should also extend to the clinical area (as cited in Brink & Mashaba, 1994, p. 44). In fact, the nurse educator trains the trainer and enhances the clinical skills of the nursing staff (Bastable, 2008, p. 7), hence, leading to quality patient care. Nurse educators are commonly employed as instructors in universities and are hired on a nine-month basis (“Nurse Educator,” n.d.). In 2002, those clinical instructors employed full time on a nine-month basis earned between $25, 000 to 100,000 and above, varying in experience and as to which university you are employed in. During 2002 and 2003, those nurse educators with doctoral degrees earned an average of $61,000, and those with master’s degree had an average wage of $49,000 (“Nurse Educator,” n.d.). To become a nurse educator, it is not enough to have graduated as a nurse and to have already passed the nursing licensure exam; a master’s degree is a requirement (“Nurse Educator,” n.d.). Those who have not obtained their master’s degrees are expected to do so while employed. This is consistent with American Association of Colleges of Nurses’ expectation of expertise and extensive clinical experience (as cited in Penn, Rosseter, & Wilson, 2008). Since nurse educators are assigned in the school, as well as in the clinical area to supervise their students, they can collaborate with other registered nurses employed in the hospital. For instance, the internship of the nursing students would basically comprise of involvement in patient care and treatment. The nurse educator may collaborate with the nurse on duty as to the number of patients the students may assist and the corresponding tasks that may be delegated to them, such as assessment of vital signs and the giving of oral medications. Nurse educators act as intermediaries between the staff and the students; they promote a harmonious working relationship (Connor, 2006). Clinical instructors work with other registered nurses in the provision of quality care; they ask for evaluation from the staff of their students’ performance to increase efficiency (Connor, 2006). Also, the aforementioned nurse educators advocate for effective patient care as they guide students in the application of their knowledge and strategies (Hunt, 2013, p. 54). Client-centered care is foremost priority for nurse educators. This can be attested to by the conferences they conducted with their students individually before the start of the shift and after (Hunt, 2013, p. 54). These would include all the important information regarding the patient’s condition and its treatment, as well as the nursing diagnoses and their plan of care for these diagnoses (Hunt, 2013, p. 54). In addition, the conference conducted after the shift is usually composed of students’ learning and their assessment of their clinical performance based on their individual patient’s condition at the end of their shift (Hunt, 2013, p. 54). Conclusion The regulated health professional is a symbol of legitimacy and advocacy for responsible patient care. Regulation of health professions is necessary to uphold standards of care, ensuring public safety and wellness. Nurse educators are advocates for quality client-centered care; hence, they have to create a middle ground between the students and other registered nurses in the clinical field. The overall optimal impact of the students’ competence on the patient’s well being takes a primary role in a nurse educator’s daily life. References American Nurses Association. (2010). Nursing: Scope and standards of practice (2nd ed.). Silver Spring, MD: Nursesbooks.org. Aries, N, Middaugh, D., & Nickitas, D. (2011). Policy and politics for nurses and other health professionals: Advocacy and action. Sudbury, MA: Jones & Bartlett Publishers. Bastable, S. B. (2008). Nurse as educator: Principles of teaching and learning for nursing practice (3rd ed.). Sudbury, MA: Jones and Bartlett Publishers. Brink, H. I., & Mashaba, T. G. (1994). Nursing education: An international perspective. Kenwyn, SA: Juta & Co. Connor, A. B. (2006). Clinical instruction and evaluation: A teaching resource. Sudbury, MA: Jones and Bartlett Publishers. Field R. I. (2007). Health care regulation in America: Complexity, confrontation, and compromise. New York, NY: Oxford University Press. Forrester, K., & Griffiths, D. (2010). Essentials of law for health professionals (3rd ed.). Chatswood, NSW: Elsevier Australia. Hunt, D. D. (2013). The new nurse educator: Mastering academe. New York, NY: Springer. Nurse Educator. (n.d.). Retrieved March 2, 2013, from http://www.nursesource.org/nurse_educator.html Penn, B. K., Rosseter, R., & Wilson, L. D. (2008). Transitioning from nursing practice to a teaching role. The Online Journal of Issues in Nursing, 13(3). doi: 10.3912/OJIN.Vol13No03Man03 Sultz, H. A., & Young, K. M. (2010). Health care USA (7th ed.). New York, NY: Jones & Bartlett Learning. Understanding Self-Regulation. (2007) Retrieved March 2, 2013, from http://www.nurseone.ca/docs/NurseOne/Public%20Documents/NN_Understanding_Self_Regulation_e.pdf Intraprofessional Project: Role Clarity- Rubric Criteria 3 2 1 0 FORMAT COMMENTS Title page& formatting Matches APA sample paper and paper guidelines No errors Few errors Several errors Many errors /15 Essay style Clear and logical flow including introduction, content & conclusion Clearly and logically presented Few gaps in flow Several gaps in flow Many gaps in flow Grammar/spelling No errors present Few errors Several errors. Many errors APA references & Citations Appropriate use of in-text citations and corresponding references No errors Few errors Several errors Many errors Turn-it-in Strong evidence of original and creative thought Some original and creative thought Lacking originality Originality is questionable CONTENT: Regulated Health Profession Regulated Health Professional Clearly and thoroughly explains what it means to be a regulated health professional Excellent and through discussion Good discussion, but could be more thorough Poor discussion, too brief and/or missing content Discussion is severely lacking and/or omitted /15 Self-regulation Clearly explains self-regulation Excellent and through discussion Good discussion, but could be more thorough Poor discussion, too brief and/or missing content Discussion is severely lacking and/or omitted Importance of Regulation Clearly and thoroughly explains why regulation is important in healthcare Excellent and through discussion Good discussion, but could be more thorough Poor discussion, too brief and/or missing content Discussion is severely lacking and/or omitted Registration Clearly and thoroughly explains the purpose of registration Excellent and through discussion Good discussion, but could be more thorough Poor discussion, too brief and/or missing content Discussion is severely lacking and/or omitted Standards of Practice Clearly and thoroughly explains what the Standards are and their roe in regulation Excellent and through discussion Good discussion, but could be more thorough Poor discussion, too brief and/or missing content Discussion is severely lacking and/or omitted Criteria 3 2 1 0 CONTENT: Role of the Professional Nurse COMMENTS Nursing Specialty The description of the specialty has been clearly identified Excellent and through discussion Good discussion, but could be more thorough Poor discussion, too brief and/or missing content Discussion is severely lacking and/or omitted /21 Role Services clearly identified with examples Excellent and through discussion Good discussion, but could be more thorough Poor discussion, too brief and/or missing content Discussion is severely lacking and/or omitted Definition and contribution to client-centered care Excellent and through discussion Good discussion, but could be more thorough Poor discussion, too brief and/or missing content Discussion is severely lacking and/or omitted Education Education & training has been correctly identified Excellent and through discussion Good discussion, but could be more thorough Poor discussion, too brief and/or missing content Discussion is severely lacking and/or omitted Employment Places of employment have been clearly identified Excellent and through discussion Good discussion, but could be more thorough Poor discussion, too brief and/or missing content Discussion is severely lacking and/or omitted Correctly identifies how and when nurses are paid Remuneration correctly identified and explained Remuneration somewhat identified and explained Remuneration poorly identified and/or explained Remuneration not identified and/or explained Intraprofessional Collaboration Describes how this nursing specialty might collaborate with other nurses (RNs & RPNs) Excellent and through discussion Good discussion, but could be more thorough Poor discussion, too brief and/or missing content Discussion is severely lacking and/or omitted TOTAL MARK /51 Read More