Graduate Nurse Capabilities - Essay Example

 Graduate Nurse Capabilities Introduction There are various graduate nurse capabilities which help a nurse deliver efficient nursing care. One of these qualities is that of being an effective delegator. Effective delegation is about assigning and devolving authority by a nursing administrator to a nursing agent or subordinate and being subject to such administrator’s control (Clark, 2007). Another quality involves the quality of being a teacher and learner. As a teacher, the nurse is responsible for imparting information to the patient which would help the latter improve self-management (Bastable, 2007). As a learner, the nurse is obliged to continually update herself as to the latest developments in nursing and medical practice; and to improve her skills as a nurse. Finally, the nurse has to have the ability to work independently and collaboratively. Independent nursing functions are those which the nurse can administer even without the doctor’s or a superior’s orders. Collaborative nursing practice is about coordinating with the doctors, other nurses, and other health professionals in the delivery of patient care (Larrabee, et.al, 2004). Discussion Being an effective delegator in order to enhance patient care In order to enhance patient care, a graduate nurse has to be an effective delegator. Effective delegation is a means of limiting the time involved in the accomplishment of particular tasks (Summers & Nowicki, 2006). In the course of carrying out responsibilities, a nurse cannot directly conduct all activities in nursing, such as patient care, scheduling, hiring, evaluation, and quality improvement initiatives (Hudson, 2008). At some point, the nurse must effectively delegate these tasks to other nurses. This process requires the granting authority to assign authority to subordinate employees the right to make decisions without having to gain approval. It is about transferring authority to another person and still retaining authority for the outcome of the task (ANA, 1993). Effective delegation involves proper coordination, planning and continuous implementation of improvements. It is important for graduate nurses to be effective delegators because this quality “can develop nurses’ leadership skills and enhance their involvement in the unit by gradually maturing their decision-making processes with increasing complexity” (Quallich, 2005, p. 120). It helps to develop graduate nurses’ potential; teaches them to assess the different responsibilities of other nursing staff; and helps them evaluate the complexity of the tasks and the limitations of those who shall be assigned to particular tasks (Hudson, 2008). Being a teacher and a lifelong learner as a graduate registered nurses Being a teacher, graduate nurses must acquire skills in teaching and educate their patients. The current trends in healthcare now focus on patient self-management (Bastable, 2007). It is therefore important for the nurses to teach their patients the correct information about their disease and what the appropriate remedies they can apply in order to manage their symptoms, to prevent worsening of their condition, and to maintain their health (Bastable, 2007). Integrating the role of educator in the nursing practice presents a shift from a disease-oriented approach to a more prevention-oriented style (Bastable, 2007). As a learner, the graduate nurse is called on to continually acquire new skills and new knowledge as they apply to her practice (Griscti & Jacono, 2006). Consequently, the graduate nurse must participate and actively pursue training sessions and updates on the nursing education. The ability to work independently and collaboratively The graduate nurse must also be able to work independently and collaboratively with the members of the healthcare team. "Nurses are expected to possess the knowledge and skills to carry out independent actions safely" (Chitty, 2004, p. 401). The graduate nurse must, therefore, master the different interventions allowed as independent nursing care; and how to apply these effects to meet the needs of the patient. She must also learn to work collaboratively with other members of the healthcare team. In order to accomplish this, the graduate nurse must coordinate care with the doctors and other health professionals and make joint decisions regarding patient care (Way, Jones & Busing, 2000). Consequently, the graduate nurse in transition must familiarize herself with the duties and responsibilities of other health professionals and to know how to use such knowledge to make recommendations in the patient’s nursing care. How I achieved each of these capabilities In order to be an effective delegator, I developed work plans in order to deliver care to assigned patients. In this work plan, I laid out the different tasks which I would carry out as a nurse and the different tasks which other nursing staff would carry out based on their expertise, qualifications, and individual qualities. As expressed in the Buddy report, I tried my best to be an effective delegator by dealing with the members of the healthcare team in a professional manner. As a teacher and a learner, I tried my best to educate individuals and groups in order to ultimately assist them in their eventual self-management. I also complied with the different standards under the local OH & S policies in relation to emergency situations and incident reporting. In order to achieve this, I constantly updated myself about these policies and I reviewed said policies as I immersed myself in the nursing process. As a learner, I also found out that based on the Buddy report, I would benefit from research on endoscopic procedures and diseases. I am eager to explore said areas of research. As an independent nurse, I was able to carry out independent nursing interventions by facilitating a physical, psycho-social, cultural and spiritual environment that was, in turn, able to secure the safety and security of assigned patients. In the collaborative sense, I was able to work constructively with the other members of the health team. Based on the Buddy report, I was also able to communicate well with said members in the delivery of healthcare. Conclusion Mastering different skills and capabilities like delegating, teaching, learning, and coordinating are just some of the skills which ensure a smooth transition for the graduate nurse into the nursing practice. Delegating is all about assigning the right people to the job; teaching focuses on health education of patients; learning is about continuing nursing education, and coordinating is about collaborating with other nurses and health professionals. During my placement, I was able to advance my skills in these areas and I was able to learn other skills which are ultimately bound to assist in improving nursing practice and in gaining better patient outcomes. Works Cited Bastable, S. (2008) Nurse as Educator: Principles of Teaching and Learning for Nursing Practitioners. London: Jones & Bartlett Chitty, K. (2004) Professional nursing: concepts & challenges. London: Elsevier Health Sciences Clark, C. (2008) Student perspectives on faculty incivility in nursing education: An application of the concept of rankism. Nursing Outlook, 56 (1), pp. 4-8 Hudson, T. (2008) Delegation: building a foundation for our future nurse leaders. MedSurg Nursing. Find Articles. Retrieved 13 September 2010 from http://findarticles.com/p/articles/mi_m0FSS/is_6_17/ai_n31297752/pg_4/?tag=content;col1 Larrabee, J. Ostrow, M., Withrow, M., Janney, M., Hobbs, G., & Buran, C. (2004) Predictors of patient satisfaction with inpatient hospital nursing care. Research in Nursing & Health, 27 (4), pp. 254-268 McEwan, M. (2002) Community-based nursing: an introduction. London: Elsevier Health Sciences White, L. (2007) Foundations of Nursing. London: Cengage Learning Quallich, S.A. (2005). A bond of trust: Delegation. Urologic Nursing, 25(2), 120-123. American Nurses Association (ANA). (1993). Position statement on registered nurse utilization of unlicensed assistive personnel. The American Nurse, 25(2), 7-8. Summers, J., & Nowicki, M. (2006). Delegation and monkeys: who's in charge? Healthcare Financial Management, 60(6), 114. Way, D., Jones, L., & Busing, N. (2000) Implementation Strategies: Collaboration in Primary Care –Family Doctors & Nurse Practitioners Delivering Shared Care: Discussion Paper Written for the Ontario College of Family Physicians. pp. 1-10. Retrieved 16 September 2010 from http://www.eicp.ca/en/toolkit/hhr/ocfp-paper-handout.pdf Read More