Critical Analysis of the Australian Nursing and Midwifery Council Competencies - Literature review Example

Title: Reflective and Critical Analysis of the ANMC Competencies Name Course Tutor February 12th, 2013 Introduction The paper herein develops a critical reflection and analysis of my individual evaluation on how the Australian Nursing and Midwifery Council (ANMC) standards and competencies are respected by the practicing nurses. First and foremost, the ANMC competencies are the regulations that were put in place by the council to ensure that nurses remain within the contemporary and congruent requirements of nursing. They are in nature broad and principle based and are widely used by the nurses in Australia as a cut off benchmark of assessing their performance and their competence. They are the core standards upon which the performance and the competence of the nurses is assessed before they obtain their licence to practice as registered nurses in Australia. The questions that stands begging here is to what extent these standards are respected and observed by the nurses. Critical Analysis of the ANMC Competencies This paper therefore gives a reflective and critical analysis by evaluating the extent to which these ANMC standards are respected by the practicing nurses in Australia. Andre & Heartfield (2007 p. 1), assert that the nursing or midwifery registration process requires that one should a make a statement of their competence to practice within the standards of continuing professional development. The ANMC guidelines have been set forth to safeguard the interests of the community by promoting high standards of nursing as well as the midwifery practice by ensuring that nurses adhere to and respect these particular standards (Chernomas et al., 2010). As such, one’s success as a nurse comes along with the obligation of each and every nurse to set and report against individual performance goals. In order to achieve this, Andre and Heartfield (2007), conclude that every nurse must develop what is to be known as a portfolio. One of the ways in which nurses can demonstrate that they are respecting the ANMC standard is by keeping the portfolio. In essence, portfolios are widely used to reflect on the learning and professional development of a nurse (Andre & Heartfield 2007, p. 7). The very essence of keeping a portfolio is to help one reflect on their personal achievements as well as their learning needs. Nurses keep and maintain portfolios for the most common reason of meeting the performance review required of an employer and to assist them in meeting the registration audit requirements that have been set by the AMNC standards (Andre & Heartfield 2007, p. 7). The important part is that all the nursing competencies that are laid down by the ANMC guidelines ought to be upheld and respected by every practicing nurse (Chang & Daly, 2007). They are important in keeping the reputation of the profession. According to Chang & Daly (2007), all nurses in the nursing practice are to a large extent under an unquestionable obligation to respect the standards and the competencies that have been set aside by the ANMC. According to them, these are the set minimum competencies generally accepted and are the core standards for registration. Currently, there are ten involved responsibilities in the competency standards that relatively cut across four major domains (ANMC, 2006). These include professional practice, critical thinking and analysis, good provision and coordination of care and lastly collaborative and therapeutic practice (Chang & Daly, 2007, p. 18). Accordingly, nurses are to respect these four core fundamentals of the nursing practice as set by the ANMC competency standards. Immediately after entry in practice, the registered nurse is required to be an associate of another registered nurse who demonstrates competence in the provision of patient centred care, one who can help them learn about all the rules of professional practice. Professional practice requires a high display of professionalism and which at great lengths is centred upon competence and skill. Registered nurses must display high standards of professionalism in order to deliver quality care to their patients. Professional practice includes fulfilling the duty of care, performing nursing interventions in accordance with the ANMC standards as well as recognising the responsibility to prevent any form of harm to the patient (ANMC, 2010). In almost all cases then, the nurses enrol to work under the supervision and direction of the more experienced nurse as stipulated by the registration body. At all times, the newly registered nurse retains the responsibility for their own actions and will often remain accountable for any mistakes committed in their provision of the delegated nursing care. In this manner, nurses are working in line with the laid down ANMC standards. Nurses must also work within a professional and ethical nursing framework (Kolb, 1984). With regards to patient centred care that is a requirement with the ANMC competency standards, registered nurses in Australia have been observed to widely focus on all of its aspects including respect for the preferences and the values of the patient, giving both emotional and physical support, good communication with the patient, quality coordination of care, adequate involvement of family and friends as well as affordable and quality access to care for the patient (Etheridge 2007, p. 24). The focus of the registered nurses in both public and private sectors in providing patient-centred care has proved to be intense and well observed by the nurses. Essentially, nurses have also focused on good communication between them and the patients as the outcomes of the general practice indicate that lately, patient-centred care has been associated with better adherence to the stipulated treatment regimes, improved patient satisfaction and a greater level of patient enablement. Evidence has it that nurses, to a larger extent continue to consider the dimensions of patient-centred care as the way to best achieve patient satisfaction (Duscher 2009, p. 1105). The nurses must also display a highly intellectual ability of critical thinking and analysis(ANMC, 2006). One of the major responsibilities of a nurse in the provision of patient-centred care is to include a critical and evaluative regular self-evaluation skills and the assessment of own performance. In view on the ANMC competency standards, nurses must be able to reflect on the consequences of their own practice upon their patients and their colleagues, recognize the importance of evidence-based practice and recognize their senior supervisor as crucial in assisting them in areas that need critical choices and decision making (Duscher 2009, p. 1110). In seeking additional knowledge and information whenever unfamiliar situations present themselves, and in participating in ongoing educational development, then nurse will demonstrate a high level of critical thinking as stipulated down in the ANMC competency standards (Dyess & Sherman 2009, p. 406). Nurses also demonstrate their respect for the ANMC standards and competencies by collaborating with patients and respecting their culturally appropriate care (Chang & Daly, 2007). This a good sign of what is referred to as cultural competence. Nurses have included the domains of cultural competence which include embedding the cultural values of different patients in care delivery, participating in the cultural aspects of the patients which is an important element in health care delivery and supporting the effective and culturally appropriate exchange of information between them and the patients and even between the patients and the staff members(ANMC, 2010). In regards with provision and coordination of good and quality care, the ANMC standards stipulate that in the provision of nursing care, nurses are to conduct a systematic and comprehensive nursing assessment(ANMC, 2010). As such, nurses have proved to assess themselves against this guideline by being able to use a range of data gathering machines that eventually help them in determining the priorities of patients and dealing with their needs accordingly. According to Chernomas et al. (2010), this could also help in facilitating their transition as new nurses into their new places of work. In general practice, nurses also maintain good therapeutic relationships with their patients which is a good show of how they respect the ANMC competency standards. Nurses have been trained on how to establish, sustain and conclude professional relationships with their patients(ANMC, 2006). This is integral to the delivery of quality nursing care. In doing so, nurses are more than bound to demonstrate care, empathy, respect and trust towards their patients (Chernomas et al. 2010, p. 78). They ought to also interact with patient groups in a supportive and understanding manner. This includes establishing a good rapport while at the same time facilitating a physical, psychological, cultural and spiritual environment that promotes patient safety and security (Kolb 1984). Nurses also use this competency standard to the promote the self-esteem, integrity and dignity of the person (ANMC, 2010). The implications of the analysis on my own future practice In light of the above circumstances, coupled with the focus on delivery of quality health care and patient safety, future nursing practice is bound to be subject to more increased scrutiny. The scrutiny and monitoring will not only be from my employing institution but also from my peers and colleagues and from external bodies such as the government and my patients. Indeed, my patients are the most crucial figures in my delivery of care. Inevitably, the ANMAC standards and competency guidelines must in all ways shape my future nursing practice. First and foremost, I will use the ANMC competency standards to understand my professional obligation to demonstrate competency in my nursing practice. Yet still, according to Andre & Heartfiled (2007 at p. 25), there is increasing demands for new and more health services. This will also play a big role in shaping my professional competence and practice. Nurses are also an active part of the labour market that runs the whole world. It thus greatly affected by the emergence of newer roles in health care. Due to these and many other changes, it is essential that I should adhere strictly to the laid down standards of professional practice which will help me to achieve professional competence. As a nurse, I will also be bound by the different requirements and regulations that continue to be set up in Australia both through legislative and other non-legal processes. These many regulatory frameworks give the guidelines that are needed for health practitioners (Andre & Heartfield 2007). Most of them are in line with the ANMC standards which should at least be observed by every registered nurse in Australia. Clearly, it is important that as an upcoming nurse, I should access all the necessary information from all the relevant authorities which will help me to develop the skills and to stay informed about what I will need to achieve professional competency. Conclusion In conclusion, the ANMC standards and competencies set out for all the nurses practicing in Australia have proved to be of substantive and constructive usefulness. The paper herein has developed a critical reflection and analysis of my individual evaluation on how the Australian Nursing and Midwifery Council (ANMC) standards and competencies are respected by the practicing nurses. The ANMC guidelines have been set forth to safeguard the interests of the community by promoting high standards of nursing as well as the midwifery practice by ensuring that nurses adhere to and respect these particular standards (Chernomas et al., 2010). More less the same, evidence has it that this guidelines have been used widely and respected by the nurses as they are very important in assessing their performance. By displaying professional practice which relates to professional, legal and ethical responsibility, by demonstrating high levels of critical thinking and analysis, and by providing good and coordinated health care to the patients, the nurses only but demonstrate a very high level of adherence to the ANMC guidelines. Nevertheless, it is also illustrated in the way in which nurses are able to collaborate and establish therapeutic relationships with the patients. Lastly, with the above observations, it then becomes obvious that as an upcoming practitioner, these standards will play a very big role in shaping my nursing practice. Content knowledge, clinical experience and professional competence will be achieved by my own ability to observe the laid down requirements. Works Cited ANMC. (2010). A nurse’s guide to professional boundaries. Canberra. ANMC: http://www.nursingmidwiferyboard.gov.au/Codes-and-Guidelines.aspx ANMC. (2006). National competency standards for the Registered Nurse. Canberra: ANMC: http://www.nursingmidwiferyboard.gov.au/Codes-and-Guidelines.aspx Chang, E. & Daly, J. (Eds.). (2012).Transitions in nursing: preparing for professional practice (3rd ed.). Sydney: Churchill Livingstone: Elsevier. Retrieved from http://www.elsevierhealth.com.au/media/anz/samplechapters/9780729540827/Chang_Transitions_In_Nursing_3e_9780729540827.pdf Andre, K. & Heartfield, M. (2007). Professional portfolios: evidence of competency for nurses and midwifes. Sydney: Churchill Livingstone: Elsevier. Retrieved from http://www.elsevierhealth.com.au/media/us/samplechapters/9780729540780/Andre_Nursing&MidwiferyPortfolios_Sample.pdf Chernomas, W.M., Care, W.D., McKenzie, J.L., Guse, L. & Currie, J. (2010). Hit the ground running: perspectives of new nurses and nurse managers on role transition and integration of new graduates. Nursing Leadership, (22(4), 70-86. Duchscher, J.E.B. (2009). Transition shock: the initial stage of role adaptation for newly graduated Registered Nurses. Journal of Advanced Nursing 65,(5), 1103-1113. Available from http://www.letthelearningbegin.com/documents/pdfs/shock.pdf Dyess, S.M & Sherman, R.O. (2009). The first year of practice: new graduate nurses’ transition and learning needs. The Journal of Continuing Education in Nursing, 40(9), 403-410. Etheridge, S.A. (2007). Learning to think like a nurse: stories from new nurse graduates. Journal of Nursing and Education. 38(1): 24-30. Available from http://nurs460.pbworks.com/w/file/fetch/50316676/Learning%20to%20Think%20Like%20a%20Nurse.pdf Kolb, D. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall. 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