Adult Nursing - A Transition Essay Sample
High-quality care prevents adverse outcomes and is linked to effective nursing leadership styles. Leadership entails setting goals, motivating, and influencing others towards meeting a common goal.
Adult Nursing - A Transition Essay Sample
This essay aims to critically evaluate my professional practice against the standards expected of a registered nurse based on the Code Nursing and Midwifery Council (NMC, 2018). The paper will analyse the knowledge, skills, and competence required for effective leadership and teamwork in nursing practice. This will be mapped against personal learning needs, including prioritisation and leadership theories outlined in Appendix 1. Additionally, the essay will critically appraise the political and professional influences on health care delivery and nursing practice based on evidence-based practices and peer-reviewed literature. Also, it paper will provide a personal reflection on my experience during placement and address the emerging issues that impact my transitions from a nurse student to a registered nurse. This will demonstrate identification of the learning needs and ongoing development required to ensure the delivery of safe and effective patient care in my future practice. Finally, the paper will provide and evaluate the strategies needed to support my continued professional development (Appendix 2). The conclusion will give a summary of the critical points identified throughout the essay. The names of individuals involved throughout the paper will be anonymised in compliance with NMC (2018) confidentiality requirement.
According to Marsh (2021), the contemporary healthcare system is complex, under-resourced, and often pressurised, particularly in the UK. The clinical and support staff have a duty of care to provide care to multiple patients with varying needs and health conditions, often concurrently, while competing with a range of associated management and care duties within a definite timeframe. The competing demand and high workload could contribute to "missed care" and "rationing of care." Suhonen et al. (2018) defined missed care as care delayed or omitted and rationing of care as a failure of withholding to conduct necessary nursing measures for patients due to limited resources such as staff shortage, time or skill mix. Ludlow et al. (2020) stated that missed care and rationing of care are consequences of healthcare practitioners' prioritising decisions and are positively associated with medication errors, pressure ulcers, nosocomial infections, critical incidences, patient falls with injury, urinary tract infections, and mortality. Also, rationed and missed care is negatively linked to patient satisfaction and quality of care.
Registered nurses must ensure the delivery of safe and high-quality care to patients based on their obligations outlined in the Code (NMC, 2018). These include accepting their duties and professional accountability in administration, which require knowledge, competence, and skills in clinical judgement, decision-making, and prioritisation. Marsh (2021) stipulated that prioritisation is a concept based on sound clinical judgement, critical thinking, time management, and decision-making skills. It entails defining the aspects of clinical needs considered to be managed in order of urgency and importance (Appendix 1).
Déry et al. (2018) asserted that effective clinical judgement results from the influence of competence, knowledge, and skills in prioritising, effective reasoning, and communication among multidisciplinary team members in clinical decision making. NMC (2018) indicates that registered nurses must make person-centred, evidence-based judgement and decisions and work in partnership with others to ensure safe and high-quality care. Ludlow et al. (2020) further added that nurses must recognise the complexities in the clinical decision and use their specialist expertise, knowledge, and abilities and consult or refer where necessary. Hence, prioritisations should focus on promoting patient experience, care quality, and safety through measures aimed at reducing missed care, rationed care, and adverse patient outcomes (Barker et al., 2016). Déry et al. (2018) also confirmed that unfinished care, including missed care and rationed care, could cause patient safety issues. Hence, student nurses transitioning to registered nurses must have competence, knowledge, and skills to prioritise and plan nursing care to improve the patient care experience and care outcomes.
According to Doucette (2016), knowledge and skills in prioritisation are often gained over time. Hence, newly qualified nurses often have difficulties prioritising care in their clinical practice (Appendix 1). Thus, Marsh (2021) recommended adequate support and guidance to help newly qualified nurses during their transition to registered nurses to improve their prioritisation, clinical judgement, time management, and decision-making skills. In other words, Suhonen et al. (2018) argue that priority setting in nursing involves nurses' ability to make decisions regarding the importance of patients' needs and problems and the evidence-based actions that should be implemented in response to promote patient safety and wellbeing.
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According to Doucette (2016), the pressure to prioritise patient experience exists at all levels of leadership throughout the healthcare system. NMC (2015) cited the need to enhance the patient experience by promoting safety, quality, and service. Safety supersedes everything nurse leaders do, and they must focus their efforts on creating a highly reliable process, eliminating or minimising the variations, and delivering the best possible outcomes. However, Ludlow et al. (2020) cited that prioritising care is influenced by time management skills (Appendix 1), and nurse leaders have to deal with time pressure to make an effective decision. According to Suhonen et al. (2018), effective prioritising skills are crucial in nurse leadership. Déry et al. (2018) also observed that effective nursing leadership is vital in ensuring a successful health care environment for patients, carers, and staff. Skirbekk, Hem, and Nortvedt (2018) demonstrated that the characteristics of high-quality care comprise safe, effective, reliable, person-centred, efficient, and equitable care. High-quality care prevents adverse outcomes and is linked to effective nursing leadership styles. Sfantou et al. (2017) stated that leadership entails setting goals, motivating, and influencing others towards meeting a common goal.
The registered nurses and directly involved in clinical care and provide leadership by making decisions and influencing team members to improve the quality of care and optimise patient experience (Skirbekk, Hem, and Nortvedt, 2018). NMC (2018) outlines that registered nurses should provide leadership to facilitate quality improvement and enhance patients' wellbeing and healthcare experiences. This requires competence in identifying priorities and managing time and resources effectively to improve the quality of care. NMC (2015) also, registered nurses must have the competence in leadership skills and be accountable to lead and delegate tasks in nursing care. Hence, transitioning student nurse leaders need to practice within their knowledge and competence while prioritising care using effective approaches, including communication, planning, organising, and coordinating resources.
Moreover, Sfantou et al. (2017) stated that healthcare practitioners should develop effective time management skills and techniques to ensure high efficiency, less burnout, and generate higher productivity. Time management skills are critical for newly qualified nursing in managing work-life balance and improving their productivity in a clinical setting (Lumbers, 2018). Nevertheless, Giddens (2018) cited that the daily nursing environment is very dynamic, informing the application of varying leadership styles to get work done. According to Collins et al. (2019), the common leadership styles applied in clinical settings include transactional, transformational, situational, and authoritarian. According to Lumbers (2018), the transactional leadership style focuses on the importance of leadership, supervision, organisation, and performance of the group. The nurse leaders applying transactions leadership style reward or punish staff respective of how they complete assigned tasks. Cardiff, McCormack, and McCance (2018) added that nurse leaders using transactional leadership style prioritise tasks to the team, set short-term goals with clear guidelines and documentation, and motivate, direct, and encourage the team to complete the tasks to gain rewards.
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According to Giddens (2018), the transformational leadership style in nursing entails encouraging staff to do their best and motivating them to stay positive while performing their tasks. This leadership style uses effective communication to create a healthy clinical environment where team members share responsibilities leading to engaged and productive teams (Kirkham, 2020). The incident outlined in Appendix 1 could be associated with situational leadership style. According to Lumbers (2018), the situational leadership style in nursing is influenced by the existing needs and work requirements of the clinical setting. It requires nurse leaders to analyse the existing clinical situation and adopt the best strategy to lead to the best outcomes.
In a situational leadership approach, registered nurses are expected to prioritise, allocate, and delegate tasks to care team members based on their unique skill, competence, and professional qualifications. In delegating, the practitioner assigned the task must have the qualification and competence to perform the delegated role (NMC, 2018) effectively. Doucette (2016) confirmed that effective leadership skills in nursing correlate with high-quality care, positive care outcomes, patient satisfaction, and safety. Hence, as a student nurse, I must have effective leadership skills and competence to systematically assess the patients, prioritise their needs, and work with teams to provide safe and high-quality care.
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The King's Fund (2021) stated that politics greatly influence health and healthcare delivery. Politics influence budget allocation and funding of healthcare services. According to Buchan et al. (2019), lack of funding to the healthcare system affects the staffing levels. For instance, Millar (2019) noted that National Health Service (NHS) experiences severe funding problems, leading to inadequate resources to meet the demand levels. According to Cardiff, McCormack, and McCance (2018), the political influence is responsible for the nursing staff shortage in the NHS due to the abolition of the student bursary, impacting the quality of health care services delivered to the patients. Millar (2019) stated that staff shortage in the NHS is associated with adverse impacts, including increased patient mortality as more nurses resign or retire from their jobs due to fatigue, workplace pressures, and burnout. This promotes limited patient care as hospitals lack adequate staffing levels to meet the patients' demands.
Care Quality Commission indicated that understaffing in NHS facilities directly impacts the quality of patient care (The King's Fund, 2021). Cardiff, McCormack, and McCance (2018) also cited that workforce shortage NHS increases the waiting time leading to missed and rationed care. This situation has had an overwhelming impact on the Covid-19. According to Giddens (2018), there is a need for high-quality nursing leadership to develop a culture that supports staff and enhances patient care. Buchan et al. (2019) also cited that the workforce crisis in NHS can be addressed through effective government policies, especially those seeking to improve recruitment and expand funding.
The UK government had developed diverse strategies to address the staff shortage, including recruiting non-registered nurses from overseas with no formal nursing qualification to work with registered nurses (Barker et al., 2016). This approach has improved staffing levels and the delivery of quality care. However, it also introduces diverse workplace cultures. Hence, as a student nurse transitioning to registered nurse, I could have knowledge and competence in cross-cultural management to respect diversity and work in teams with people across cultures to improve patient care. Besides, understanding an individual's skill set, knowledge, and competence will help me in delegation when prioritising care (Doucette, 2016).
Reflecting on my care episode
My reflection is based on personal experience during my community placement. During my orientation at the placement centre, my supervisor informed me that the facility was understaffed and did not have adequate resources. In this reflective account, my practice supervisor assigned me in charge of patients, where I was required to oversee them, print out a list, and prioritise them in order of their visit.
In compliance with my supervisor's instruction, I printed out the cases of vising patients from the RIO software and allocated them to the staff available. I relied on the institution's guidelines to classify, prioritise and allocate the patients. Additionally, I considered the available staff's competence, knowledge, and expertise during the allocations. Besides, I considered the importance and urgency of each case and relied on the Matrix Prioritisation tool to prioritise each case (Appendix 1). Ludlow et al. (2020) emphasised the importance of prioritising activities, delegation, and time management. I considered the time, resources available, and demand for care while performing my assigned tasks to ensure that patients whose conditions could easily exacerbate were prioritised to improve their health and wellbeing (Déry et al., 2018).
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NMC (2018) requires registered nurses to maintain their duty of care and prioritise and ensure the safety and effectiveness of care delivered to patients. According to Barker et al. (2016), the first step to improving patient safety and quality of life is holistic and systematic assessment. The registered nurse must have the competence to ensure that patient's physical, psychological, and social needs are adequately identified to inform effective prioritisation and care planning. Cardiff, McCormack, and McCance (2018) also asserted that registered nurses must preserve patients' autonomy by engaging them throughout the nursing process to help them make informed choices. This also conforms to NMC (2018), which stipulates the professional codes of conduct and guidelines that are expected to guide the conduct of registered nurses.
The four critical standards of practice that informed my approach to patients include prioritising people, effective practice, preserving safety, and promoting professionalism and trust. According to NMC (2018), prioritising people involves putting service users' interests first by making their safety and care quality my primary concern and preserving their dignity, actively engaging them by listening to them and responding to their concerns and preferences. This requires practitioners to pay attention to individuals' social, biological, and psychological needs and act in their best interest (NMC, 2018). Also, effective practice comprises evidence-based practices to expedite care interventions to service users, involving them through effective communication in their care, recording details, and optimising their care experience.
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Additionally, under preserve safety (NMC, 2018), the registered nurse is required to be responsible and accountable and delegate tasks to other practitioners based on their competence and qualifications. The practitioners are also required to maintain the safety of patients and the public and exercise their professional duty of candour and raise concern immediately safety issue is suspected. Besides, the registered nurses are also required to reduce or minimise the possible risk of near misses, mistakes, harm, and impact of harm to the patients. Professionalism and trust also need registered nurses to uphold professional reputations by remaining committed to the standards of practice and behaviours and maintaining positive attitudes to nursing duties (NMC, 2018).
Despite my efforts to adhere to the nursing standards of practice, I found it challenging to fully adhere to the NMC code of standard. The staff shortage meant that not all patients could receive safe and effective care. Available healthcare providers could not pay adequate attention to specific patients due to increased demand and the need to preserve safety and reduce delays. Besides, it was challenging for the care team to provide continuity of care, leading to unfinished care (Barker et al., 2016) and safety issues. The student nurses must be adequately prepared to deal with a challenging situation in a clinical setting and attain the necessary knowledge and competence to improve their decision-making and prioritisation before becoming registered nurses (Appendix 1). Skirbekk, Hem, and Nortvedt (2018) recorded that lack of appropriate nursing skills after becoming a registered nurse may make one feel incompetent and develop feelings of isolation and frustration, leading to low job satisfaction, increased vulnerability to medical errors and low-quality patient care and health outcomes.
Wray et al. (2021) cited that student nurses often find the transition to registered nurses challenging; hence, they need adequate support to improve their competencies, knowledge, and expertise to improve their ability to deliver quality care. Déry et al. (2018) also suggested that student nurses develop resilience and confidence to enhance their transition experience. Barker et al. (2016) stated that nursing practice is complex and dynamic due to the new evidence-based practices, policies, and improvement needs, thus, the need for continued professional development (CPD).
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Based on my care experience, learning, and development needs, I could use strategies to support my continued professional development in transitioning from student to registered nurse, including preceptorship. Taylor, Eost‐Telling, and Ellerton (2019) defined preceptorship as a period when a newly qualified nurse is supported and guided to successfully transition from a student to a competent and qualified practitioner. The newly qualified nurse is supported by a preceptor who helps them develop confidence as independent professionals, support career progression, build and refine knowledge and competence (Wray et al., 2021). In preceptorship, the mentor works as the learners' role model and sets up transition-practice programs closely supervised to ensure the student meets the required competency levels (Appendix 1). Taylor, Eost‐Telling, and Ellerton (2019) confirmed that preceptorship programs enable one to develop confidence and competence as a newly qualified nurse, enhance transition, and improve retention.
Additionally, one can use reflection as a strategy to support continued professional development (Appendix 1). I employed reflection as a strategy to help me gain insight into my strengths, weaknesses, opportunities, and threats. The reflection on SWOT analysis creates awareness of areas that a student nurse needs to develop to improve personal competence and skills for nursing practice as a registered nurse. The use of reflection helped me evaluate my practice, actions, and abilities and identify areas that require development to improve the quality of my future practice.
NMC (2015) encourages nurses to engage in CPD through reflective practice. Hence, I will regularly engage in reflective practice to develop my knowledge, skills, and competence. Effective reflection will help me develop the skills required to prioritise my learning needs (Appendix 1) and create an informed career path based on adherence to nursing standards and code of conduct (NMC, 2018). These will also help me develop clinical decision-making, critical thinking, and judgment competence to prioritise patients and meet their holistic needs effectively. This will improve my effort towards delivering safe and high-quality patient care in my future practice as a registered nurse.
In conclusion, this paper has demonstrated issues often involved in transitioning from student nurse to newly registered nurse. It has also highlighted the political influence of health regarding funding and how reduced budget allocation contributes to staff shortage, patient safety incidences, and low-quality health care. The essay also shows how nursing leadership impacts the quality of care, including influence on productivity, decision-making, patient safety, and quality care. The newly registered nurses should develop competence, knowledge, and expertise in prioritisation, leadership, and clinical decision-making to improve patient care and outcomes. The transition process from student nurse to newly registered nurse presents varying challenges that impact patient care and staff attitude towards work and job satisfaction. The newly student nurse needs to use various strategies such as preceptorship and reflective practice to enhance continued professional development and define their career path to become competent and skilled practitioners. Developing effective skills and competence will positively contribute to my transition from a student nurse to a newly registered nurse and help me improve the quality of my future practice.
References
Barker, H.R., Griffiths, P., Mesa-Eguiagaray, I., Pickering, R., Gould, L. and Bridges, J., 2016. Quantity and quality of interaction between staff and older patients in UK hospital wards: a descriptive study. International Journal of Nursing Studies, 62, pp.100-107.
Buchan, J., Charlesworth, A., Gershlick, B., and Seccombe, I., 2019. A critical moment: NHS staffing trends, retention, and attrition. London: The Health Foundation.
Cardiff, S., McCormack, B. and McCance, T., 2018. Person‐centred leadership: a relational approach to leadership derived through action research. Journal of Clinical Nursing, 27(15-16), pp.3056-3069.
Collins, E., Owen, P., Digan, J. and Dunn, F., 2019. Applying transformational leadership in nursing practice. Nursing Standard, 35(5), pp.59-65.
Déry, J., Ruiz, A., Routhier, F., Gagnon, M.P., Côté, A., Ait-Kadi, D., Bélanger, V., Deslauriers, S. and Lamontagne, M.E., 2019. Patient prioritization tools and their effectiveness in non-emergency healthcare services: a systematic review protocol. Systematic reviews, 8(1), pp.1-7.
Doucette, J.N., 2016. Prioritize the patient experience. Nursing Management, 47(11), p.56.
Giddens, J., 2018. Transformational leadership: What every nursing dean should know. Journal of Professional Nursing, 34(2), pp.117-121.
Kirkham, L., 2020. Understanding leadership for newly qualified nurses. Nursing Standard, 35(12).
Leigh, J., Rowe, M. and Burke, E.I., 2019. Implementation of the Future Nurse standards in higher education. British Journal of Nursing, 28(11), pp.730-732.
Lewis, P., 2017. Right patient, right time, right pharmacist: the time for clinical prioritisation tools?. European Journal of Hospital Pharmacy, 24(6), pp.314-314.
Littler, N., 2020. Designing an adolescent safeguarding curriculum framework for pre-registration nurse education programmes. Nursing Children and Young People.
Ludlow, K., Churruca, K., Mumford, V., Ellis, L.A., and Braithwaite, J., 2020. Staff members' prioritisation of care in residential aged care facilities: a Q methodology study. BMC health services research, 20(1), pp.1-14.
Lumbers, M., 2018. Approaches to leadership and managing change in the NHS. British Journal of Nursing, 27(10), pp.554-558.
Marsh, E., 2021. The art of prioritisation. British Journal of Cardiac Nursing, 16(10), pp.1-1.
Millar, H.L., 2019. The UK NHS Experience of Burnout: Time for Action. International Journal of Person Centered Medicine, 9(3), pp.7-18.
Nursing and Midwifery Council, 2015. Standards for competence for registered nurses. Available at: https://www.nmc.org.uk/globalassets/sitedocuments/standards/nmc-standards-for-competence-for-registered-nurses.pdf [Accessed on 4 February 2022].
Nursing and Midwifery Council, 2018. Future nurse: standards of proficiency for registered nurses. Nursing and Midwifery Council. Available at: https://www.nmc.org.uk/globalassets/sitedocuments/standards-of-proficiency/nurses/future-nurse-proficiencies.pdf [Accessed on 4 February 2022].
Nursing and Midwifery Council, 2018. The Code: Professional standards of practice and behaviour for nurses and midwives. Nursing and Midwifery Council (NMC). Available at: https://www.nmc.org.uk/globalassets/sitedocuments/nmc-publications/nmc-code.pdf [Accessed on 4 February 2022].
Sfantou, D.F., Laliotis, A., Patelarou, A.E., Sifaki-Pistolla, D., Matalliotakis, M. and Patelarou, E., 2017, December. A systematic review is the importance of leadership style towards the quality of care measures in healthcare settings. In Healthcare (Vol. 5, No. 4, p. 73). Multidisciplinary Digital Publishing Institute.
Skirbekk, H., Hem, M.H. and Nortvedt, P., 2018. Prioritising patient care: The different views of clinicians and managers. Nursing Ethics, 25(6), pp.746-759.
Suhonen, R., Stolt, M., Habermann, M., Hjaltadottir, I., Vryonides, S., Tonnessen, S., Halvorsen, K., Harvey, C., Toffoli, L. and Scott, P.A., 2018. Ethical elements in priority setting in nursing care: A scoping review. International Journal of Nursing Studies, 88, pp.25-42.
Taylor, L.M., Eost‐Telling, C.L. and Ellerton, A., 2019. Exploring preceptorship programmes: Implications for future design. Journal of Clinical Nursing, 28(7-8), pp.1164-1173.
The King's Fund, 2021. NHS Workforce: Our position. Available at: https://www.kingsfund.org.uk/projects/positions/nhs-workforce [Accessed on 4 February 2022].
Wray, J., Watson, R., Gibson, H., and Barrett, D., 2021. Approaches used to enhance transition and retention for newly qualified nurses (NQNs): a rapid evidence assessment. Nurse Education Today, 98, p.104651.
You must use this form to record five written reflective accounts on your CPD and/or practice-related feedback and/or an event or experience in your practice and how this relates to the Code. Please fill in a page for each of your reflective accounts, making sure you do not include any information that might identify a specific patient, service user or colleague. Please refer to our guidance on preserving anonymity in the section on non-identifiable information in How to revalidate with the NMC.
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Reflective account: Prioritisation. K1430251 |
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What was the nature of the CPD activity and/or practice-related feedback and/or event or experience in your practice?
My reflective is based on my experience during my community placement. In this reflection I was appointed by my practice supervisor who put me in charge of the patients-saying “today you oversee the patients, print out the list and prioritise in order of visit”. I carried out the task and I prioritise the patients in order of their needs, also allocating time to each visit. My patients with blood glucose and insulin and high blood medication were first, patients with peripheral inserted central catheter line, as second and patients with wound care were then seen after wards. My supervisor asked me why I prioritised my care the way I did, and I explained the reasons to her, and she mentioned getting feed back to me by the end of the day, as to reflect on the outcome. On my priority list I noticed one of my patients was to be seen by the TVN for a wound assessment and the patient with the peripheral inserted central catheter line also has an hospital appointment. I had to decide on who to see first as they were both for 11am visit. As not to keep the patient with the wound assessment and Tissue viability nurse waiting, I called her on phone as to explain to her that I will be couple of minutes late as I am with a patient administering PICC line care, she said ok she will wait. |
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What did you learn from the CPD activity and/or feedback and/or event or experience in your practice?
On getting to the TVN wound assessment patient, the TVN was very upset that the patient was kept waiting and she already had to carryout the assessment and redressed the wound by the time I arrived. I explained to her that I had to attend also to a patient with picc line. She said the assessment was more important and of priority and the other patient could have been seen by another nurse or could have seen her after her return from the hospital, she could also have requested to be seen and attended to at the hospital for her care. I had to apologise to the patient. On getting to the office, I was placed on a software training which taught me on how to prioritise patient’s care. Reflecting on the episode I discover I am lacking in Prioritisation skill , this is my learning need which I am currently working on in placement. Not being aware of time management, delayed patient care. |
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How did you change or improve your practice as a result?
I am hands on working more and asking lots of questions with regard to my learning outcome, for me to prioritise care, I need to practice going out more and work by shadowing my practice assessor as to build up my prioritisation skills. I Practice planning and allocating task using RIO software I practice decision making within the team during handover
Achieving a goal/task.
I Organise, plan and allocate time to each task and discuss the outcome during hand over. I also practice printing my allocation list a day before, allocating time to each patient and also checking first thing in the morning as to confirm any changes, as not to miss out on any patient’s visit. |
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How is this relevant to the Code? (NMC, 2018)
Select one or more themes: Prioritise people – Practise effectively – Preserve safety – Promote professionalism and trust
Prioritise people- This entails putting patient’s need first and making it my primary concern. As a nurse I am responsible for the care of my patients and so if I am able to prioritise effectively then I am able to preserve safety which is about preventing my patients from harm, as I am accountable for the care, I give to my patients.
Treat People as individuals and upholding their dignity:
1.1 Must treat people with compassion, respect and kindness.
1.2 Must deliver fundamentals of effective care
1.4Must not delay patient of any treatment or care due to them
1.5 Must respect patient’s human right.
2-Listen to Patient’s respond, concerns and preference to care.
2.1Must work with patient in delivering effective care
2.3 Empower patients to share in the decisions and treatment with regards to their care.
2.5 Must respect, support and document patient’s consent or decline to care and treatment. Make sure patient’s physical, social and psychological needs are assessed and responded to:3.2 recognise and respond compassionately to the needs of patients who are in their last few days and hours of life. 3.4 must act as an advocate for patients, challenging the discriminatory, poor attitude to our vulnerable patients in relating to their care. 4: Act in the interest of patients at all times.
5: Must respect patient’s right to confidentiality and privacy (NMC 2018) Practice Effectively:
6.2 Must maintain skills and knowledge needed for safe and effective practice Communicate Clearly 7.1 use term that patient in my care, colleague and public can understand. Work co-operatively 8.1 Respect the expertise, skills and contributions of colleague and refer matters to them when appropriate. 8.2 Maintain effective communication with colleagues
8.5 Work with colleagues to preserve the safety of those receiving care
9: Share my skills experience and knowledge for the benefit of patients receiving care and my colleagues.
Must provide honest constructive and accurate feedback to colleagues
9.2 Reflect on feedback from variety of sources using it to improve my performance and practice. 9.4 Support student’s and colleagues learning to help them develop their professional confidence and competence. 10: Keep clear and accurate record:
10.5 Make sure to take all steps to make sure records are kept securely
11:Be accountable for my decisions to delegate tasks and duties to other people:
Preserve safety:
13: Recognise and work within the limit of my competence
13.2 Make a timely referral to another practitioner when an action, treatment or care is needed. 13.3 Ask for help from a suitable and experienced professional to carry out action or procedure that is beyond the limits of my competence. 13.4 Must take for my personal safety as well as the safety of others in my care
13.5Must complete the necessary training before carrying out a new role.
14: Be open and candid with all service users about all aspects of care and treatment including when any mistake or harm have taken place. 14:2 Explain fully and promptly what had happened including any likely effects and apologise to the person affected and where appropriate, their advocate, family or carers. 14:3 Document if appropriate all these events formally and take further action so they can be dealt with quickly. 16: Act without delay if your belief there is a risk to patient safety or public protection
16:6 Protect anyone you have management responsibility for from any harm, detriment, victimisation or unwarranted treatment after a concern is raised. Promote Professionalism and trust:
20:1 Must keep to and uphold the standards and values set out in the code.
20:2 Act with honesty and integrity at all times treating people fairly without discrimination
20:3 Must be aware at all times how my behaviour can affect and influence the behaviour of others. 20:5 Must not take advantage of patient’s vulnerability or cause them harm, upset or distress. 20:8 Must act as a role model of professional behaviour for students and newly qualified nurses, midwives and nursing associates to aspire to.
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Appendix 2:
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Identified |
Strategy for |
Resources in Support |
Date for |
Outcome |
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Learning |
Achievement |
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Review |
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Need |
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Prioritisation |
Preceptorship: This |
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Continuous |
6 to 12 |
To improve my |
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will prepare me in |
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Professional |
months |
competence |
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my role as a newly |
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Development. |
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and leadership |
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qualified nurse. |
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Clinical simulation, |
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skills. |
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Shadowing |
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Using Evidence |
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My |
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Based Research |
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Mentor |
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method, |
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Teamwork |
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Time |
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Plan and |
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E-mail, software |
Daily |
To provide, |
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Management |
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Prioritise |
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(RIO), check list |
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improve and |
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Task |
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To do list |
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carry out |
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Decision |
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Telephone. |
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Effective |
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making |
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Attend leadership |
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patient centred |
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Achieving a |
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(MDT)training. |
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care at a high |
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goal/task. |
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standard. |
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Organise, |
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Record Daily |
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Achieve |
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plan and |
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Routine on RIO |
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allocate |
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planned task |
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time to |
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Within |
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each task; |
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allocated time |
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delegate |
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task or |
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reallocating |
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task. |
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Reflection- Using |
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Mind map, put |
Daily |
Help in relating |
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Gibb’s model of |
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learning journals, |
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theory to |
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reflection and |
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diary, |
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practice. |
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SWOT analysis. |
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To do list, using |
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Teaching |
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email, computing, |
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Junior staff |
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brainstorm, |
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Decision |
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Reflective |
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making |
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conversation with |
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Team |
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members/mentors. |
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Self-reflect using |
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feedback from |
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course work or |
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interviews. |
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CV, CPD, portfolio, |
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To improve my |
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Revalidation |
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personal |
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Confidence |
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statement, |
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Continuous |
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CPD, Attending |
Every |
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conference |
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