Transitioning to Registered Nurse - Essay Example

? Transitioning to Registered Nurse TRANSITIONING TO REGISTERED NURSE Issue Professional Communication Task The initial process between Mrs. Brown and I is for Mrs. Brown to understand that we are involved a relationship that is reliable, confidential, safe, and consistent with clear and appropriate boundaries (Wilkes & Wallis, 2008). One beneficial aspect of a relationship that is therapeutic is emotional support lent to the patient. The establishment of therapeutic relationships could aid the patient emotionally, whereas also enabling them to cope by themselves with their problems. Ultimately, strong therapeutic relationship creation could give me an insight into the patient’s condition, in addition to assisting me, in planning for the discharge of Mrs. Brown. In order to establish a therapeutic relationship, communication skills are significantly important. Communication has two major purposes: obtain information and to influence others, which are essential in establishing a relationship (Scott et al, 2009). It is possible for me to develop this interaction in the form of therapeutic communication. Therapeutic communication is a basic intervention for nurses for use in therapeutic relationships. It encourages idea and feelings expression, whereas conveying the acceptance and respect of the nurse (Thomas et al, 2009). In this case, one technique of communication that can help is active listening, which is one of the most important techniques of communication. It will allow me to understand the communicated message better, which will be a good way to develop trust with Mrs. Brown. The strategy of active listening will help me to start understanding Mrs. Brown better, as well as attend to her effectively. In a case that the patient feels that the nurse needs to attend to them, the patient would have more trust for the nurse, which would allow her to open up about problems or anxiety that they could be facing (Thomas et al, 2009). Once this is achieved, the nurse can gather vital information on the student and make future plans on their support. Therapeutic communication, therefore, enhances therapeutic relationships between the patient and the registered nurse. Task 2 There are various components in a therapeutic relationship that could aid a graduate registered nurse to achieve her goals in discharge planning. To begin with, empathy is a skill required by nurses in establishing therapeutic relationships. It is all about attending, understanding, listening, and observing, as well as being with the patient emotionally, cognitively, and physically (Skott, 2010). Empathy will allow Jesse to understand the situation Mrs. Brown is in, as well as objectively realize her past and current experiences. Therapeutic relationships, along with empathy, will let the GRN communicate with the patient without judging her (Skott, 2010). Building a strong relationship based on trust could encourage the patient to become more confident and talk on issues openly with the GRN. Via the implementation of therapeutic strategies, Jesse can aid Mrs. Brown to attain skills for achievement of her goals and implement an effective discharge plan. In taking care of Mrs. Brown, Jesse should put her focus on promoting independence and self-care. Towards Mrs. Brown’s termination of hospital stay, the nurse will have to focus the manner in which she will live after hospitalization. Jesse will be the best planer for the discharge, as the therapeutic relationship development will put her in a situation to evaluate and assess Mrs. Brown. Discharge planning will involve patient assessment and provision of information that could prevent any future health setback (Lubinski, 2009). There are four phases of therapeutic relationships pre-interaction, introductory, working, and termination phases. The final phase is termination and the nurse should ensure that the patient, prior to discharge, has the capability to care for himself or herself. Therapeutic relationship’s importance can also be seen in this phase where the nurse could reinforce the abilities of the patient to cope with what they might be faced with, as well as summarizing those skills that the patient requires to return confidently to the society (Lubinski, 2009). A close relationship with the patient should assist Jesse in the implementation of interventions for discharge, as well as decreasing Mrs. Brown’s risk of experiencing acute depression again. Task 3 The patient’s confidence could be helped by effective interventions while also relieving anxiety that she could experience. Creating a relationship therapeutically with the patient will help Jesse play a vital role in the enhancement of Mrs. Brown’s independence. The positive therapeutic relationship will also strengthen Mrs. Brown’s self-esteem. Self-esteem and self-awareness are connected intimately to self-care (Apker et al, 2010). If Jesse has come up with an effective relationship with Mrs. Brown, then she has the ability of meeting these needs, in addition to, helping in the promotion, on discharge, of self-care. In addition, Mrs. Brown will possess the confidence to take care of any problems she may face in the future. Development of a good and effective therapeutic relationship between the patient and the GRN will allow the GRN and the patient to work, in tandem, to achieve their independence and self-care goals, which involves open communication and trust. In the presence of these, Jesse can develop a plan for discharge that is appropriate for Mrs. Brown. On gaining her patient’s trust, Mrs. Brown will be able to discuss openly her worries and anxieties. On the other hand, Jesse can create an informed picture of her patient’s social situation in order for appropriate support to be implemented and make required changes in her environment as required (Apker et al, 2008). The formation of therapeutic relationships, as well as the goals that are set up during a patient’s stay in the hospital, lets the patient lives independently once they are discharged with minimal interventions medically. This relationship also gives the nurse the ability making a summary of how experience of the patient has been through their stay, as well as the evaluation of whether they can live confidently and independently on being discharged (Apker et al, 2008). Communicating openly will also allow patients to communicate to the nurse if they are comfortable with going home to create a discharge plan. Issue 2: Legal Issues in the Workforce Task 1 Another topic that was interesting during the discussion forum had to do with the legal and ethical issues and challenges facing a GRN in an aged care facility. The most dramatic, acute, and immediate stage for a GRN is an adaptation to her new professional role. This is related to cultural and reality shocks, transition theory, as well as change and growth and development theory (Bergeron & Grey, 2011). This transition could make a nurse feel discouraged, frustrated, and stressed. In order for a GRN to avoid some of the things, she should know when to talk to someone when what she has to do is outside her scope. A nurse should be able to understand what she can do and to stay within the guidelines, and being competent in her courses to be capable of doing them. However, the issues and challenges facing the scope of practice for a GRN cannot be simply defined in terms of procedures and risks. In a healthcare environment that is ever evolving, GRNs must be able to incorporate skills and knowledge into their practice. The Council of Australian Midwifes and Nurses has laid out guidelines and standards that give the scope and framework of practice in relation to all nurses. Role ambiguity can be defined as a lack of consistent and clear information concerning expected behavior in one’s role as a GRN (Crimmins, 2008). Ambiguity does not mean lack of distinction in explanation or interpretation but, rather, incorporates such meanings as vagueness, obscurity, and uncertainty. This is a natural phenomenon that nurses faced by difficult situations normally feel uncertain. When a nurse does not understand ambiguity, they become stressed, morally distressed, and are faced by a hostile workplace. Understanding it allows the nurse to be confident in patient dealings and unexpected situations. Erica faces role ambiguity because she does not know her role in changing situations. It could affect her because she could feel uncertain in her dealings, for example, lack of patient privacy protection and unanswered buzzers. Understanding role ambiguity could help her to be confident in patient dealings and emergent situations (Crimmins, 2008). Task 2 Erica is concerned about various issues like unanswered buzzers, lack of patient privacy protection, ordering of patients by staff, and medications being left on tables and the fact that she cannot seem to change this. Various strategies can be used to deal with these issues; for example, collaboration, teamwork, and preceptoring. Collaboration would involve Erica, and the rest of the healthcare team working together to improve services. It encompasses various factors like respect, honesty, and communication to be successful. Patient care potential will be high if the healthcare teams utilize their skills together (High et al, 2009). GRNs must understand the importance of collaboration with fellow staff members; this is in order to transition smoothly into their new environment and enhance patient safety since they are confident and comfortable in their activity. Teamwork involves working together productively to achieve a goal together. It is essential to healthcare and for transitioning nurses into the unit. GNRs should feel that they are important to the team through teamwork, which improves communication. By including GNRs in every aspect of healthcare, their confidence is built up, as is their competency (Maynard, 2010). Finally, preceptoring involves pairing up a GRN with a RN to improve their comfort and ease their settling in a new career setting. It overcomes transitional shocks since GRNs have a person to go to in the event of problems. By law, graduate registered nurses should provide safe care in terms of medication accuracy. Any practice carried out, which is unsafe, needs to be reported to appropriate institutions or to the hospital’s senior staff (Johnson, 2010). Graduate registered nurses face doubts, as Erica does, for example, with regards to their ability to give suitable and safe care. This is also compounded by the negative response reports on unsafe practices, which could lead to lack of reporting due to conflict. For this reason, all GNRs must be sufficiently trained in how to communicate so they can feel comfortable and able to confront team members. However, GNRs, especially those transitioning, must ensure that they keep medication accuracy a priority (Johnson, 2010). Task 3 Throughout the forum, various strategies were developed to assist in Ethical, Legal Issues, and Challenges for GNRs. One positive predictor of successful transition is work satisfaction, especially following the first year of leaving University (Jokine & Lappalainen, 2009). One way for Erica to have work satisfaction is to know what her workplace expects of her. By doing this, she can decide confidently on what she ought to do and what to learn. It also aids in reduction of culture shock and assist her in the theory and practice of integration. Initially, the GNR and the preceptor work together for the GNR to develop enhanced competence and confidence. After this, the GNR is given increased autonomy in the care of patients; for example, in handling their medication. With increased reflection on experience and experience, the graduate registered nurse will become increasingly skilled, and also demonstrating actions and behavior that are consistent with expert, proficient, and finally, competent practice (Lynn, 2011). These strategies are important for transitioning graduate registered nurses because they aid them to work faster with increased efficiency, comprehending communication better, increase ideas, better exposure, as well as increased accuracy in the workplace (Teeri et al, 2012). They come to realize that the failure of one team member could affect other health care team members and that where one of the members is not satisfied, the others will also suffer. Recognizing the particular needs for early learning will promote active learning, whereas constructive feedback may lead to reduced stress. The learning experience for the graduate registered nurses needs to be done on an individualized basis (Teeri et al, 2012). References Bergeron, Rene. & Grey, Betsy. (2011). Ethical Dilemmas of Reporting Suspected Elder Abuse. Health and Social Work, 96-105. Apker, James. Ford, Walter. & Fox, David. (2010). 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