| Learning Plan: Part 1 |
| Student Name: Felicia Tseng |
| Faculty Advisor: Charlotte Lee |
| Clinical Placement: St. Michael Hospital, General medicine |
| Theme & Brief Rationale: The NSE407 theme that pertains to my learning plan is graduate education. |
| Overarching Goal & Brief Rationale:Goal: Improving healthcare qualityBrief Rationale: Inadequacy of knowledge and skills among health professionals, clinicians and managers is a remarkable barrier to healthcare quality improvement. Currently, the health services face remarkable challenges following population growth in size, people living in poor health and the healthcare demands outstrips the financial and staffing resources available (Yi, Mauskopf, Herring & Graham, 2020). There is need for holistic practice and patient – centred care which implies considerable need that guarantee health professionals and clinicians comprise the knowledge and skills that boost and establish healthcare services. Therefore, training and education initiatives are functional lever for healthcare quality improvement since it comprises the capability to influence positively on knowledge, attitudes and behaviours in healthcare professionals and clinicians. |
| Relevant Practice Documents from the College of Nurses:The nurses code of conduct – For describing Ontario nurses accountability to the public |
| Sub-goal 1: Providing competent and safe care in order to maintain patients’ trust |
| Activity 1A:Nurse education: In attaining universal quality health coverage, a competent health workforce is essential (Riedel, 2015). Quality education is the basis of establishing competent and safe care to patients by equipping health professionals and clinicians with the attitudes, knowledge and skills imperative to quality care delivery. This can be attained via education programmes that establish competence based curricula that offer imperative support and guidance to nurses. With appropriate skills and knowledge, healthcare professionals, clinicians and nurses will adhere to professional codes of ethical practice; enhance mutual respect and trust relationship with patient. In addition, healthcare professionals will be willing increase their performance effectively that will show enthusiasm, inspire and motivate patients in their recovery process. |
| Activity 1B:Nurse professional development is essential in providing competent and safe care to patients (Lockhart, 2020). Patient safety improvement in healthcare system relies on knowledgeable nurses who are taught and trained on a well-founded and sound nursing curriculum. In implementing patient safety improvement strategies, healthy work environments need to be identified by nurses to be invested in continuing professional establishment opportunities that will ensure advance growth in their practice and offer optimal quality patient care. |
| Sub-goal 2:Promoting patient well being |
| Activity 2A:Having dialogue with nursing staff as a strategy initiated by nurses will enhance question the patient care well-being (Jahandideh, 2018). This is by showing respect to patients’ medications knowledge without nurse commencement that would probably act in providing patient safety. In addition, nurses are able to allow patients to insinuate their partiality or even refuse activities. Furthermore, patients are able to express their analgesic needs or basic care needs. |
| Activity 2B:Sharing knowledge around issues, symptoms and procedures are essential (Riedel, 2015). The nurses share most frequent information regarding vital signs, by giving brief comments on conditions that the results are good and when patient’s observation solutions are outside normal limits. This is by nurse commencing communicating with patients in order to establish their current abilities for daily living activities and mobilization that will ensure safe practice is maintained. In addition, through this, patients are able to monitor, share knowledge of their issues and symptoms, and illustrate understanding of their circumstances. |
| Summary of Activities: Nurses encountered tensions while trying to encourage patient participation while completing tasks during nursing care. The summary reflects on nurses controlling behaviours impacts, that during nursing activities restricted patients’ participation instead of promoting patient – centered participation. This fostered nurses to miss opportunities in promoting patient participation in areas of self-management through nurse – patient verbal interactions. Therefore, embracing patient – centred communication is essential integral in enhancing patient participation. |
| Learning Plan: Part 2 |
| Overarching Goal: Mitigating nurses controlling behaviours |
| Relevant Practice Documents from the College of Nurses:Therapeutic Nurse-Client Relationship |
| Resources Utilized: Team size and compositionStaffing and workloadShift work effectsManager control spanWorkplace diversityAllocation of resourcesStaff level involvement in care provision and decision making |
| Sub-goal 1: Knowledge, behaviours and competencies for successful nurse controlling behaviours management |
| Summary of Activity 1A: By sacrificing one’s own requirements and trying to satisfy another’s requirements (Maureen, 2018) through:Seeking sociocultural and insight understandingProviding visibility to self – care adaptations and self – sacrificial tendenciesPromoting cultural awareness as well as prompting potential changePromoting inward change and encouraging cultural self – awareness |
| Summary of Activity 1B: By collaborating in sharing identified goals (Kuebler & Oskouei, 2020) through:Maximizing utilization of fixed resourcesLearning from the insights of each otherCommunicating and listening to foster understanding of values and interestsWorking to escalate resources |
| Sub-goal 2:Appropriate practices that productively acknowledge, address, mitigate and manage nurse controlling behaviours (Joseph, 2016) |
| Summary of Activity 2A: Providing a must skills – based education concerning active or cooperative style of mitigating and managing nurses conflicting behaviours, effectual team building via transformational leadership practices, clear communication, encouraging emotional intelligence skills mastery.By ensuring all nurses who are shift workers access education |
| Summary of Activity 2B: Utilizing extensive educational approach for various levels such as teams, individuals, organizations to support changes implementation in nurses’ behaviours and be amended to particular settings and target groups. This comprises executing procedures for refresher courses or systematic updates.Ensuring congruency for leaders inter – professional practices and competencies frameworks |
| Summary & Critical Reflection of Activities: In order to attain broad and deep understanding as well as effectiveness and efficiency improvement of nurses’ behaviour, personal practice on team communication is essential (Strating & Nieboer, 2017). This aspect endorses the ideas of respect, collaboration, equality and trust which gradually establish professional socialization process. To enhance team communication, other alternative options need to be executed such as guiding nurses on the suitable ways, being active and reflective listener and transform conflicting behaviour within a nursing team. |
REFERENCES
Jahandideh, S. (2018). Nurses’ Spiritual Well-Being and Patients’ Spiritual Care in Iran. COJ Nursing & Healthcare, 1(3). https://doi.org/10.31031/cojnh.2018.01.000514
Joseph, J. (2016). Human resource management practices, employee engagement and organizational citizenship behaviours (ocb) in selected firms in Uganda. African Journal Of Business Management, 10(1), 1-12. https://doi.org/10.5897/ajbm2015.7954
Kuebler, K., & Oskouei, A. (2020). Collaborating With a Spinal Interventionalist in the Management of Low Back Pain. The Journal For Nurse Practitioners, 16(1), 23-27. https://doi.org/10.1016/j.nurpra.2019.10.022
Lockhart, L. (2020). Nurse practice acts and the provision of safe, competent care. Nursing Made Incredibly Easy!, 18(3), 56. https://doi.org/10.1097/01.nme.0000658204.89628.2a
Maureen, P. (2018). Supplemental Material for Learning Moral Values: Another’s Desire to Punish Enhances One’s Own Punitive Behavior. Journal Of Experimental Psychology: General. https://doi.org/10.1037/xge0000405.supp
Riedel, A. (2015). Sustainability as an Ethical Principle: Ensuring Its Systematic Place in Professional Nursing Practice. Healthcare, 4(1), 2. https://doi.org/10.3390/healthcare4010002
Strating, M., & Nieboer, A. (2017). Explaining variation in perceived team effectiveness: results from eleven quality improvement collaboratives. Journal Of Clinical Nursing, 22(11-12), 1692-1706. https://doi.org/10.1111/j.1365-2702.2012.04120.x
Yi, Z., Mauskopf, J., Herring, W., & Graham, J. (2020). PNS28 CHALLENGES IN ESTIMATING ELIGIBLE POPULATION SIZE IN BUDGET-IMPACT ANALYSES FOR NEW HEALTH CARE TECHNOLOGIES. Value In Health, 23, S288. https://doi.org/10.1016/j.jval.2020.04.1038
