1 2019 NSG3EPN Assessment 2 - Written reflective piece addressing contemporary practice issues relating to learning activities for ILO 4, 5 & 6 Due Date: 7th October or as advised for later cohort E5....

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1 2019 NSG3EPN Assessment 2 - Written reflective piece addressing contemporary practice issues relating to learning activities for ILO 4, 5 & 6 Due Date: 7th October or as advised for later cohort E5. Weighting: 40% (2000 words) This assessment is divided into 3 parts. 1. Critique contemporary nursing leadership theories, core competencies and personal capabilities and their importance to individuals, teams and the nursing profession. 2. Develop and apply communication skills that directly relate to health information systems. 3. Apply awareness of the transition from student to registered health care practitioner through critical self-reflection You will be required to reflect upon your own experiences to date and to search for evidence from the literature to address questions regarding contemporary professional practice issues. At least 18 relevant peer- reviewed sources are required. Other sources such as credible websites may be used to add to your reference list. The assessment parts in GREEN text, require you to explore the literature to support your answer. The assessment parts in BLUE text, require you to reflect upon your experiences in, and knowledge of, the health care sector. You should also support your opinion and assertions with evidence from the literature for these responses. Introductory and concluding paragraphs are not required but each question must be answered in full. As the blue task is reflective, it is appropriate to use a first person writing style. Please submit your completed assessment through the Turnitin portal in Word format. Leadership and Management (650 words) This module requires you to complete the Leadership Skills Inventory (on LMS) and reflect upon your result. In light of your results, please answer the following:  Identify and explore two key leadership skills that Registered Nurses must bring to their role. Use evidence from the literature to support why these skills are important.  As a result of your inventory, describe up to two skills you would like to further develop and identify the strategies that you might use to achieve this. Use evidence from the literature to support your assertions. 2 Communication and Health Informatics (650 words) There are multiple sources of patient data that are collected and recorded across primary, secondary and or tertiary health services. In this module you are required to:  Choose a particular service area (e.g. rehab. aged care, theatre, outpatient service) and describe key challenges that nurses face when utilising the medical record by outlining aspects of confidentiality, privacy and safety.  Consider the broader topic of digital health in planning patient care. Describe innovations that you consider could enhance your practice and delivery of person centred care. You should include a discussion topic of interest here related to implementation of new technologies such as robot receptionist, huggable robot or other emerging technologies.  Some links on suggested emerging technologies o Huggable robot-https://youtu.be/UaRCCA2rRR0 o Robot receptionist- https://youtu.be/ncjOaPjIips o Virtual reality applications- https://uk.autumn.care/virtual-reality/ Use evidence from the literature to support your assertions. Professional practice (650 words) There are many potential sources of stress when working as a registered nurse. Developing and implementing coping strategies to manage stress is an important skill for all nurses. In this module you are required to;  Define one of the following terms – role conflict OR role ambiguity. Discuss the impact that the chosen concept may have on a registered nurse (RN).  Identify and describe at least two self–care strategies that you will employ to facilitate you staying emotionally and physically well in your new role as a RN.  Describe two positive work place behaviours or attitudes you will practice in your graduate nurse year and explain why these are relevant to your goals. Use evidence from the literature to support the effectiveness of these strategies. https://uk.autumn.care/virtual-reality/ NSG3EPN – Engagement in Professional Nursing Assessment 3– Written reflective piece addressing contemporary practice issues (40% of overall mark) Individual grading instructions Criteria Excellent (80-100%) Very good (70-80%) Good (60-70%) Fair (50-60%) Poor (<50%) mark="" 1.="" leadership="" and="" management="" clearly="" and="" succinctly="" identifies="" and="" describes="" two="" evidence="" based="" leadership="" skills="" relevant="" to="" the="" registered="" nurse.="" clearly="" identifies="" leadership="" skill/s="" for="" development="" and="" excellent="" identification="" and="" description="" of="" strategies="" to="" achieve="" this.="" uses="" extensive="" relevant="" literature="" to="" support="" assertions.="" 20+="" marks)="" clearly="" and="" succinctly="" identifies="" and="" describes="" two="" evidence="" based="" leadership="" skills="" relevant="" to="" the="" registered="" nurse.="" very="" good="" identification="" of="" leadership="" skill/s="" for="" development="" and="" very="" good="" identification="" and="" description="" of="" strategies="" to="" achieve="" this.="" uses="" a="" wide="" range="" of="" relevant="" literature="" to="" support="" assertions.="" (17.5-19.5="" marks)="" identifies="" and="" describes="" two="" evidence="" based="" leadership="" skills="" relevant="" to="" the="" registered="" nurse.="" good="" identification="" of="" leadership="" skill/s="" for="" development="" and="" good="" identification="" and="" description="" of="" strategies="" to="" achieve="" this.="" uses="" mostly="" relevant="" literature="" to="" support="" assertions.="" (15-17="" marks)="" identifies="" and="" satisfactorily="" describes="" two="" leadership="" skills="" relevant="" to="" the="" registered="" nurse.="" discussion="" may="" not="" be="" clear="" or="" succinct.="" identifies="" leadership="" skill/s="" for="" development="" and="" satisfactory="" identification="" and="" description="" of="" strategies="" to="" achieve="" this.="" uses="" some="" relevant="" literature="" to="" support="" assertions.="" some="" poor="" or="" irrelevant="" sources="" used.="" (12.5-14.5="" marks)="" confused="" or="" missing="" identification="" and/or="" description="" of="" two="" leadership="" skills="" relevant="" to="" the="" registered="" nurse.="" leadership="" skill="" for="" development="" poorly="" identified="" and="" confused="" or="" missing="" identification="" and="" description="" of="" strategies="" to="" achieve="" this.="" superficial="" or="" inadequate="" use="" of="" relevant="" literature="" to="" support="" assertions.="" majority="" of="" sources="" used="" are="" poor="" or="" irrelevant="">< 12="" marks)="" 25="" 2.="" communication="" and="" health="" informatics="" excellent="" identification="" and="" comprehensive="" description="" of="" chosen="" service="" area="" and="" its="" medical="" record="" challenges="" which="" include="" safety,="" security="" and="" privacy.="" excellent="" identification="" of="" digital="" health="" technology="" that="" could="" enhance="" planning="" and/="" or="" delivery="" of="" care.="" excellent="" description="" of="" how="" the="" innovation="" would="" enhance="" person="" centred="" care.="" uses="" extensive="" relevant="" literature="" to="" support="" assertions.="" (20+="" marks)="" very="" good="" identification="" and="" description="" of="" chosen="" service="" area="" and="" its="" medical="" record="" challenges="" which="" include="" safety,="" security="" and="" privacy.="" very="" good="" identification="" of="" digital="" health="" technology="" that="" could="" enhance="" planning="" and/="" or="" delivery="" of="" care.="" very="" good="" description="" of="" how="" the="" innovation="" would="" enhance="" person="" centred="" care.="" uses="" a="" wide="" range="" of="" relevant="" literature="" to="" support="" assertions.="" (17.5-19.5="" marks)="" good="" identification="" and="" description="" of="" chosen="" service="" area="" and="" its="" medical="" record="" challenges="" which="" include="" safety,="" security="" and="" privacy.="" good="" identification="" of="" digital="" health="" technology="" that="" could="" enhance="" planning="" and/="" or="" delivery="" of="" care.="" good="" description="" of="" how="" the="" innovation="" would="" enhance="" person="" centred="" care.="" uses="" mostly="" relevant="" literature="" to="" support="" assertions.="" (15-17="" marks)="" satisfactory="" identification="" and="" description="" of="" chosen="" service="" area="" and="" its="" medical="" record="" challenges="" which="" include="" safety,="" security="" and="" privacy.="" fair="" identification="" of="" digital="" health="" technology="" that="" could="" enhance="" planning="" and/="" or="" delivery="" of="" care.="" good/="" fair="" description="" of="" how="" the="" innovation="" would="" enhance="" person="" centred="" care.="" uses="" some="" relevant="" literature="" to="" support="" assertions.="" some="" poor="" or="" irrelevant="" sources="" used.="" (12.5-14.5="" marks)="" poor="" or="" absent="" identification="" and="" description="" of="" chosen="" service="" area="" and="" its="" medical="" record="" challenges="" which="" include="" safety,="" security="" and="" privacy.="" poor="" identification="" of="" digital="" health="" technology="" that="" could="" enhance="" planning/="" delivery="" of="" care.="" poor="" or="" absent="" description="" of="" how="" the="" innovation="" would="" enhance="" person="" centred="" care.="" superficial="" or="" inadequate="" use="" of="" literature="" to="" support="" assertions.="" majority="" of="" sources="" used="" are="" poor="" or="" irrelevant="">< 12="" marks)="" 25="" 3.="" professional="" practice="" clear="" and="" succinct="" definition="" of="" one="" term="" with="" comprehensive="" discussion="" of="" impact="" upon="" the="" registered="" nurse.="" clear="" identification="" and="" excellent="" discussion="" of="" two="" self-care="" strategies.="" clearly="" and="" succinctly="" describes="" and="" explains="" positive="" workplace="" behaviors/="" attitudes="" that="" align="" with="" graduate="" goals.="" uses="" extensive="" relevant="" literature="" to="" support="" assertions.="" (20+="" marks)="" clear="" definition="" of="" one="" term="" with="" very="" good="" discussion="" of="" the="" impact="" upon="" the="" registered="" nurse.="" clear="" identification="" and="" very="" good="" discussion="" of="" two="" self-care="" strategies.="" describes="" and="" explains="" positive="" workplace="" behaviors/="" attitudes="" that="" align="" with="" graduate="" goals.="" uses="" a="" wide="" range="" of="" relevant="" literature="" to="" support="" assertions.="" (17.5-19.5="" marks)="" good="" definition="" of="" one="" term="" with="" discussion="" of="" the="" impact="" upon="" the="" registered="" nurse.="" clear="" identification="" and="" good="" discussion="" of="" self-care="" strategies.="" identifies="" positive="" workplace="" behaviors/="" attitudes="" that="" align="" with="" graduate="" goals.="" uses="" good="" range="" of="" relevant="" literature="" to="" support="" assertions.="" (15-17="" marks)="" satisfactory="" definition="" of="" one="" term="" with="" fair="" identification="" of="" the="" impact="" upon="" the="" registered="" nurse.="" fair="" identification="" and="" discussion="" of="" self-care="" strategies.="" fair="" description="" of="" positive="" workplace="" behaviors/="" attitudes="" that="" align="" with="" graduate="" goals.="" uses="" some="" relevant="" literature="" to="" support="" assertions.="" some="" poor="" or="" irrelevant="" sources="" used.="" (12.5-14.5="" marks)="" poor="" or="" confused="" definition="" of="" one="" term="" and="" discussion="" of="" the="" impact="" upon="" the="" registered="" nurse.="" superficial="" or="" absent="" identification="" and="" discussion="" of="" self-care="" strategies.="" behaviors/attitudes="" that="" align="" with="" graduate="" goals="" are="" not="" clear="" or="" lack="" alignment.="" inadequate="" use="" of="" relevant="" literature="" to="" support="" assertions="">< 12 marks) /25 4. use of literature very well supported with at least 18 credible, current and peer reviewed sources. demonstrated clear and consistent evidence of critical appraisal of reference material (12+ marks) well supported with 15-18 credible, current and peer reviewed sources. demonstrated mostly consistent evidence of critical appraisal of reference material. 12="" marks)="" 25="" 4.="" use="" of="" literature="" very="" well="" supported="" with="" at="" least="" 18="" credible,="" current="" and="" peer="" reviewed="" sources.="" demonstrated="" clear="" and="" consistent="" evidence="" of="" critical="" appraisal="" of="" reference="" material="" (12+="" marks)="" well="" supported="" with="" 15-18="" credible,="" current="" and="" peer="" reviewed="" sources.="" demonstrated="" mostly="" consistent="" evidence="" of="" critical="" appraisal="" of="" reference="">
Answered Same DaySep 12, 20212019 NSG3EPN

Answer To: 1 2019 NSG3EPN Assessment 2 - Written reflective piece addressing contemporary practice issues...

Rimsha answered on Sep 25 2021
148 Votes
Running Head: REFLECTION ON PRACTICE ISSUES IN NURSING    1
REFLECTION ON PRACTICE ISSUES IN NURSING    2
REFLECTION ON CONTEMPORARY PRACTICE ISSUES ON NURSING
Table of Contents
Leadership and Management    3
Two Key Leadership Skills needed by Registered Nurse    3
Skills needed to be developed by me and Strategy used to develop it    4
Communication and Health Informatics    5
Key Challenges Nurses Face when Utilising Medical Record in Aged Care    5
Digital Health Technology for Enhancing my Practice and Delivery
of Care    6
Professional Practice    7
Impact of Role Conflict on a Registered Nurse    7
Self-Care Strategy helping me in Facilitating my New Role    8
Positive Workplace Behaviours Aligning in Achieving Graduate Goals    8
References    10
Leadership and Management
Two Key Leadership Skills needed by Registered Nurse
    Leadership is one of the important aspects of the nursing practice. As suggested by Porter-O'Grady and Malloch (2015), at certain scenarios, nurses need to demonstrate their leadership skills while handling patients and their families, or ensuring their safety. As mentioned by Fischer (2016), leadership can be defined as the process in which an individual from a group act as a leader of the group and guide them in certain situations.
It has been seen that a person can act as a leader of the people only when that individual is well aware of the leadership skills and their use. As suggested by Roche, Duffield, Dimitrelis and Frew (2015), in nursing practice, it is necessary for registered nurses to have leadership skills and they must be capable of using it in a right situation. There are many kinds of leadership skills such as strategic thinking, change management, decision-making skills, communication skills and people management skills. As noted by Gunter, Berardinelli, Blakeney, Cronenwett and Gurvis (2017), decision-making skills and communication skills are the most used skills in nursing practice.
These two skills are used almost every day by registered nurses while dealing with the patients. As noted by Johnsen, Fossum, Vivekananda-Schmidt, Fruhling and Slettebo (2016), decision-making skills allowed the individual to take the right decision at right time. This decision has high impact on every individual related to the decision. As mentioned by Ucuzal and Dogan (2015), decision taking by the leader is not random, as leaders foresee all the situation and impact of all kind of decision, before reaching to final conclusion.
Although, final decision is taken by leader only, yet it takes the consult of all the stakeholders who get affected from it. As suggested by Melin-Johansson, Palmqvist and Ronnberg (2017), in nursing practice, there are situation, when patient condition suddenly get deteriorating, in these situations, it is necessary for nurses to take the decision which is necessary step in saving the lives of patient. Many times, nurses are in situation to take the decision, which is best for patient and its family at their own. Communication skills are necessary in personal and professional lives. As mentioned by Riley (2015), communication can be defined as the process of interacting with others using verbal and non-verbal mode.
Communication skills in nursing practice is very important as nurses needs to communicate with patients, their families, fellow staff and doctors daily. As suggested by Bach and Grant (2015), communication skills are needed by registered nurses to develop the therapeutic relationship with patients. It is also needed by nurses to develop trustworthy relationship by patient and its family. Communication skills are necessary to resolves the conflict between patient and the doctor. Thus, it is necessary for registered nurses to have strong communication and decision-making skills are part of the leadership skills.
Skills needed to be developed by me and Strategy used to develop it
I wanted to develop my communication skills and decision-making skills so that I can in-cooperate these skills in my nursing practice. I had seen that communication and decision-making are two crucial skills, which are used on daily basis in my profession. Lack of proficiency in using these skills at right time and in right situation can affect every one including me. I am well aware that decision taken by nurse on crucial moment can change the lives of nurse, patient and its family forever. In order to improve my communication skills and decision-making skills, I will first take the personality development classes so that I can practice these skills in safe environment.
Once I get practice of this skill, then I started applying this in real life situations, first at personal level and later in professional level when I am confident about my skills. I take participation in making small decisions, which do not have any adverse effect on all the stakeholders. Then, over the period of time, I will be able to take big decisions. For communication, I will try to ease the patient regularly using my communication skills, so that over the period, I can easily develop therapeutic...
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