Definition Of Self Regulation Assignment

It is essential as a Registered Nurse and nursing student to ensure that a comprehensive safe and quality of practice is achieved, resulting in goals and outcomes being met positively improving the nursing needs of people. This standard is important to my scope of practice, as being a nursing student it is for me to ensure goals and outcomes are being achieved to ensure the safety and wellness to those I am caring for.

In 2006, the ANMC agreed to create a national registration scheme for health professionals and health education and training. the reason for establishing the nursing standards was to simplify and improve the consistency of the current arrangement. The competenies set boundaries to practise within. These competencies enable nurses from all over the world to be assessed against a specific criteria annually and those returning to work from extended leave periods. These standards also provide a compulsory base line for universities when developing the nursing curriculum (Nursing and Midwifery Board of Australia. 2008). In 2008, the ANMC arranged a meeting and agreed to establish the scheme by 2010. The cinoetency standards have a variety of targets standards

A profession can be defined as a “prestigious occupation with a high degree of identification among its member that requires a length and rigorous education in an intellectually demanding and theoretically based course of study; that engages in rigorous self-regulation and control; that holds authority over clients; and that puts service to society above simple self interest” (Schwirian, 1998, p. 6). Nursing is just that, and with its specific body of knowledge, standards, and codes of ethics, it is only fitting that it be self-regulated (College of Nurses of Ontario, 2012). The College of Nurses works with registered nurses, registered practical nurses, and nurse practioners to determine whether or not standards and best practices are met and that the public’s safety is protected.

(2010) said delegation by RNs is a primary mechanism for ensuring that professional nursing standards of care reach the

The overall goal through all phases of The Quality and Safety Education for Nurses (QSEN) is to address the challenge of preparing future nurses with the knowledge, skills and attitudes necessary to continuously improve the quality and safety of the healthcare systems in which they work. In order to accomplish this goal, six competencies were defined. These competencies from the Institute of Medicine (IOM) are patient centered care, teamwork and collaboration, evidence-based practice, quality improvement, informatics and safety. Over a decade has passed since the Institute of Medicine’s reports on the need to improve the American healthcare system. The Quality and Safety Education for Nurses

Over time the health care industry has become more complex. Health care is rapidly evolving and continuing to complicate our delivery of care, which in turn has the same effect on quality of care. This steady evolution and change results in nursing shortages and an increase in the prevalence of errors being made. In hopes of preventing these errors and creating safe and high quality patient care, with the focus on new and improved ways of thinking, The Quality and Safety Education for Nurses (QSEN) initiative was developed. The QSEN focuses on the following competencies: patient-centered care, quality improvement, safety, and teamwork and collaboration. Their initiatives work to prepare and develop the knowledge, skills, and attitudes that are necessary to make improvements in the quality and safety of health care systems (Qsen.org, 2014).

In October 2005 the Quality and Safety Education for Nursing program was established. This program is funded by the Robert Wood Johnson Foundation. QSEN was developed specifically for future nurses to understand and be aware of key challenges such as the knowledge, skills, and attitudes that are essential to constantly advance the quality and safety of the way healthcare systems work. The goal for QSEN is to reshape the identity of nursing so it includes the recommendations by the Institute of Medicine so there is a commitment to the quality and safety proficiency (Dycus, 2009).

The second category of provisions relates to the nurse’s responsibility to maintain their own proficiency and health environments, delegate appropriately, preserve integrity, and keep their practice and competence current. It is crucial that nurses are proficient and maintain competency in order to deliver high quality care to patients. "The virtue of professional competence calls for continual professional growth and a commitment to lifelong learning. You must practice nursing that’s evidence-based, be knowledgeable about the scope and standards of nursing practice, and have the necessary skills to perform nursing tasks effectively” [ (Lachman, 2008, p. 44) ].

The CNO outlined professional standards for nurses to comply with. The seven that are outlined are accountability, continuing competence, ethics, knowledge, knowledge application, leadership, and relationships. “A standard is an authoritative statement that sets out the legal and professional basis of nursing practice” (College of Nurses of Ontario, 2009, p. 3). Although each standard has different meaning, they all work together in order to provide the best possible patient care.

Quality and Safety Education in Nursing (QSEN) was started around 2005 by the Robert Wood Johnson Foundation. QSEN's main goal is to “prepare future nurses with knowledge, skills and attitudes (or KSAs) necessary to continuously improve the quality and safety of the healthcare system,” (QSEN, 2017). “Integration of clinical skills with the intellectual capacity to safely manage the complexity of nursing work in key to quality care in a time of diminishing resources,” ( Dolansky, 2013). “It is vital for schools of nursing to meet the needs of today's complex health care systems by including principles of quality and safety throughout the curriculum,” (Lewis, 2016). Within the KSAs are six main categories; patient-centered care, teamwork

American Nurses Association (ANA) Standards of Professional Performance explains how all registered nurses do their work and activities consistently according to their professions that promote the wellbeing of their patients and communities (ANA, 2010a). The standards provide a mechanism to patients that they are been taken good care of and that the nurses know exactly what to do so as to provide high-quality care and the measures are in place to determine whether nursing care meets the standards. These activities are related to performance like ethics, quality of practice, education, communication, resources, leadership, environmental health, professional practice evaluation, and evidence-based practice and research. Registered nurses are responsible for their professional actions to themselves, their patients, their peers, and the community at large.

Mary considers “Competencies for registered nurses” is affecting her career the most. It helps her to maintain the high standards as a nurse. This document has been implemented by Nursing Council of New Zealand (NCNZ) to ensure the on-going education and compliance with standards for nursing care. It consists of four main parts. They are competences in professional responsibility, management of nursing care, interpersonal relationships and interprofessional care and quality improvement. It requires ability to show knowledge and judgment, and being responsible for own actions and decisions, while assuring safety of the patients, their independence and quality of life and health. Also it requires competences in client assessment and managing the care. The clients care should be sensitive to his/her needs. It is supported by nursing knowledge and evidence based research. Besides to comply with “Competences for registered nurses” the patient care should be cultural sensitive (Nursing Council of New Zealand, 2007). Every 3

In the article “What Do Nurses Really Do?”, Suzanne Gordon explores what nurses truly do. She concludes that nurses “save lives, prevent complications, prevent suffering, and save money” (Gordon 2006). Nurses provide care for their patients in the physical and emotional sense. Emotionally caring for a patient and being sensitive to his or her needs result from interacting with patients while performing the skills and using the knowledge that nurses learned in school. Nurses grow in their skills, knowledge, and attitudes through practice. Quality and safety education for nursing incorporates competencies that all nurses must use in their practice. These nursing competencies include evidence-based nursing practice, quality improvement, safety, teamwork and collaboration, patient-centered care, and informatics.

Nursing is an occupation in which professionalism (or lack thereof) can have a significant effect on not only patients and their health, but the nurse’s relationships with colleagues, patients’ families and even their community. A nurse must exemplify professionalism, especially in an environment that creates increased risk for loss of life or further injury. There are many aspects that are involved with professionalism in nursing, and many expectations set up on the nurse.

Furthermore, licensing and accreditation standards must be heightened to insure the quality of the nurses that enter the workforce. Certifying organizations must therefore mandate the proper demonstration of core competencies and skills prior to endowing students with the nursing title. The nursing profession, according to the IOM report, must undergo fundamental changes within the overall education of nurses. In many respects the basic