Professional Accountability in Nursing Field

This article discusses the importance of professional accountability in the nursing field. It covers the code of ethics, interpersonal communication skills, clinical knowledge, and teamwork. It also provides information about the values and research priorities of South Eastern Sydney Local Health District (SESLHD).

Running Head: PROFESSIONAL ACCOUNTABILITY 1
Professional accountability
Student’s name
Institution affiliation
Tutor
Submission date

PROFESSIONAL ACCOUNTABILITY 2
Part A
No.1
Code of ethics in the nursing field is fundamental for guidance in the profession. They
provide roles to the nurses on how they should care for the patients, train the patients, provides
with culturally adapted guidance, and also help the nurses to make ethical decisions in their
practice. They also teach nurses that they must provide patients with the quality care they need.
Code of ethics NWS has four values which include collaboration, this implies that every
registered nurse should collaborate with everything in the health care, the second one is openness
which means that any registered nurse should be transparent, the third one is respected, and this
implies it is the duty of registered nurse to respect everybody and the authorities and the fourth
one is empowerment which means that it is the duty of the nurses to empower patients by
training and supporting them. For the legal requirement as a registered nurse, it implies that any
nurse should not be involved in any criminal offense because it will restrict registration (Griffith
and Tengnah, 2017 p.22).
N0.2
As a registered nurse, I have demonstrated a high level of interpersonal communication
skills. In this, I have applied the non-verbal skills when serving my clients. This was achieved by
making eye contact and also controlling the tone of my voice when we were communicating.
Moreover, I actively listened to my clients when they are explaining how they are feeling. In
this, I made sure had leaned forward while nodding when the patient was speaking (Sellman, and
Snelling, 2016 p 320). Also, in this, I believe I am the best in making personal relationships in

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that I always show care and concern to my clients and also show kindness and willingness to
help them in all the chances. Moreover, I believe also I have written communication skills in that
I always ensure that my written communication is clear and concise so that everyone can
understand.
N0.3
As a registered nurse, I have acquired clinical knowledge and problem-solving
techniques. On the clinical placement, I have taken a number of the clinical simulations, and in
this scenario, I had to think critically on how I can manage the patients. Moreover, when treating
various people, I have been involved in a series of the decision-making process. On my practice
before being employed, I attended a situation of dressing a surgical wound that has never done
before; this taught me that nurses must make decisions at all time. In this, I was to think critically
on what I should do and eventually I came out with a substantial answer in mind. In this, their
many instances have made decisions, and in this sector, I can assure you that I am much
equipped with the skills (Masters, 2018 p. 59).
No.4
As a registered nurse, I can work within a team. First, in these, I can reflect with the
scenario when I was in 2nd year, we had a topic about working as a team. The topic discussed on
how to work as a team and also the benefits of working as a team. In these in the clinical setting
have ensured that they have created a good relationship with all the nurses and even the staff. In
these, I relate with a nutritionist and all other specialists so that I can ensure that I am well
equipped. Moreover, I guarantee that I have communicated with members of my team in case of
any duty so that to avoid inconveniences. Also, to be a good team player, I ensure that I always

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know the plan and always stick to it. Moreover, to grow my trust with the members of my team I
ensure that I know them well (Byrne, 2016 p. 15)
Part B
The hospital I choose is south eastern Sydney local health district(SESLHD).
What are the values of south eastern Sydney Local Health District (SESLHD)
The mission of this local health district is to promote and protect the health of the
individuals in the community, provide quality health care to the patients, and build equality on
the health services offered. They have a vision of working together as a team so that they can
improve the health of individuals. The NSW core values in which the first one is collaboration
(Johnston, 2017, p. 70). In this, they believe that their ultimate strength will be based on their
partnership with other health cares. The second core value is openness in that the health care
moves towards achieving transparent decision making in their working system. Moreover, they
encourage their employees to report anything that might make them uncomfortable in the
organization. The third core value is respect, which implies that the health care system respects
every team member, appreciate the cultural diversity and have a method to resolve conflicts in
the right manner. The fourth core value is empowerment, which implies that they respect the
decisions made by the staffs and facilitate their motivation for better health care. This is achieved
by making resources adequate to the staff so that they can perform their duties diligently.
Moreover, the health care accomplishes this by giving their staff opportunities to be trained and
also be equipped with knowledge for skills development in the health care (Stewart et al., 2017
p. 55).
What are the research priorities of this LHD

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The research priority in the health care states that’s they should make choices by which
are guided by knowledge and experiences through the clinicians, nurses, and the whole
community. There many projects and research being done by the nurses of the South eastern
Sydney Local Health District (SESLHD)(Watling, 2015 p. 720). When carrying any type of
research, the nurses utilize approaches of evidence-based practice so that they will get the best
available evidence for decision making. Examples of research conducted by nurses include;
cervical screening for Nepalese and Bangladeshi women, which was carried out by the nurses in
this health care. The main mission of this research was to take care of these women before they
take care of their families. They also performed research on breast screening, bowel screening
(Cowan et al., 2018, p. 430). Moreover, they researched delivery programs. This research was
based on how they could improve their services in the maternity unit of health care. Moreover,
another research which was carried out by the nurses in health care was heart failure integrated
care. The aim of this research was to evaluate the new methods of treating heart diseases to avoid
instances of heart failure. This is because they had received many issues in health care regarding
heart failure. Moreover, nurses also researched the cure of HIV/Aids but this research it is
reported that it is ongoing (Veale et al.,2016 p.56).

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References
Byrne, C., 2016. Ready or not? Statutory registration, regulation and continuing professional
development for social care workers in Ireland. Administration, 64(2), pp.9-29.
Cowan, D., Brunero, S., Luo, X., Bilton, D. and Lamont, S., 2018. Developing a guideline for
structured content and process in mental health nursing handover. International journal of
mental health nursing, 27(1), pp.429-439.
Griffith, R. and Tengnah, C., 2017. Law and professional issues in nursing. Learning Matters.20-
30
Johnston, D. (2017). CULTURAL COMPETENCE TRAINING IN SYDNEY LOCAL
HEALTH DISTRICT AUSTRALIA. Primary Health Care Open Access, 07(02).
Masters, K., 2018. Role development in professional nursing practice. Jones & Bartlett Learning.
Sellman, D. and Snelling, P., 2016. Becoming a Nurse: a textbook for professional practice.
Routledge.
Stewart, G., Bradd, P., Bruce, T., Chapman, T., McDougall, B., Shaw, D. and Soars, L., 2017.
Integrated care in practice–the South Eastern Sydney experience. Journal of Integrated
Care, 25(1), pp.49-60.

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Veale, M., Ajwani, S., Johnson, M., Nash, L., Patterson, T. and George, A., 2016. The early
childhood oral health program: a qualitative study of the perceptions of child and family health
nurses in South Western Sydney, Australia. BMC oral health, 16(1), p.56.
Watling, T., 2015. Factors enabling and inhibiting facilitator development: lessons learned from
Essentials of Care in South Eastern Sydney Local Health District. International Practice
Development Journal, 5(2).