Professional Development Essay: Relationship between Cultural Sensitivity and Effective Nursing Practice

This essay explores the relationship between cultural sensitivity and effective nursing practice, as well as the impact of relationships on one's own health. It also discusses the importance of professional development for nurses and adherence to codes of conduct.

Professional
Development

Table of Contents
INTRODUCTION.........................................................................................................................3
Professional Development Essay.................................................................................................3
CONCLUSION..............................................................................................................................7
REERENCES.................................................................................................................................8

INTRODUCTION
Along with the expertise of the medical staff and the resources available to the
practitioner, visitors and customers can also expect friendliness, transparency, and attentiveness
during consultations. A factor that improves performance is how medical staff respond to
patients' demands and requests. This increases the medical facility's reputation and the health
care workers' and clients' interest in it. The idea of professionalism refers to how one conducts
themselves at work with commitment, transparency, competence, and honesty. It is not necessary
to dress professionally and bring a briefcase (Donaldson, 2022). It has to do with the tenets of
professional conduct: morality, effectiveness, collaboration, and interaction. Thus, the focus of
this essay will be on identifying the relationship between cultural sensitivity and effective
nursing practise, as well as the impact of relationships on one's own health.
MAIN BODY
Professional Development Essay
The most important thing to emphasise up front for the enumeration of the specifics in
this essay are the fundamental skills needed to assume the role of a capable and trained nurse for
Alisha. For the nursing faculty, the Nursing Council of New Zealand (NCNZ) has formulated a
series of guidelines. A recertification audit of the continuing competence requirements under
section 41 of the Act must be completed by 5% of practising nurses each year, and the Council
establishes standards for continuous proficiency and demands a lead to productivity of
continuing competence from each nurse. All practising nurses have a professional obligation to
preserve their ability to practise. The public and the council anticipate that all nurses will stay
knowledgeable and competent. With regard to her field of practise, Alisha must achieve the
standards of personal and professional growth (Forrest and Fisher, 2022). These activities might
take place in a professional or educational setting. A number of educational pursuits, including
degree programmes, short term courses, workshops, conventions, in-service training, web - based
learning, and Network courses, can be included in professional development. The level of
professional growth should be suitable for the context of the job and the range of practise. More
professional learning than only the mandated or core training demanded by Alisha's employer
should be included in her 60 hours of professional development over the course of three years. A
portion of her professional growth must be pertinent to both the practise area and the range of her

nursing development. Alisha may be given a practising certificate with the requirement that she
accomplish one or both of the ability to follow within a given time period: undertake an
assessment and evaluation test against the Nursing Council competencies if she hasn't practised
for 60 days or 450 hours in the last three years or if it's been between three and five years since
she last did so (van der Nest and Shannon, 2022).
Positive interactions between clinicians and patients are primarily facilitated by the
formation of therapeutic interpersonal ties. The experiences of patients can be changed and
improved by therapeutic interpersonal relationships (Fraser and et. al., 2022). In order to improve
health-related outcomes, health care practitioners must therapeutically connect with patients
given the growing need to focus on patient-centered treatment. Through connection and
interaction, psychiatric-mental health nurses build relationships with their patients. Interaction
between two people can be complex and complicated. We share important emotions with
individuals we are connected to when we speak. The relationship is seen as therapeutic if it
promotes maturation, growth, increased functioning, or enhanced coping (Arnold and Boggs,
2019).
When Alisha works with clients or families who need assistance for physical or
emotional concerns, social and therapeutic interactions may take place. Every day, social
interaction will take place as Alisha welcomes the client and engages them in "small
conversation" by saying things such, "Good morning. It's a gorgeous day outside," "How are
your kids doing? " and "Have you recently heard any funny jokes? are illustrations of socialising.
Alisha will assist or encourage the client to express impressions, worries, tensions,
disappointments, desires, and increasing dependency demands through a therapeutic
communication. You appear upset. " Perhaps you'd like to talk to someone about how you're
feeling"? etc., are a few examples of therapeutic communication with clients include "I'll sit with
you until the pain killers goes into effect" and "No, it is indeed true that I do not really know how
it would be to lose a husband, however I would suppose that would be among the most agonising
experiences one could have."
There are currently four important phases that make up the various stages of interpersonal
therapy relationships: the Pre-interaction period, the Orientation phase, the Working phase, and
the Termination phase. The first stage begins when Alisha receives the assignment to begin a

therapeutic alliance with a patient. A nurse's preparation for their first encounter with a patient
also includes their thoughts, plans, and emotions. Here, it is the duty of the nurses to assess their
professional strengths and shortcomings and gather patient data such as demographic and
employment information. As a result, Alisha is better able to conquer her anxiety, examine
herself, and identify any constraints she may encounter. The nurse and her client actually meet
for the first time during the second phase (patient). The main objective of nurses during this
phase is to determine why patients are seeking assistance (Lesā, Daniel and Harland, 2022).
Alisha will build rapport, win the patient's trust, and provide a comfortable environment so that
the patient will accept the nurse. A good supervisor can spot it and assist the nurse to resolve it if
any emotional issues do occur during the training. The Working phase is where the majority of
therapeutic interventional activities are being done right now. Together, the nurse and patient
work to recognize the patient's pressures and encourage the growth of understanding. Alisha's
main duty going forward would be to assist the patient in developing coping skills and insight.
The Termination phase brings the stage to a close. It is the most crucial stage of the connection.
The major goal of this stage is to provide the concluding phase a therapeutic denouement. Thus,
Alisha must assess the efficacy of therapy and culminate with the accomplishment of
predetermined goals (Waters and Flemington, 2022).
There are a few codes of conduct that need to be adhered to in regards to professional
barriers, and it is important to advise nurses (and the general public) on how to maintain proper
professional interactions with patients. Alisha needs to be conscious of her ethical duty to uphold
gender appropriate, fiscal, and psychological boundaries in interactions with former and present
health patients and family members (Marshall and Finlayson, 2022). The Council's responsibility
is to define standards for nurses' clinical proficiency, moral behaviour, and cultural competency
in order to safeguard the public's health & wellbeing. Nursing Council of New Zealand, 2012)
establishes guidelines for professional conduct that nurses are required to uphold. In both their
professional career and, to some extent, in their personal lives, nurses are required to uphold
certain norms of behaviour. Maintaining adequate boundaries between the nurse-patient
connection and assisting health consumer in realising when their requests go far beyond the
scope of the professional capacity are possible next steps. Recognizing that in particular
practising settings, such as rural and distant regions, there may be a greater need for care in
upholding professionalism and limits. When care is given in a person's home, for instance, a

nurse may become engaged in the family's personal affairs and must be aware of when his or her
actions are stepping outside the bounds of the professional relationship. When it is uncertain
whether a behaviour may exceed a line separating a professional connection, such as when a
nurse discloses personal information or gives or accepts a gift from a patient, they must ask their
co-workers and/or manager (Opperman and et. al., 2022).
For the explanation of the idea of professionalism educated to Alisha by Chloe, certain
things should be clarified to keep away from the extent of unprofessional way of behaving.
Satisfactory contamination control practice is one of the critical components for limiting the
spread of medical services related irresistible sickness should be essentially taken care by Alisha
while playing out her meant obligations. Remedial relational connections between medical
services professionals and patients are related with enhancements in understanding fulfilment,
adherence to therapy, personal satisfaction, levels of uneasiness and wretchedness, and
diminished medical care costs. Presently, concerning this contextual investigation, various
notions express that handwashing is the most fundamental strategy to forestall nosocomial
disease however on the equal hand many examinations keep on revealing inadmissible medical
services labourer hand-cleanliness consistence rates (Rooke and et. al., 2022). Negligible
supported achievement has been framed even after innumerable endeavours to further develop
hand-cleanliness conduct that zeroed in on expansive based instructive and persuasive projects.
Lack of hand-washing sinks, lack of time, the patient's underlying condition, the effects of hand-
hygiene products on the skin, and ignorance of the rules all contribute to poor hand-hygiene
adherence. There is proof that a high-quality therapeutic alliance enhances medication
compliance, professional fulfilment, and patient satisfaction while also saving time.
Nevertheless, it can be challenging to describe and quantify the nuanced and immaterial
factors that support a fruitful therapeutic interaction. The expert practices that should be thought
about by Alisha consolidates, stick to the best expectations of expert direct, take a stab at fairness
and objectivity while managing others, Impart transparently and sincerely with partners and
customers (Tabakakis, McAllister and Bradshaw, 2022). Keep up with secrecy in proficient
connections, satisfy responsibilities in a dependable, responsive and effective way, be completely
responsible for activities, utilization of assets and monetary dealings, Evasion of potential or
evident irreconcilable situations, extend regard and understanding toward all individuals and

honour the state of diversity and keep on redesigning proficient capabilities to address changing
issues of families and networks.
CONCLUSION
An inference can thereby be made that professional development can be summarized as
preparing and training to learn and develop all through the respective profession. Individuals
flourish with development and movement, yet the cost being paid for these things is a definitive
intriguing work mechanism. It is something with extraordinary worth and ought to be effectively
sought after by anybody wishing to be all that they can be in their calling. It is instrumental in
empowering vocation movement, enabling people to sparkle in their current and future jobs
really. Everything necessary is a touch of legwork and one can outfit yourself with information
as well as abilities that could help the vocation.

REERENCES
Books and Journals
Links
https://www.nursingcouncil.org.nz/Public/Nursing/Standards_and_guidelines/NCNZ/nursing-
section/Standards_and_guidelines_for_nurses.aspx
https://www.nursingcouncil.org.nz/Public/Nursing/Code_of_Conduct/NCNZ/nursing-section/
Code_of_Conduct.aspx
Arnold, E.C. and Boggs, K.U., 2019. Interpersonal relationships e-book: professional
communication skills for nurses. Elsevier Health Sciences.
Donaldson, A.E., 2022. Forensic professional’s thoughts on New Zealand emergency nurse’s
forensic science knowledge and practice. International Emergency Nursing, 62,
p.101151.
Forrest, G. and Fisher, S., 2022. A Compass for Nursing Specialty Professional Development.
Comprehensive Child and Adolescent Nursing, pp.1-4.
Fraser, J., and et. al., 2022. Paediatric Nursing in Australia and New Zealand. Cambridge
University Press.
Kavanagh, S.S., Danielson, K.A. and Schiavone Gotwalt, E., 2022. Preparing in Advance to
Respond in-the-Moment: Investigating Parallel Changes in Planning and Enactment in
Teacher Professional Development. Journal of Teacher Education,
p.00224871221121767.
Lesā, R.P., Daniel, B.K. and Harland, T., 2022. Student Nurse Experiences of Learning from
Clinical Practice and Simulations in New Zealand: A Descriptive Qualitative Study.
Journal of Professional Nursing, 41, pp.58-64.
Marshall, D. and Finlayson, M., 2022. Applied cognitive task analysis methodology:
Fundamental cognitive skills surgical nurses require to manage patient deterioration.
Nursing Praxis in New Zealand, 38(1), pp.25-37.
Opperman, C., and et. al., 2022. Measuring return on investment for professional development
activities: Literature update and the ongoing challenge. Journal for Nurses in
Professional Development, pp.10-1097.
Rooke, S., and et. al., 2022. What makes a great preceptor? Nursing students have their say. Kai
Tiaki: Nursing New Zealand, pp.1-10.
Tabakakis, C., McAllister, M. and Bradshaw, J., 2022. Exploring resilience and workplace
adversity in registered nurses: A qualitative analysis. Nursing & Health Sciences, 24(1),
pp.174-182.

van der Nest, T. and Shannon, P., 2022. Seeking Equilibrium While the Debate Continues: The
Role of the Director of Religious Studies in Catholic Secondary Schools in the Diocese of
Hamilton, Aotearoa New Zealand. Religious Education, pp.1-13.
Waters, D. and Flemington, T., 2022. Children and young people of Australia and New Zealand.
Paediatric Nursing in Australia and New Zealand, p.1.