Professional Transition | Registered Nurses

Running Head: PROFESSIONAL TRANSITIONS
PROFESSIONAL TRANSITIONS
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PROFESSIONAL TRANSITIONS1
Day after day, registered nurses (RNs) will deal with issues of professionalism, leadership, and
breadth of practice in all fields and levels of practice (Catalano, 2019). The challenges faced are
sometimes relatively intuitive and easy to manage. However, the difficulties may be extremely
complex, perplexing and difficult to solve at other times. There is always a risk, in either case,
that an ethical, leadership and scope of practice issues may not be handled well or that a good
moral outcome may not be achieved. Because of this risk (besides other considerations such as
ethical professional behavior requirements in general), it is absolutely essential that all RNs –
irrespective of their years of experience and praxis areas – are well informed about the sorts of
ethics, leadership and practice issues that may arise in nursing practice (Rainer, 2015). It is also
crucial that RNs have the requisite knowledge, qualifications and ' right approach ' to be capable
of responding in a fair, humanely permissible and fair way to the matters at hand. The paper
below discusses the clinical ways the nurses can use to help and build a leadership and establish
it on the basis of clinical terms. The paper also focuses on the roles of the registered health care
nurses in the professional identity related to the lifelong learning, the care and decision-making
practices and scope of practice.
The case study provided projects the ethical principles that are very important in forming a
strong clinical leader, which Jessica wanted to become for her Geriatric Assessment and
Rehabilitation Unit. Recent studies project that the role for the Nurse Unit Manager required some very
special traits that include excellent skills in clinical leadership and the ability to implement a culture of
dedication, creativity, and improvement in the quality (Zirak, Hasankhani & Parizad, 2015). The study
shows that Jessica had displayed all the above mentioned characteristics and she was determined to
implement changes in the work environment with the help of her knowledge and skills. Jessica also had
displayed traits of being able to adjust or be adaptable to randomized strategies and flexibility to a
dynamic work environment. The capacity to continue expanding the information and skills you

PROFESSIONAL TRANSITIONS2
established through your undergraduate course has been included in the medical environment. These
ethical principles are presented professionally with your RN peer graduate by advanced self-regulation,
accepting tasks and developing sound clinical knowledge with the peers (Talebi, Ahmadi &
Kazemnejad, 2018). Discussing the multidisciplinary team roles in patient care and making sure
they are well understood. Discovering, implementing new cross-checking methods and
incorporating a strong understanding of the situation can help in making the work environment
be more flexible (Redley, Botti, Wood & Bucknall, 2017).
Medication left on the tables exhibits immense risks for older patients, especially for the elderly
and the organization. It is the duty of nursing staff to guarantee that drugs are given to patients
securely and that rules and regulations are abided to eradicate drug inaccuracies and distress
caused by unethical practices to patients. It is also the job of nurses to check that prescriptions
are ethically administered and handled in compliance with patients ' privileges (Parahoo, 2014).
Over 15 inaccurate medications were reported: the incorrect dosage, the wrong approach, the
incorrect drug, the identified allergy, the missed or improper dose, the incorrect time, after the
wrong intervals, the incorrect technique, the drug interaction, the wrong path, the extra dose, the
lack of ability of tests, the mechanical failure of equipment, the inadequate screening, the
preparation error and so on. Of the 130 physician errors, the majority were incorrect, incorrect
drug selection and knowledge. Nursing administration's most of the 126 inaccuracies were
associated with incorrect dosage, incorrect procedure and wrong medication at different stages;
there stands the possibility for various type of error, particulary during the the ordering and
administering. Thus Leape and colleagues study, work has caught some of the forms of errors
found by Leape and others. Publicizing occurrences by type of incident leads to ambiguous
consequences for nursing practice rather than the stage with which it was associated. The