Professional Transitions Report: Clinical Leadership in Healthcare

This report delves into the multifaceted aspects of professional transitions within nursing, emphasizing the critical roles of leadership, ethics, and scope of practice for Registered Nurses (RNs). It addresses the complexities of ethical dilemmas, leadership challenges, and the breadth of nursing practice, highlighting the need for informed decision-making and ethical conduct. The report explores clinical leadership development, the importance of lifelong learning, and the ethical principles that underpin strong clinical leadership. The case study presented underscores the significance of clinical leadership, adaptability, and the ability to implement positive changes within healthcare environments. Furthermore, the report discusses the roles of multidisciplinary teams in patient care, medication safety, and the nurse's duty to advocate for patients, colleagues, and the profession. It highlights the importance of effective communication, inter-professional relationships, and the impact of shared governance structures on patient outcomes and the evolution of the nursing profession. The report references various studies and codes of conduct to support its findings and recommendations.

Running Head: PROFESSIONAL TRANSITIONS
PROFESSIONAL TRANSITIONS
Name of the Student:
Name of the University:
Author Note:

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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

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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

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approach to categorization used decides whether the implication can be directed at the stage,
hence discipline, or error types. For example, drug error rates were reported through 11 studies
using organization-specific and regional datasets, one of these studies analyzed drug-related
error-related deaths, finding that the most of the deaths were because of overdose and incorrect
medication— again, not staged. However, among these, the first and foremost common type of
drug error may be the inappropriate dose, omission of the dose, improper dosage and inaccurate
time of dosage. Even then, the implications of comparisons and practice are challenging. In
many settings, medication administration is a key accountability of nurses, and some studies
assessed the association between nursing staff, hospital nursing hours, RN skill mix, and
medication errors. Two research related the overall tenure of caring and the RN skill mix in a
patient care unit to recorded error rates in those units; one research used 42 units in one hospital,
while the other used 39 units in 11 small health care entities. 96 MAE rates were the lowest in
medical-chirurgical and obstetric units when the number of doses was the denominator; the
highest rates were in ICUs when patient days were the denominator. The unit type was controlled
in both studies and the rate of reported medication errors decreased as the RN skill mix. Up to a
combination of 87 percent. A third study of ICU nurses in 10 hospitals found an inverse
relationship in specific settings (e.g., cardiac ICUs and non-cardiac intermediate care settings)
between medication error rates and staffing work hours per patient day. A little over 30% of the
variance in the rate of medication errors resulted from the difference in staffing hours per patient.
Nurses have an obligation to intervene on behalf of the patient. This duty should be based on the
policies and procedures of the facility as well as the training and expertise of the nurse, which
should comply with national standards. If you don't intervene (and we'll see in a moment what
that entails) where the institution says you should, you can be held liable for injuries. Your

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patient duty requires more than just performing the prescribed therapy. If you consider the
treatment to be inappropriate in your professional judgment, it is expected that you will intervene
on behalf of the patient and clarify the treatment with the health care provider. A number of
recent cases of malpractice depended on whether the nurse was sufficiently persistent in trying to
notify the health of the patient. According to NMBA code of conduct, addition to persistence,
effective intervention involves thorough and accurate communication to the health care provider
and other suitable persons of all significant data. These may include the patient and family of the
patient, other caregivers (therapists, technicians, and the like), nursing staff members, and
hospital authorities where necessary. Drugs left on the table for consumers to self-administer can
become the reason to raise ethical and legal concerns for the nurses. Moreover, medication left
on top of trolleys, bedsides, benches or workspaces can be one of the reasons as well. Drug
trolleys, controlled drug cabinets or unlocked facilities or medicine unintentionally dropped onto
the floor or, drug not to be removed from lockable bedside cabinets once discharged from the
customer.
Particularly important to nurses and the nursing profession are approaches advocated by these
organisations. Advocacy has been described as "seeing a need and finding a way to deal with it".
The advocate's role is to function on behalf of himself and/or others in raising awareness and
promoting solutions to the problem. In order to achieve a desired outcome, advocacy often
involves functioning through formal or official decision-making bodies (Choi, Cheung & Pang,
2014). This process may include the' command chain' in the healthcare system within a
healthcare organization, commission, state legislature, or other groups. While most nurses are
willing to embrace the obligation of the advocacy position of the skilled nurses as it relates to
patients, the purpose of advocacy on behalf of colleagues, the profession, or even themselves

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may not be so straightforward or consistent. It describes the nurse's professional responsibilities
to work with colleagues to promote safe practices. The Code of Ethics outlines the nurse's
responsibility to work on the healthcare environment across appropriate channels to address
concerns (Nursing and Midwifery Board of Australia, 2018). The Code of Ethics also defines a
variety of advocacy skills and practices to be practiced by nurses. Increasing increasing number
of hospitals have or are creating shared governance structures to ensure that nurses have a voice
in decisions on patient care and the work environment at the point of care. The effect on patient
outcomes of registered nurses is becoming increasingly apparent.
Healthcare is evolving and along with it, the professional nurse's position and practice is
changing. Point-of-care nurses have plenty of opportunities to advocate for both nurses and the
profession. According to AHPRA code of conduct, point-of-care nurses can avail the
opportunity of building their reputation of holding the position of the most trusted profession by
advocating and communicating for a more correct view of their healthcare and social
contributions (Lock, M. J. 2019). Therefore, it can be inferred that educating nurses can help in
strengthening the profession through advocacy, nurse educationalists play a critical role. In each
setting, each nurse has the ability to make a positive influence on their profession by advocating
nurses and the nursing profession on a regular basis.

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