Industry Reflection: Applying NSQHS Standards in Clinical Practice

This essay reflects on the student's understanding and application of the National Safety and Quality Health Service (NSQHS) standards, specifically standards 4 (Medication Safety) and 6 (Communication for Patient Safety), based on clinical experiences in an acute care setting and a mother and baby unit (MBU). The reflection details the student's experiences with administering medication to a patient with post-natal depression and providing care to a patient with asthma, highlighting the importance of following medication safety protocols and effective communication strategies. The essay evaluates the student's actions in light of the NSQHS standards, analyzing the effectiveness of documentation systems and handover protocols, and concludes with an action plan for future learning, focusing on the safe administration of high-risk medications. The student emphasizes the importance of collaborative teamwork and continuous learning to promote patient safety and improve nursing practice.

Running head: NURSING
Nursing
Name of the student:
Name of the University:
Author’s note

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Reflection on understanding of two of the NSQHS standards based on patient care
experiences
Based on my past clinical experience in nursing practice, I can say that I have good
understanding regarding the NSQHS nursing standards 4 and 6 as I have experience in building
therapeutic relationship with patient, working collaboratively with the nursing team and linking
theory to practice during medication administration. I can give an idea regarding my knowledge
in the two standards based on two occasions when I worked with two patients in an acute care
clinical placement and a mothers and baby unit (MBU). The experience of providing care to two
patients in two different clinical setting will be discussed to define my knowledge regarding
medication safety standards and the communication for patient safety standard.
Description:
During my placement at the MBU unit of a hospital, I was assigned under the care of
Mrs. Williams (hypothetical name because of confidentiality criteria) who was admitted in the
psychiatric ward because of symptom of post natal depression. As per the patient’s handover
report given to me, I was supposed to assess mental status of the patient and administer anti-
depressants to the patient under the supervision of my mentor. I fulfilled the standards required
for medication safety by following the rights of medication administration and engaging in
positive interpersonal interaction with patient. Furthermore, my experience of providing care to
Mr. X (hypothetical name), a patient with asthma at an acute care clinical placement, developed
my understanding regarding communicating for patient safety and working collaboratively with
the nursing team.
Feelings:

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While being assigned for the care of Mrs. William, I was very nervous because it was the
first time that I was administering medication myself. Safely administering medication is a
challenging task in a psychiatric ward because of challenges in interpersonal interaction and the
need to adjust dose of medication to prevent psychiatric symptoms. However, following basic
principles of medication administration helped me to effectively deliver medications
(Hemingway et al., 2015). I was also reflecting on the mentor’s advice that was given during
previous simulation experience for medication administration. In case of the placement at acute
care hospital, it was a busy ward and I was anxious because everything was going at a fast pace.
I was afraid that communication errors might arise in such busy ward.
Evaluation:
According to NSQHS medication safety standard, it is essential to have a protocol and
organization wide system in place for medication safety (Australian Commission on Safety and
Quality in Health Care, 2012). I used the six right of safe medication administration protocol to
safely administer medication. I started with confirming patient identity and matching it with the
patient order. Right medication for the right patient was judged by matching the medication level
with the order. I also carefully review the medication order to match the dosage criteria while
providing the medication to patient. I was also aware regarding the interval at which the
medication needs to be provided and inquired from the patient too regarding time when she took
the last medication. The route of administration was followed and I also recorded the
administration of medication along with the timing on the medication chart. During my end of
shift, I gave the document to handover nurse and also informed them regarding observation of
any side effects and the next timing of medication too. According to Smeulers et al. (2015),

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practicing 7 rights of medication administration is important for nurses as these are quality
indicators for safe medication administration.
During my experience of working at the acute care clinical placement, the positive
aspects of care giving was that the hospital had a structured handover protocol in place that
continuity of care as an easy job for me. Although the nurse who was about to leave gave me the
handover report, I was anxious because I could communicate regarding patient’s health status as
she was in a rush. However, after reviewing the handover chart, I found the shift handover
protocol of the hospital to be very useful as it answered all questions that I had about patient. I
could easily implement all action along with therapeutic communication with patient. I actively
involved patient during the care and clarified each action before implementing so that any errors
due to miscommunication could be avoided (Hada, Coyer & Jack, 2018).
Analysis:
While reflecting on the experience of safely administering medication, I found that
accurate documentation system to review medication order and update medication administration
was an effective strategy to promote medication safety. Secondly, my application of theoretical
knowledge related to medication safety helped me to minimise possibility of medication errors.
Extensive collaboration and communication with health care team also helped to decrease
medication errors and promote patient safety (Kitson et al., 2013). Documentation of patient
information and involving patients during the communication process is also a part of NSHQS
standard 4. In addition, my experience of working at a busy ward gave me the understanding that
use of structured handover protocol can help in effective transfer of care responsibility and
accountability in care (Malekzadeh et al., 2013).

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Conclusion:
To concluded, I would like to say that my past clinical experience has enhanced my
competency and skills related to NSQHS standard 4 and 6. I understand the importance of
organization wide protocols for medication safety and safe handover process and I also have the
exposure to effective deliver care by communication with patients and the nursing care team.
Action plan:
My plan for the future is to learn about ways to safely administer high risk medication as
my past clinical encounters did not gave me the opportunity to learn about ways to identify high
risk medication and this knowledge will be essential when I transition to professional nursing
practice.

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References:
Australian Commission on Safety and Quality in Health Care (2012). National Safety and
Quality Health Service Standards. Retrieved from:
https://www.safetyandquality.gov.au/wp-content/uploads/2011/09/NSQHS-Standards-
Sept-2012.pdf
Hada, A., Coyer, F., & Jack, L. (2018). Nursing bedside clinical handover: a pilot study testing a
ward-based education intervention to improve patient outcomes. Journal of the
Australasian Rehabilitation Nurses' Association (JARNA), 21(1).
Hemingway, S., McCann, T., Baxter, H., Smith, G., Burgess‐Dawson, R., & Dewhirst, K.
(2015). The perceptions of nurses towards barriers to the safe administration of medicines
in mental health settings. International journal of nursing practice, 21(6), 733-740.
Kitson, N. A., Price, M., Lau, F. Y., & Showler, G. (2013). Developing a medication
communication framework across continuums of care using the Circle of Care Modeling
approach. BMC health services research, 13(1), 418.
Malekzadeh, J., Mazluom, S. R., Etezadi, T., & Tasseri, A. (2013). A standardized shift
handover protocol: Improving nurses’ safe practice in intensive care units. Journal of
caring sciences, 2(3), 177.
Smeulers, M., Verweij, L., Maaskant, J. M., de Boer, M., Krediet, C. P., van Dijkum, E. J. N., &
Vermeulen, H. (2015). Quality indicators for safe medication preparation and
administration: a systematic review. PLoS One, 10(4), e0122695.