Analysis of Registered Nurse's Professional, Ethical, and Legal Roles

This report comprehensively examines the professional, ethical, and legal requirements of a Registered Nurse (RN). It addresses key areas such as professional standards, ethical considerations like those encountered during abortion procedures, and legal obligations. The report highlights the importance of effective communication skills, including interpersonal, verbal, and written abilities, and provides examples of their application in clinical settings. It emphasizes the RN's clinical knowledge, particularly in medication administration, and the application of continuous improvement and quality and safety protocols. Part B of the report delves into the values, research priorities, and support systems of a Local Health District (LHD), including its mission statement, strategic goals, and demographics. The report concludes by explaining the author's interest in a new graduate position within this specific LHD, citing its urban environment, strong research focus, and comprehensive healthcare services.

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THE HEALTH PROFESSONAL
By (Name)
The name of the class
Professor
Name of the school
The city and state where it’s located
The date

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PART A
1. Demonstrate an understanding of the professional, ethical and legal requirements of
the Registered Nurse (RN).
The professional standards of a registered nurse define the behaviour and practice of nurses
such as code of ethics, practice standards and code of conduct. As a registered nurse he or she is
accountable and responsible for delegation and supervision of all nursing activities to other
enrolled nurses. Registered nurse have adequate knowledge of functioning according to the
legislation affecting healthcare and nurses including protection groups and individual rights.
Reflecting on practice beliefs and feelings and the results of these for individuals and groups is
a vital nursing benchmark. The registered nurse must be honest and faithful to his or her
professional roles and promises in providing high safety and quality care competently. In a
situation where a client was undergoing an abortion moral and ethical concerns were raised in
some nurses, as the registered nurse, I had to consult the multidisciplinary ethics committee of
the hospital to resolve such conflicts and moral dilemmas (Fowler, 2008)
2. Demonstrated high level interpersonal, verbal and written communication skills.
A registered nurse must be able to understand the information received and ensured that others
know what you say or write. Some of the interpersonal skills I used while working as an
enrolled nurse (EN) includes; empathy with clients, working with others, family and colleagues,
being sensitive when relating to and dealing with people from different cultures, social, religious
and spiritual backgrounds. I used a wide range of communication skills, including written and
verbal to get, record and interpret the understandings and knowledge of person's needs. I gained
and smoothened critical interpersonal skills and communication through my working experience
as AIN in Calvary healthcare hospital. I utilised active negotiation, finding clarification and

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listening skills in problems solving to ensure my responsibility as required in Calvary hospital. I
also have accurate patient’s records that I documented and used the organisation procedure of
electronic communication like sufficient usage of web adjournment in ordering patients' meal
(Kameg et al, 2010).
3. Demonstrated clinical knowledge and clinical problem-solving abilities
It is essential for a registered nurse to know how to administer medications to patients in a safe
manner. Quality administering of drugs shows that the RN can apply the knowledge that he or
she learnt at the working area institution as it is related to problems solving in patients care.
There are several ways for the administration of different drugs. To avoid errors while
administering the nurse has to follow the five rights of medication administration; the right drug,
the right time, the right dose, the right route and the right patient. It is essential as a nurse to
repeat the "5 right" for about three times before giving the drug to the patient. While working in
Calvary hospital as AIN, I addressed the constipation issue of my patient who had undergone
surgery according to his documentation to the RN, and the patient was given medication.
Afterwards, I assessed the patient for any toileting or bound movement to examine the
interventions (Peña, 2010).
..
4. A demonstrated understanding of the role of the Registered Nurse in applying
continuous improvement and quality and safety.
The registered nurse shows the understanding of his or her duties and obligations. The nurse
follows the state nursing practice act and also abide by the set ethics of the institution
accordingly. The nurse must work with his or her scope of practice. He or she works in the
best interest of the patient. A registered nurse understands the legal, professional and ethical

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requirements and utilises them in providing safety and quality nursing care according to the
competency standards, code of professional conduct and ethics (Schneider and Whitehead,
2013). It is the role of RN to ensure that enrolled nurses treat patient's personal information
privately and confidentially. While performing my duty as AIN in providing the post of
wash to my patient, all the time closed the curtain and the door during the process. I always
maintained the consent to proceed the wash, assess the patient condition before rolling the
patient on the side to prevent any capability of risk.
PART B
(a). What are the values of this LHD – make reference to their mission statement and
strategic goals in your answer.
Values are; Collaboration, Respect, Openness and Empowerment.
Mission statement; Working as a team in the healthcare system to provide supportive and
improved performance. To protect the health care, improve the well-being of the community. To
provide integrated, safe, efficient health services.
Goals; to promote and support the community and personal health through responsibility,
accountability, empowerment and helping health environment. Treating patient with compassion,
respect and dignity. To be acknowledged by the city and its peers as a guidance edge, innovative
and highly skilled in the field by providing quality prevention, treatment, early intervention and
palliative care (Redfern et al., 2016).
(b). What are the research priorities of this LHD – make reference to nursing in your
answer.

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The survey of evidence of nursing education research from experts and literature on National
League for Nursing (NLN) education research panel. Implementation of themes that are founded
on National League for the nursing mission, strategic goals and core values. Advancing the
science of healthcare through National Institute of Nursing Research (NINR) that focused on;
enhancing disease prevention and health promotion, improving end-of-life and palliative care,
development of the next generation of nurse scientist and improving the quality of live by
controlling symptoms of acute and chronic illnesses (Healy et al, 2013)..
(c). What support is available for new graduate nurses and which aspects of this attract
you to this LHD?
The local health district aimed at employing more than 100,000 people in the healthcare system.
The LHD values its workforce and treats its staff fairly, and this is the transparent support to the
new graduate nurse. The Local Health Districts are useful for working as it recognises the
significance of having a well-trained, deployed creativity, and health workforce in meeting
reforms needed for health consumers and the vast population of South Eastern Sydney. The
healthcare centres offer the best environment for their workers (Marcus et al., 2014).
(d). what are the demographics of the population this LHD serves?
The Sydney Local Health District’s population of born babies every year is 8,500 babies which is
higher than 9 % of all the babies born in NSW. There are young people, children aged 0-5 years
and 90,916 infants living in Sydney local health district. For the next ten years the population
aged 20-89 years will rise by 8.5% while the population of over 70 years will be very significant.
The LHD is made up of the indigenous population and many ethnic groups with English
speaking which is 51.5% from the following countries; Canada, , New Zealand Ireland, South

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Africa, United States and United Kingdom. Aboriginal is the highest group in the Sydney
district. The other languages are Cantonese, Greek, Arabic and Mandarin. The Sydney LHD
comprises of 8 local governments district, which includes the Sydney City, Ashfield, Canada
Bay, Marrickville, Canterbury and Leichhardt. The central business district of Sydney to the
royal national park at the southern area is composed of remote and metropolitan and about 5th
quintile of the population is disadvantaged in economic status. The Sydney LHD occupies space
of around 127 kilometers squared. (Anderson and Catchlove, 2012).
(e). Why do you want to apply for a new graduate position in this LHD?
I would be like to apply for a nurse position at the local district as it is a complex mixed area of
highly urbanised and industrialised. I would be glad to work in such organisations with strong
research field for nurses and their services that are offered in all the seven regions; population
programs, outpatient services, in-hospital care. My interest in south-eastern Sydney Local Health
District's responsibilities is to give the best possible and compassionate care to the people.

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Reference
Anderson, T. and Catchlove, B., 2012. Health and hospital reform in Australia—a local
health district's perspective. World Hospitals and Health Services, 48(3), p.21.
Fowler, M.D.M., 2008. Guide to the code of ethics for nurses: Interpretation and application.
Nursesbooks. org.
Healy, S., Israel, F., Charles, M.A. and Reymond, L., 2013. An educational package that
supports laycarers to safely manage breakthrough subcutaneous injections for home-
based palliative care patients: Development and evaluation of a service quality
improvement. Palliative medicine, 27(6), pp.562-570.
Kameg, K., Howard, V.M., Clochesy, J., Mitchell, A.M. and Suresky, J.M., 2010. The impact of high
fidelity human simulation on self-efficacy of communication skills. Issues in mental health
nursing, 31(5), pp.315-323.
Marcus, K., Quimson, G. and Short, S.D., 2014. Source country perceptions, experiences,
and recommendations regarding health workforce migration: a case study from the
Philippines. Human resources for health, 12(1), p.62.
Peña, A., 2010. The Dreyfus model of clinical problem-solving skills acquisition: a critical
perspective. Medical education online, 15(1), p.4846.
Redfern, J., Enright, G., Raadsma, S., Allman-Farinelli, M., Innes-Hughes, C., Khanal,
S., Lukeis, S., Rissel, C. and Gyani, A., 2016. Effectiveness of a behavioral incentive

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scheme linked to goal achievement: study protocol for a randomized controlled trial.
Trials, 17(1), p.33.
Schneider, Z. and Whitehead, D., 2013. Nursing and midwifery research: methods and
appraisal for evidence-based practice. Elsevier Australia.
http://www.health.nsw.gov.au/lhd/Pages/seslhd.aspx