Nursing for Ethical and Legal Practice- myassignmenthelp.com

Question: Discuss about theNursing for Ethical and Legal Practice. Answer: Critical thinking is a significant element of nursing practice and relates to the intellectual and disciplined process of application of skilful reasoning for a planned action. In nursing, the process of thinking is the ability of the individual to think in a logical manner and systematic process that ensure better care delivery and better patient outcomes (Kim Lee, 2016). The present paper explains the accountability and responsibility of the registered nurse in relation to ethical and legal practice critical thinking within the Australian nursing scenario. Further, it analyses the accountabilities and responsibilities realted to the nursing students. As opined by Choi et al., (2014) nursing practitioners are to become critical thinkers and value intellectual ability to think in a logical manner. Nurses who are critical thinkers strive to maintain clarity, preciseness, accuracy and fairness while listening, speaking and writing. The thinking is thereby broad and deep. As highlighted by Morton et al., (2017) critical thinking is a holistic approach and aims to maximise the output of the nurses. It involves analysing a certain issue or problem by considering multidimensional approaches and coming up with novice ideas and resolutions. According to Kim and Lee (2016) nurses are accountable and responsible for delivering high quality care services. The underlying aim is achieving desirable patient outcomes. Nurses are to deliver comprehensive care that takes into consideration all aspects of patients mental and physical wellbeing, cultural background, social status, religious beliefs, family structures, and personal beliefs. For addressing all these concerns while coming up with a care plan a nurse is to apply critical thinking. For delivering safe care, critical thinking skills are very important. Since nurses are accountable for any deterioration and decline in patients condition while and after administering care interventions, critical thinking helps in undertaking an active mental process that augments a subtle perception. This, in turn, helps in proper analysis, synthesis and evaluation of patient information collected and derived after a rigorous assessment. Reflecting on previous observations and experiences a nurse can come up with proper reasoning and make a suitable decision regarding patient care. In addition, nurses are to communicate in an effective manner with other care professionals since the responsibility is to provide collaborative care. Critical thinking promotes communication as the nurse can put forward logic and meaningful concepts on the basis of the critical thinking (Kozier et al., 2013). The Code of Ethics for Australian nurses outlines the ethical standards that nurses need to follow in course of their professional practice (Code of Ethics for Nurses in Australia, 2008). As per the value statement 1 mentioned in the guidelines, a nurse is to value quality nursing care for all patients. According to value statement 5, nurses must engage in informed decision making. In addition, as per the value statement 8, nurses must promote health and wellbeing of the patient through a socially, ecologically and economically sustainable environment. The Code of Professional Conduct for Nurses in Australia outlines the legal standards that nurses are to follow in the course of their professional practice (Code of Professional Conduct for Nurses in Australia). As the conduct statement 1, nurses are to practice in a safe and competent manner. As the conduct statement 7, nurses are to support informed decision making for promoting the wellbeing and health of patients. For adhering to all these ethical and legal guidelines, nurses must exhibit critical thinking skills. It is ethical and appropriate to come up with suggestions that address all the concerns of the patients and do what is best for them. Critical thinking ensures that intuitions are left behind, and opinions are given based on strong rationale. As a future nurse, nursing students are responsible for acquiring and developing critical analysis skills (Kong et al., 2014). The nursing course provides immense opportunities to develop this skills and students must master the multitude of learning materials that are provided. In nursing education reference to critical thinking is common due to the significance it holds in daily practice. The primary critical thinking skills nurse students exercise are recognition of conditions, critical analysis, introductory and concluding justification, discriminate of facts and opinions, assessment of the credibility of information sources and illumination of concepts (Levett-Jones Bourgeois, 2013). Students, for learning and applying critical thinking, must engage in developing independent thoughts, fairness, justice, perspicacity in social level, spiritual courage, humility, self-confidence, integrity, perseverance and interest for undertaking research. By demonstrating these skills, a nursi ng student can become an important part of the future nursing cohort. Nursing education program focuses on building on these aspects in nurses for promoting critical thinking skills (Choi et al., 2014). Coming to the end of the paper it can be concluded that critical thinking in nursing is the process of identification of an issue, determination of the best solutions for it and selection of the best method to implement it. Critical thinking skills are to be acquired while studying nursing course wherein nursing students get opportunities to put their valuable thoughts into action. Nursing students must consider developing their skills and abilities before commencing on their professional practice. This is imperative for adhering to the legal and ethical standards of nursing practice as outlined by the Nursing and Midwifery Board of Australia. Lastly, critical thinking skills enable a nurse to translate any idea or thought in a logical, accurate and clear manner. This ability is important for professional development at all levels. References Choi, E., Lindquist, R., Song, Y. (2014). Effects of problem-based learning vs. traditional lecture on Korean nursing students' critical thinking, problem-solving, and self-directed learning.Nurse education today,34(1), 52-56. Code of Ethics for Nurses in Australia. (2008). Nursing and Midwifery Board Australia. Code of Professional Conduct for Nurses in Australia. (2008). Nursing and Midwifery Board Australia. Kim, K. Y., Lee, E. (2016). The relationship among critical thinking disposition, nursing process competency and evidence-based practice competency in nurses working in hospitals.Journal of the Korean Data and Information Science Society,27(2), 451-461. Kong, L. N., Qin, B., Zhou, Y. Q., Mou, S. Y., Gao, H. M. (2014). The effectiveness of problem-based learning on development of nursing students critical thinking: A systematic review and meta-analysis.International journal of nursing studies,51(3), 458-469. Kozier, B. J., Glenora Erb BScN, R. N., Berman, A. T., Snyder, S., Madeleine Buck, R. N., Lucia Yiu, R. N. (2013).Fundamentals of Canadian nursing: Concepts, process, and practice. Pearson Education Canada. Levett-Jones, T., Bourgeois, S. (2015).The Clinical Placement-E-Book: An Essential Guide for Nursing Students. Elsevier Health Sciences. Morton, P. G., Fontaine, D., Hudak, C. M., Gallo, B. M. (2017).Critical care nursing: a holistic approach. Lippincott Williams Wilkins.