HLTENN036 Apply Communication skills in nursing practice

Assessment Task
Written
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Student Name
Unit Code/s & Name/s
Cluster Name
If applicable
Student Number
HLTENN036 Apply communication skills in nursing practice
N/A
Assessment Type
☒ Case Study
☒ Assignment
Assessment Name
Case Study and General
Questions
Assessment Due Date
☐ Project
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Assessment Task No.
Date Submitted
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made by other people have been acknowledged as references. I understand that if this statement is
found to be false, it will be regarded as misconduct and will be subject to disciplinary action as
outlined in the TAFE Queensland Student Rules. I understand that by emailing or submitting this
assessment electronically, I agree to this Declaration in lieu of a written signature.
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PRIVACY DISCLAIMER: TAFE Queensland is collecting your personal information for assessment purposes. The information will only be accessed by
authorised employees of TAFE Queensland. Some of this information may be given to the Australian Skills Quality Authority (ASQA) or its successor and/or
TAFE Queensland for audit and/or reporting purposes. Your information will not be given to any other person or agency unless you have given us written
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Instructions to
Student
General Instructions:
This task requires you to respond to a series of questions and case studies.
In responding you must use your own words and reference where you have
located the information.
Information / Materials provided:
Open Book – to be completed on their own and submitted by the due date
as stated in the unit guide
Access to a computer and word processing software is required
Assessment Criteria:
To achieve a satisfactory result, your assessor will be looking for your ability
to demonstrate the following key skills/tasks/knowledge as outlined in the
marking criteria for this assessment task.
Number of Attempts:
You will receive up to two (2) attempts at this assessment task. Should your
1st attempt be unsatisfactory (U), your teacher will provide feedback and
discuss the relevant sections / questions with you and will arrange a due
date for the submission of your 2nd attempt. If your 2nd submission is
unsatisfactory (U), or you fail to submit a 2nd attempt, you will receive an
overall unsatisfactory result for this assessment task. Only one reassessment attempt may be granted for each assessment task.
For more information, refer to the Student Rules.
Submission details
Once completed, you upload the assessment to the AT1 drop box in
Connect, ensuring that you follow the instructions carefully (there is an
instruction video on the screen). If you are experiencing difficulties
uploading your paper, contact your teacher before the due date.
If you are unable to submit by this date, you must ask for an extension in
writing at least 48 hrs before the due date. You can download an extension
request form on CONNECT. Requests for extensions inside this seven-day
deadline will not be approved unless you have a medical certificate.
Assessment to be submitted via
•
TAFE Queensland Learning Management System (Connect):
https://connect.tafeqld.edu.au/d2l/login
•
Username; 9 digit student number
•
For password resets go to:
https://passwordreset.tafeqld.edu.au/default.aspx
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File Name:
You should save this file in the following format (including the month and
year your course started. This enables your teacher to download your
assessments in alphabetical order:
Your Surname_Initial_Unit Code_Number of assessment
Example: Wilson_A_HLTENN036_AT1
If you are required to resubmit an assessment, please name your files as
follows:
Surname_Initial_Unit Code_Number of assessment_Resubmit
Instructions for the
Assessor
Students are to attempt all assessment questions / tasks and submit for
review and resulting by the due date. Please refer to QLD TAFE Student
Rules and Policies1 for assessment and appeals processes.
Students are expected to complete unit content and personal study to assist
in completing the assessment successfully.
Assessors are to refer to the Benchmark Answers to ensure objectivity and
consistency.
TAFE assessor is to refer to TAFE Student Support Strategy2 if reasonable
adjustment is required.
All aspects of the marking criteria must be met in order to achieve a
satisfactory result for this assessment.
Assessors must satisfy the Standards for Registered Training Organisations
(RTOs) 2015/AQTF mandatory competency requirements for assessors.
Note to Student
An overview of all Assessment Tasks relevant to this unit is located in the
Unit Study Guide.
1 https://tafeqld.edu.au/about-us/policy-and-governance/policies-and-procedures/student-rules-and-
policies/index.html
2 https://intranet.tafeqld.edu.au/sites/search/Pages/intranetresults.aspx?k=reasonable%20adjustment
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1.
What is the aim of the Communicating for Safety Standard as outlined in the National Safety
and Quality Health Service (NSQHS) Standards?
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2.
What is the purpose of the Congress of Aboriginal and Torres Strait Islander Nurses and
Midwives (CATSINaM)?
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Scenario 1 (Mr Barney). Relates to questions 3 – 14
Mr Allen Barney is an 82-year-old man of Aboriginal and Torres Strait Islander descent, living in
Queensland. He has been diagnosed with Alzheimer’s disease, and right-sided weakness and
impaired thought processes (cognitive impairment) from a Cerebral Vascular Accident (Stroke).
He mainly speaks Aboriginal English but can speak and understand general English reasonably well.
He is partially deaf and wears hearing aids in both ears, he also has low vision and wears glasses.
He previously lived at home with his wife. However, due to a deterioration in his condition he has
recently been admitted to Parklands Nursing Home as his wife was struggling to look after him.
Allen has a son called Michael who lives interstate.
Mr Barney is reviewed regularly at the facility by his treating Doctor and Physiotherapist.
3.
Provide three (3) systems or processes that the Communication for Safety Standard outlines to
ensure effective communication during Mr Barney’s care.
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4.
Provide three (3) principles relating to cultural safety that you can apply to the care of Mr Barney.
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5.
Outline three (3) strategies you can use to ensure that your communication with Mr Barney is
culturally appropriate.
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Scenario 1 (Mr Barney) continued:
Mrs Barney speaks Aboriginal English. She indicates through her communication with staff that she
feels a little confused as to what is happening with her husband’s ongoing care and health issues
and would like to arrange a meeting to discuss this.
To assist with this meeting and to ensure cultural safety, Mrs Barney would like the local Aboriginal
Liaison person (interpreter) to attend the meeting to help with communicating medical terminology.
6a.
Provide information on where you would find access to an Aboriginal Hospital Liaison Officer
located in Queensland, and state one (1) way they support families.
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6b.
Provide three (3) guidelines that can be used for non – English or limited -English speaking clients
when there is an interpreter available.
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7.
How can you make Mr Barney feel comfortable, using appropriate verbal and non-verbal
communication? Answer the questions below.
Discuss two (2) non-verbal communication skills that would be appropriate to use with Mr Barney
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Discuss two (2) verbal communication skills that would be appropriate to use with Mr Barney.
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8.
Discuss two (2) ways you can use communication to foster trust with Mr Barney.
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Discuss two (2) ways you can safeguard Mr Barney’s privacy and confidentially.
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10.
Answer the following questions:
Provide three (3) ways you can facilitate communicate with Mr Barney in regard to his cognitive
and physical impairment.
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Provide three (3) ways communication with Mr Barney may be inhibited due to his cognitive and
physical impairment.
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11.
List three (3) strategies you may use to aid communication with Mr Barney in regard to his vision
and hearing impairments.
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12.
Discuss two (2) ways self-reflection can help develop effective communication skills between you
and Mr Barney.
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13.
Discuss three (3) ways you can create an environment that aids therapeutic communication for Mr
Barney as well as other clients.
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14.
Discuss two (2) benefits of Social Conversation that you can use to get to know Mr Barney and
other clients better.
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Scenario 2 (Mrs Gills). Relates to questions 15 – 18
Mrs Mary Gills is an 84-year-old woman, who was recently admitted to The Golden Days Nursing
Home where you work. Mary has Parkinson’s disease and early-stage Parkinson’s dementia. She
also has low vision, is hard of hearing and wears glasses and hearing aids in both ears. Steven is
Mary’s son and her sole support person.
During your shift you walk past Mrs Gills room at 0800hrs and discover that she has fallen out of the
bed onto the floor where she is crying quietly and trying to get up. You assist Mrs Gill onto a chair as
she keeps saying over and over, “I’m alright”.
Mary’s doctor was informed as she would need a medical review, and a physical assessment was
conducted by the Registered Nurse, no injuries were noted.
Vital signs Temp 37.1, Pulse 100, Respirations 22, Blood Pressure 140/80.
You are also required to complete an incident form and follow up with a risk assessment.
After following facility procedure for this incident, you are then to discuss this with the patient and the
son. Your supervisor will be with you during this discussion.
15.
Provide a definition of ‘open disclosure’ and discuss the principles of open disclosure referring to
the Australian Open Disclosure Framework (2013)
Definition of ‘open disclosure’
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Provide five (5) principles of open disclosure
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Provide three (3) considerations that are used during the open disclosure process.
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Scenario 2 (Mrs Mary Gills) continued:
You are to provide a clinical handover to the Registered Nurse in regard to Mrs Gill.
16.
Using the ISBAR communication tool, provide an example of what information you would provide
regarding the incident and actions you have taken. Ensure that you use appropriate terminology.
Identify
Situation
Background
Assessment
Recommendation
Scenario 2 (Mrs Mary Gills) continued:
Steve, Mary’s son, will be traveling overseas for the next few weeks and will not have telephone
access. He has asked if you could email him to provide him with a progress report on his mother.
17.
Identify five (5) factors relating to email etiquette you will need to adhere to when emailing clients
or other staff members from your workplace.
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Scenario 2 (Mrs Mary Gills) continued:
The Nursing home where Mrs Gill lives, keeps their patient records electronically and not paper
based.
18.
From a legal and ethical viewpoint, how may a health care facility keep their electronic records
private and confidential? Identify two (2) methods
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Scenario 3 (Steven Mayfair) Relates to questions 19 and 20
Steven Mayfair (identifies as he) is 38yrs old and in the rehabilitation, ward recovering from a
motorbike accident where he damaged both his legs. He is learning to walk again after extensive
surgery and hospital time. He is often withdrawn and difficult to talk to at times.
19.
To facilitate effective communication with Steven, answer the following in regard to open and
closed methods of communication.
Define what a closed ended question is.
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Provide Two (2) examples of a closed question you may ask Steven.
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Define what an open-ended question is.
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Provide Two (2) examples of an open-ended question you may ask Steven.
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20.
Define the term ‘Active Listening’ and provide three (3) examples of how this could be used when
communicating with Steven.
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Scenario 4 – Relates to questions 21 – 24
You are working as an Enrolled Nurse in a surgical ward. On your break you check your social media
account and notice that one of your work colleagues, who is a friend of yours and working the same
shift, has posted some information relating to one of the young clients in the unit who has had a bad
accident that was in the media.
21.
State four (4) ways you can meet your obligations as a registered health practitioner when using
social media as per the Australian Health Practitioner Regulation Agency (AHPRA) social
media guidelines.
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22.
You are required to be an advocate for the young client whose personal information has been
posted on social media.
Identify three (3) reasons why advocacy is important in nursing practice.
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Scenario 4 – continued
You need to speak to your colleague about this social media post. You recognise this is an
unacceptable situation and a breach of the client’s privacy.
23.
Describe three (3) strategies you could use to deliver a constructive outcome when providing
feedback to your colleague who had posted on social media.
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24.
Identify three (3) principles for receiving feedback to improve your professional performance.
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General Questions – Relate to Questions 25 – 31
25.
Identify eight (8) legal obligations that you must apply to your documentation practices.
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26.
Outline three (3) reasons why interviewing skills are valuable for the nurse to obtain a client’s
history.
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27.
The terms below identify three (3) ways to approach conflict resolution and negotiate solutions.
Discuss what each one means:
Win – Win
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Lose – Win
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Win – Lose
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You are a nurse who is responsible for organizing an International Nurses Day celebration for the
large multipurpose medical centre you work in. You are to get a small group of other staff members
together to help organise the event You have a small budget from the organisation and 5 weeks to
decide what to do. You will be conducting weekly meetings for the next 4 weeks.
28a. To help you understand and monitor your groups dynamics, there are four development stages a
group may go through.
Provide a description for each of the following stages.
Forming stage
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Storming stage
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Norming stage
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Performing stage
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28b. Discuss two (2) ways you can improve or change group dynamics
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29.
What is the purpose of small group meetings?
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30.
Discuss two (2) ways you can have successful meetings where communication is effective,
meetings are of value and meet identified objectives.
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31.
You have chosen your small group and during meetings each member has a specific role to play.
Explain the role of the members in the table below:
Team Member
What is their role in the meeting
Enrolled Nurse – Sam (Leader)
Enrolled Nurse – Sally (Questioner)
Registered Nurse – Jill (Problem Solver)
Student EN – Cris (Follower)
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References
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HLT54121 Diploma of Nursing
HLTENN036 Apply Communication Skills in Nursing Practice
Assessment Task 1 (AT1): APA References – October 2022
ASSIGNMENT RESOURCES GUIDE
Resources outlined in this guide are:
E Books in the ClinicalKey for Nursing database (student login required)
Free access websites/website documents (no student login required – follow the relevant weblinks
on page. 5 of this guide).
INSTRUCTIONS
Access ClinicalKey for Nursing
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Access the Clinical Key for Nursing database from the TQ Library Network website page
•
Visit the TAFE Queensland Library Network – Nursing Subject Guide and watch the video tutorial for
how to access and use the Clinical Key for Nursing database.
APA Referencing
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Bookmark the full TQ Library Network APA Referencing Guide – available HERE
•
Use APA 7th edition academic referencing and follow the correct two-part format to include:
o
A citation for every question (as shown in the table below)
o
A full Reference list (as shown on page 5 of this guide)
ASSIGNMENT REFERENCES
Q.
No.
1
SOURCE
NSQHS Standards – Communication for Safety Standard.
Intention of this standard
2
Congress of Aboriginal and Torres Strait Islander Nurses
and Midwives.
NSQHS Standards – Communication for Safety Standard.
3
Criteria
IN-TEXT CITATION
(Australian Commission on Safety and
Quality in Health Care, 2022).
(Congress of Aboriginal and Torres
Strait Islander Nurses and Midwives,
2021).
(Australian Commission on Safety and
Quality in Health Care, 2022).
Potter and Perry’s Fundamentals of Nursing.
4
Chapter: Enabling cultural safety.
Section: Reflecting on self, systems and practices.
(Cox et al., 2021).
Tabbner’s Nursing Care.
5
(Koutoukidis & Stainton, 2021).
Chapter: Communication and nursing practice.
Section: Culturally safe communication.
6a
Queensland Health Sunshine Coast Hospital and Health
Service.
Aboriginal and Torres Strait Islander Hospital Liaison
Officers
©TAFE Queensland GC 2022
(Queensland Government, 2022).
HLT54121: HLTENN036 AT1 References – Oct. 2022 V2
Page 1 of 5
HLTENN036: AT1 References
Q.
No.
SOURCE
IN-TEXT CITATION
Communication in Nursing.
6b
Chapter: Understanding each other: Communication and
culture.
Section: Guidelines for communication with non-English
speaking clients.
(Balzer Riley, 2020).
Tabbner’s Nursing Care.
7
Chapter: Communication and nursing practice.
Sections: Non-verbal communication, and Verbal
communication.
(Koutoukidis & Stainton, 2021).
Potter and Perry’s Fundamentals of Nursing.
8
Chapter: Placing communication at the heart of personcentred care.
Section: Trustworthiness.
(Stein-Parbury, 2021).
Potter and Perry’s Fundamentals of Nursing.
9
Chapter: Placing communication at the heart of personcentred care.
Section: Privacy and confidentiality
(Stein-Parbury, 2021).
Tabbner’s Nursing Care.
10
Chapter: Communication and nursing practice.
Section: Alterations to cognitive abilities
(Koutoukidis & Stainton, 2021).
Tabbner’s Nursing Care.
11
Chapter: Communication and nursing practice.
Section: Alterations to hearing
(Koutoukidis & Stainton, 2021).
Potter and Perry’s Fundamentals of Nursing.
12
Chapter: Placing communication at the heart of personcentred care.
Section: Putting therapeutic communication techniques
into action.
(Stein-Parbury, 2021).
Tabbner’s Nursing Care.
13
Chapter: Communication and nursing practice.
Section: Environmental setting.
(Koutoukidis & Stainton, 2021).
Potter and Perry’s Fundamentals of Nursing.
14
15
Chapter: Placing communication at the heart of personcentred care.
Section: Nurse-client relationship.
(Stein-Parbury, 2021).
Australian Commission on Safety and Quality in Health
Care: Open Disclosure Framework
(Australian Commission on Safety and
Quality in Health Care, 2013).
Communication in Nursing.
16
Chapter: Being specific
Section: Quality and safety education for nurses learning
strategy: Exercise 3.
©TAFE Queensland GC 2022
(Balzer Riley, 2020).
HLT54121: HLTENN036 AT1 References – Oct. 2022 V2
Page 2 of 5
HLTENN036: AT1 References
Q.
No.
SOURCE
IN-TEXT CITATION
17
Law Society of New South Wales – 10 rules for email
etiquette.
(Law Society of New South Wales, n.d.).
Tabbner’s Nursing Care.
18
Chapter: Professional nursing practice: Legal and ethical
frameworks.
Section: Documentation, and computerised
documentation and charting.
(Koutoukidis & Stainton, 2021).
Tabbner’s Nursing Care.
19
Chapter: Communication and nursing practice.
Section: Asking questions.
(Koutoukidis & Stainton, 2021).
Tabbner’s Nursing Care.
20
21
Chapter: Communication and nursing practice.
Section: Skills to facilitate therapeutic communication.
Australian Health Practitioner Regulation Agency – Social
media policy.
(Koutoukidis & Stainton, 2021).
(Australian Health Practitioner
Regulation Agency, 2019).
Tabbner’s Nursing Care.
22
Chapter: Professional nursing practice: Legal and ethical
frameworks.
Section: Advocacy.
(Koutoukidis & Stainton, 2021).
Communication in Nursing.
23
(Balzer Riley, 2020).
Chapter: Working with feedback.
Potter and Perry’s Fundamentals of Nursing.
24
Chapter: Collaborating for integrated care.
Section: Feedback:General principles for receiving
feedback.
(Martin et al., 2021).
Tabbner’s Nursing Care.
25
Chapter: Professional nursing practice: Legal and ethical
frameworks.
Section: Documentation.
(Koutoukidis & Stainton, 2021).
OR
Law for Nurses and Midwives.
25
Chapter: Documentation and confidentiality of access to
patient records (including e-records, incident reporting
and open disclosure).
Section: Documentation.
(Staunton & Chiarella, 2020).
Tabbner’s Nursing Care.
26
Chapter: Nursing process: Framework.
Section: The nursing interview.
©TAFE Queensland GC 2022
(Koutoukidis and Stainton, 2021).
HLT54121: HLTENN036 AT1 References – Oct. 2022 V2
Page 3 of 5
HLTENN036: AT1 References
Q.
No.
SOURCE
IN-TEXT CITATION
Communication in Nursing.
27
Chapter: Managing team conflict assertively and
responsibly.
Section: Conflict resolution approaches.
(Balzer Riley, 2020).
Communication in Nursing.
28a
28b
Chapter: Learning to work together in groups.
Section: Four stages of group development.
Mind Tools – Improving group dynamics.
(Balzer Riley, 2020).
(Mind Tools, n.d.).
Communication in Nursing.
29
Chapter: Learning to work together in groups.
Section: Importance of meetings.
(Balzer Riley, 2020).
Communication in Nursing.
30
Chapter: Learning to work together in groups.
Section: Tools to promote effectiveness of meetings.
(Balzer Riley, 2020).
Communication in Nursing.
31
Chapter: Learning to work together in groups.
Section: Task, maintenance, and individual roles in
groups.
(Balzer Riley, 2020).
TAFE QUEENSLAND UNIT RESOURCES
HLTENN036 Apply communication skills in nursing
practice
Connect Learning Resources – all Topics
(TAFE Queensland, 2022a).
HLTENN036 Apply communication skills in nursing
practice
Teacher presentation slides
(TAFE Queensland, 2022b).
©TAFE Queensland GC 2022
HLT54121: HLTENN036 AT1 References – Oct. 2022 V2
Page 4 of 5
HLTENN036: Written Assessment – AT1 Reference List
References
Australian Commission on Safety and Quality in Health Care. (2013). Australian open disclosure framework.
https://www.safetyandquality.gov.au/sites/default/files/migrated/Australian-Open-DisclosureFramework-Feb-2014.pdf
Australian Commission on Safety and Quality in Health Care. (2022). Communicating for safety standard.
https://www.safetyandquality.gov.au/standards/nsqhs-standards/communicating-safety-standard
Australian Health Practitioner Regulation Agency (2019, November). Social media: How to meet your
obligations under the National Law. https://www.ahpra.gov.au/publications/social-media-guidance.aspx
Balzer Riley, J. (2020). Communication in nursing (9th ed.). Elsevier.
Congress of Aboriginal and Torres Strait Islander Nurses and Midwives. (2021). Our principles.
https://catsinam.org.au/our-principles/
Cox, L., Taua, C., Drummond, A., & Kidd, J. (2021). Enabling cultural safety. In J. Crisp, C. Douglas, G.
Rebeiro, & D. Waters (Eds.), Potter and Perry’s fundamentals of nursing (6th ed., pp.49-83). Elsevier.
Koutoukidis, G., & Stainton, K. (2021). Tabbner’s nursing care (8th ed.). Elsevier.
Law Society of New South Wales. (n.d.). 10 rules for email etiquette.
https://www.lawsociety.com.au/resources/resources/career-hub/10-rules-email-etiquette
Mind Tools. (n.d.). Improving group dynamics. https://www.mindtools.com/pages/article/improving-groupdynamics.htm
Martin, M., Jones, K., Buliak, A., Connelly, L., Murray, S., & Peters, S, D. (2021). Collaborating for integrated
care. In J. Crisp, C. Douglas, G. Rebeiro, & D. Waters (Eds.), Potter and Perry’s fundamentals of
nursing (6th ed., pp. 175-200). Elsevier.
Queensland Government. (2022, September). Aboriginal and Torres Strait Islander support. Queensland
Health. Retrieved October 14, 2022, https://www.health.qld.gov.au/sunshinecoast/services/aboriginaland-torres-strait-islander-health/hospital-liaison-officers
Staunton, P., & Chiarella, M. (2020). Law for nurses and midwives (9th ed.). Elsevier.
Stein-Parbury, J. (2021). Placing communication at the heart of person-centred care. In J. Crisp, C. Douglas,
G. Rebeiro, & D. Waters (Eds.), Potter and Perry’s fundamentals of nursing (6th ed. pp. 275-299).
Elsevier.
TAFE Queensland. (2022a). HLTENN036 Apply communication skills in nursing practice [Learner guide].
https://connect.tafeqld.edu.au/d2l/le/content/453139/Home
TAFE Queensland. (2022b). HLTENN036 Apply communication skills in nursing practice [PowerPoint slides].
https://connect.tafeqld.edu.au/d2l/le/content/453139/Home
©TAFE Queensland GC 2022
HLT54121: HLTENN036 AT1 References – Oct. 2022 V2
Page 5 of 5
Unit Study Guide
HLTENN036_UG_TQM_October 2022
Qualification Code and
Name
HLT54121 Diploma of Nursing
Unit Code and Name
HLTENN036 Apply communication skills in nursing practice
Teacher’s Name
Anne Brimson
Teacher’s Email
Anne.brimson@tafeqld.edu.au
Zoom link
Join Zoom Meeting
https://tafeqld.zoom.us/j/64192899421
Consultation Details
Via e-mail. I will respond within 2 business days as per student rules.
Zoom meetings by appointment.
Student Support Contacts
Email
Phone
Janice.Torrens@tafeqld.edu.au
(07) 55 818 617
Nursing Administration Team Enrolment & financial
enquiries
StudentManagement.GoldCoast@tafeqld
.edu.au
(07) 55 818 300
Vocational Placement Mandatory documents &
vocational placement
enquiries
VPC.GoldCoast@tafeqld.edu.au
(07) 55 818 866
technologysupport.goldcoast@tafeqld.ed
u.au
(07) 55 818 300
Learning Skills Time planning, study skills,
academic literacy skills &
(including APA referencing)
Technical Support –
Connect & timetable
assistance
(option 3)
Linda Kirkland: 0435 656
189
Counsellors –
Personal counselling (health &
well-being),
(option 2)
Counsellors.GoldCoast@tafeqld.edu.au
career counselling & resume
preparation
123 TMP M – Assessment Template – Unit Study Guide v1.5 (04/11/2020)
Mike Shapcott: 0401 429
158
Leeanne Thomas:
0481 912 816
Page 1 of 9
HLTENN036_UG_TQM_October 2022
Janine Hogg:
0424 668 192
AccessAbility Support Officer
Cassandra.Jardine@tafeqld.edu.au
0423 821 039
International Support
Jane.Cassidy@tafeqld.edu.au
0424 668 192
Indigenous Support
Sarah.Johns@tafeqld.edu.au
0466 466 564
Library
library@tafeqldedu.au
(07) 55 818 246
Clinical Key Introduction video
ClinicalKey for Nursing (7 mins)
What will I learn?
This unit describes the performance outcomes, skills and knowledge required to communicate effectively
with people, families, and carers, and with other health care professionals, in health care settings.
Are there any special requirements?
Communication in nursing practice requires using information technology as well as interpersonal skills
applied therapeutically in nursing care and small group discussions.
This unit applies to enrolled nursing work carried out in consultation and collaboration with registered
nurses, and under supervisory arrangements aligned to the Nursing and Midwifery Board of Australia
(NMBA) regulatory authority legislative requirements.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation,
Australian Standards, and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of
publication.
123 TMP M – Assessment Template – Unit Study Guide v1.5 (04/11/2020)
Page 2 of 9
HLTENN036_UG_TQM_October 2022
Where can I get more information?
For further information on your qualification, accredited course or Unit/s of Competency, please go to:
https://training.gov.au/Training/Details/HLTENN036
What do I need to do to be successful?
You are required to satisfactorily complete all assessments listed in the table below to be receive a
‘Competency Achieved’ result for the Unit(s) of Competency. You are responsible for complying with
TAFE Queensland’s assessment rules and complete assessment tasks honestly. You need to follow all
assessment instructions, including submission details and retain a copy of all assessment items. You
must submit assessment on or by the due date, unless an extension has been granted. Failure to
submit or complete assessment on or by the due date will result in a “did not submit/sit” (DNS) being
recorded (unless there are exceptional circumstances) and you will have five (5) days to submit your
second and final attempt. Refer to the TAFE Queensland Student Rules for details.
Assessmen
t Task
AT1
AT2
Assessment Type and Name
Due Date
Written – Case Study and General Questions
18.11.2022
@ 2359 hrs
Observation tasks in a simulated environment – Practical simulation
During
simulated
clinical lab
sessions or
1st semester
residential
school
Observation in a workplace environment – Vocational placement
The Vocational Placement team will allocate you to clinical
placement within a health environment as suitable for the unit
assessment requirements. You will be observed in the workplace by
supervising staff or clinical facilitators. You will be observed and
reviewed in relation to your knowledge and skill application to this
unit and incorporating scope of practice and health studies to date, in
relation to safe and effective practice in a team environment.
AT3
You will also need to demonstrate that your performance is in
accordance with the professional practice standards, codes and
guidelines according to the Nursing and Midwifery Board of Australia.
Completed
during your
stage 1
Vocational
Placement
as allocated
You will be provided with a vocational placement record which
includes, for example, information regarding the expectations for
vocational placement, assessment instructions, a log of attendance,
and contact details for support.
Note: final unit results will not be confirmed until all assessment has
been attempted.
123 TMP M – Assessment Template – Unit Study Guide v1.4
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HLTENN036_UG_TQM_October 2022
123 TMP M – Assessment Template – Unit Study Guide v1.5 (04/11/2020)
Page 4 of 9
HLTENN036_UG_TQM_October 2022
What will be covered in each class / session?
Learning Schedule
This learning schedule is a guide only and is intended to assist you in successfully completing this program of study. It provides information about the
activities you are required to complete in association with your teacher/trainer (guided delivery) as well as activities to be completed in your own time and
the suggested timeframes. Additional support is available to help you achieve your learning goals. Speak to your teacher or a Student Services/Learning
Support team member.
Week / Session
Topic Covered / Content
Teacher Directed Activities
Self-Directed Activities
Week 1
Topic 1
Teacher to discuss the following:
Tuesday
Effective Partnerships
Introduction to the unit
18.10.2022
•
Effective partnerships
Assessment review
Student to undertake personal study for the
following: Complete activities and reading
within Topic 1 & 2
1300-1600 hrs
•
National Safety & Quality Health
•
Effective partnerships
Service (NSQHS) Standards
•
National Safety & Quality Health
•
Partnerships
•
Therapeutic communications
•
Therapeutic communications
•
Creating a therapeutic
•
Creating a therapeutic
Service (NSQHS) Standards
environment
environment
•
Empathy
•
Empathy
•
Elements of professional
•
Elements of professional
communication
communication
•
Respect, Politeness, or courtesy
•
Respect, Politeness, or
courtesy
•
123 TMP M – Assessment Template – Unit Study Guide v1.5 (04/11/2020)
Communication Processes
Complete End of topic quiz in Connect.
Clinicalkey for nursing
Koutoukidis, G., & Stainton, K. (2021). Tabbner’s
nursing care (8th ed.). Elsevier Chapter 9 Communication and nursing practice -Forms of
Communication & skills to facilitate therapeutic
communication
Stein-Parbury (2021). Placing communication at the
heart of person-centred care. In J. Crisp, & A.
Potter, Potter & Perry’s Fundamentals of Nursing
(ANZ edition, 6th ed., pp. 275-299). Elsevier.
Balzer Riley, J. (2020). Communication in nursing
(9th ed.). Elsevier
Cox, L., Taua, C., Drummond, A., and Kidd, J.
(2021). Enabling cultural safety. In J. Crisp, & A.
Potter, Potter & Perry’s Fundamentals of Nursing
(ANZ edition, 6th ed., Ch 4, pp. 49-83). Elsevier.
Reflecting of Self, systems and Safety
Page 5 of 9
HLTENN036_UG_TQM_October 2022
Week / Session
Topic Covered / Content
Teacher Directed Activities
Friday
21.10.2022
Topic 2
•
0900-1200 hrs
Communication Processes
•
The communication cycle
Communicating information and ideas
•
Verbal and non-verbal
Communications Processes.
Communicating information and
ideas
The communication cycle
Self-Directed Activities
communication
McKay, M. (2021). Communication and nursing
practice. In G. Koutoukidis, & K. Stainton,
Tabbner’s Nursing Care (8th ed., pp. 207-240).
Elsevier. Section – Culturally safe communication
Verbal and non-verbal communication
•
Interpersonal skills
At the end of week 1 you can now work on
the following Assessment 1 questions:
Interpersonal skills
•
Effective listening
Q1 Q2 Q 3 Q4 Q5
Effective listening
•
Interviewing techniques
Q6a Q6b
Interviewing techniques
•
Interpreter services
Q7a Q 7b Q8 Q9
Interpreter services
Q13 Q14
Q19 Q20
Q26
Week 2
Topic 3
Teacher to discuss the following:
Tuesday
25.10.2022
Factors Affecting Communications
•
•
Factors affecting communications
1300-1600 hrs
•
Communication barriers
•
Overcoming communications
barriers
Friday
28.10.2022
•
Complicated or difficult situations
0900-1200 hrs
•
Sensory losses and nursing
communications
•
•
•
Complicated or difficult
Complete activities and reading within
Topic 3 & 6
situations
Complete End of topic quiz in Connect.
Sensory losses and nursing
Suggested readings and / or clinical skills
response
Koutoukidis, G., & Stainton, K. (2021). Tabbner’s
nursing care (8th ed.). Elsevier.
Documentation and clinical
handover
response
•
123 TMP M – Assessment Template – Unit Study Guide v1.4
Factors affecting
Student to undertake personal study for the
following:
Documentation
Page 6 of 9
HLTENN036_UG_TQM_October 2022
Week / Session
Topic Covered / Content
Teacher Directed Activities
Self-Directed Activities
Topic 6
•
documentation
At the end of week 2 you can now work on
the following Assessment 1 questions:
Q10
Documentation and clinical handover
•
Requirements for quality
Documentation and clinical
•
Clinical handover
handover
•
SBAR
•
Documentation
•
•
Medical terminology
Requirements for quality
Q11
Q16
Q25
documentation
•
Clinical handover
•
ISBAR
•
Medical terminology
Week 3
Topic 4
Teacher to discuss the following:
Tuesday
01.11.2022
Complex Communication
•
•
Complex communication
1300-1600 hrs
•
Breaking bad news
•
Intra team communication
•
Communication with colleagues in
•
Conflict management styles
complex/critical situations
•
Debriefing
Communication with colleagues
in complex/critical situations
Friday
04.11.2022
•
Intra team communication
•
Open Disclosure
0900-1200 hrs
•
Discussion – Team
•
What is open disclosure?
communication
•
Advocacy
•
Unreasonable requests
•
Behaviours of concern
•
Conflict management styles
123 TMP M – Assessment Template – Unit Study Guide v1.5 (04/11/2020)
Student to undertake personal study for the
following:
Complete activities and reading within
Topic 4 & 8
Complete End of topic quiz in Connect.
Suggested readings and / or clinical skills
Australian Commission on Safety and Quality in
Health Care. (2013). Australian open disclosure
framework: Better communication, a better way to
care.
https://www.safetyandquality.gov.au/sites/default/file
s/migrated/Australian-Open-Disclosure-FrameworkFeb-2014.pdf
Page 7 of 9
HLTENN036_UG_TQM_October 2022
Week / Session
Topic Covered / Content
Teacher Directed Activities
Self-Directed Activities
•
Negotiating strategies
•
Giving & Receiving feedback
•
De-escalation
•
Feedback for performance
•
Debriefing
Koutoukidis, G., & Stainton, K. (2021). Tabbner’s
nursing care (8th ed.). Elsevier -Chapter 2 –
Professional nursing practice: Legal and ethical
frameworks – Advocacy
improvement
Topic 8
•
Performance appraisals
Open Disclosure.
•
Self-evaluation
Suggested readings and / or clinical skills
•
Open Disclosure
Clinical Key for Nursing
•
What is open disclosure?
Balzer Riley, J. (2020). Communication in nursing
•
Advocacy
(8th ed.). Elsevier.
Chapter 17 – Working with feedback- How to give
Topic 8
feedback
Feedback
•
Feedback
•
Feedback for performance
At the end of week 3 you can now work on
the following Assessment 1 questions:
Q15
improvement
•
Performance appraisals
•
Self-evaluation
•
Giving and receiving feedback
Q 22
Q 23
Q 24
Q 27
Week 4
Topic 5
Teacher to discuss the following:
Tuesday
Groups.
•
Groups
Complete activities and reading within
Topic 5 & 7
08.11.2022
•
Effective groups
•
Effective groups
Complete End of topic quiz in Connect.
1300-1600 hrs
•
Group dynamics in nursing
•
Group dynamics in nursing
•
Effective meetings
•
Effective meetings
123 TMP M – Assessment Template – Unit Study Guide v1.4
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HLTENN036_UG_TQM_October 2022
Week / Session
Topic Covered / Content
Teacher Directed Activities
Self-Directed Activities
Week 4
Topic 7
Teacher to discuss the following:
Tuesday
Use Information Technology.
•
Use information technology
Student to undertake personal study for the
following:
08.11.2022
•
Use information technology
•
Health informatics
1300-1600 hrs
•
Health informatics
•
Electronic documentation
•
Electronic documentation
•
Accessing data for nursing
•
Accessing data for nursing
•
•
Social media and interaction
online
Social media and interaction
online
Nursing and Midwifery Board of
Australia. Social media: How to
meet your obligations under the
National Law
https://www.ahpra.gov.au/publicati
ons/social-media-guidance.aspx
Complete activities and reading within
Topic 7
Complete End of topic quiz in Connect.
Suggested readings and / or clinical skills
Clinicalkey for Nursing
Koutoukidis, G., & Stainton, K. (2021). Tabbner’s
nursing care (8th ed.). Elsevier Chapter 2 Professional nursing practice: Legal and ethical
frameworks- Confidentiality and privacy
At the end of week 4 you can now work on
the following Assessment 1 questions:
Q17
Q18
Q21
Q28 & 29
Q30 & Q31
Week 5
Revision
Assessment review
Tuesday
15.11.2022
1300-1600 hrs
Assessment 1 due 18.11.2022
123 TMP M – Assessment Template – Unit Study Guide v1.5 (04/11/2020)
Page 9 of 9
www.safetyandquality.gov.au
Patient-clinician communication in hospitals
Communicating for safety at transitions of care
An information sheet for healthcare providers
Why is this important?
Effective communication and the accurate transfer of information between you and the
person in your care are essential to ensuring safe patient care.
Communication errors are a major contributing
factor in hospital sentinel events.1 At transitions of
care there is an increased risk of communication
errors occurring. This can lead to poor health
outcomes, distress or inappropriate patient care.2, 3
Effective patient-clinician communication is a core
clinical skill. How you communicate with a patient can
profoundly impact their care experience and how they
manage their health when they leave your care.4, 5
This information sheet outlines strategies and actions
that you may find helpful when communicating
with patients at transitions of care.
Inpatient care transitions
are about involving the patient
from day one, being open and
transparent, setting goals, reality
checks about where we’ve got to,
and having a key ‘go to’ person
so there’s always someone the
patient can interact with in terms
of the evolution of their discharge
plan. It’s the go-to backwards
and forwards.
Gerontologist5
DEFINITIONS
Effective patient-clinician communication: is
the exchange of information between a patient
and their healthcare provider, and includes
communications with the family and carer.
It involves two-way communication (spoken,
written and non-verbal) that engages patients in
decision making and care planning. It is tailored,
open, honest and respectful and there is an
opportunity for clarification and feedback.
Transitions of care: is when all or part of a
patient’s care is transferred between healthcare
providers, locations or different levels of care
within the same location, as the patient’s
conditions and care needs change.
What are the essential elements of effective patient-clinician
communication?
Element
Purpose
•
 o build rapport, trust and
T
good relationships
•
Improved satisfaction and experience
with the health service
•
Trust in the health service
•
 decrease in healthcare provider
A
stress and burnout
•
Increased diagnostic effectiveness
and improved health outcomes
•
Less medical errors
•
 o share meaningful information
T
in a comprehensive way
Increased and shared understanding of a
person’s care, needs and preferences
•
 o check that a person understands
T
the information provided
 ecision making based on complete
D
and accurate information
•
Improved partnerships between people
and their healthcare providers
•
Improved satisfaction and experience
with the health service
•
Improved partnerships between people
and their healthcare providers
Fostering
relationships
Two-way
exchange of
information
•
 o ensure accurate diagnosis and
T
interpretation of symptoms
•
 o engage with a person to
T
gather relevant information
•
•
Conveying
empathy
Engaging
patients in
decisionmaking and
care planning
Managing
uncertainty and
complexity
2
Outcome
•
 o build rapport, trust and
T
good relationships
•
To deliver quality health care
•
 o acknowledge and treat
T
the patient as a person
•
To reach agreement on problems and plans
•
Improved health outcomes
•
To facilitate self-management
•
•
 o recognise that the person
T
receiving care as an important role
in co-producing their care
 eople having a better understanding
P
of their care plan and treatment
•
Improved adherence to care and treatment
•
Increased ability for a person to
self-manage their care
•
Improved satisfaction by a person of the
decisions made about their care
•
 reduction in the potential distress, anxiety
A
or confusion arising from changes to care
•
 o ensure that decisions are appropriate,
T
realistic and reflects the person’s
preferences and goals for their care
•
To manage a person’s expectations
•
To keep the person informed
•
 o ensure that care is appropriate to the
T
changing needs of a person receiving care
•
Improved satisfaction and experience
with the health service
•
To ensure that critical information is not lost
when care is transferred between teams
•
 reatment and care matching the
T
care needs of the person
•
 o ensure new information is
T
communicated and considered
•
Improved health outcomes
Patient-clinician communication in hospitals: Communicating for safety at transitions of care
What is my role?
You play an important role in determining whether effective communication with the
person you are caring for takes place
When a person seeks treatment or care, it can be
a daunting and stressful experience, regardless
of their knowledge or familiarity with the health
system. This anxiety can increase when a person’s
care is transferred or there is a change in their
care, and they are unsure or do not understand
what is happening or going to happen next.
Open, honest, respectful and tailored communication
can help you reduce their anxiety. By effectively
communicating with patients, families and their
carers you can build a shared understanding
about goals, expectations and preferences.
“…I communicate each step,
what I am doing and why, where
they are going to and approximate
time…talking to them and having
a conversation, building up a
rapport so they have a sense of
trust and feel comfortable and at
ease with the transitions
KEY POINT
Patient participation as a continuum – a
person’s willingness to participate in
communication about their care can vary.5
At one end there is the activated patient who
plays a key role in communication processes and
assumes responsibility for initiating contact and
communication with their healthcare providers.
At the other end there is the passive patient, who
chooses to have their healthcare providers lead
all aspects of the interaction and communication.
To respect a person’s choice, it is important to
recognise that willingness and ability to participate
is influenced by a range of factors and may
change throughout the episode of care. A key
element of ensuring that you meet a patient’s
needs is to regularly review and check-in with
them, or their family and carer, about whether
they would like to participate in communication.
Consideration of health literacy, language
barriers and culture will be important.
Registered Nurse5
Australian Commission on Safety and Quality in Health Care
3
What can I do?
When you first engage with a patient:
Actions and strategies that may help you
improve patient-clinician communication are
provided for three key transition points:
Why is this important?
• when you first engage with a patient
• when you are transferring care to another provider
• when you discharge a patient.
It is recognised that these transitions do not
occur in isolation of one another, and that some
strategies and actions will be relevant at all transition
points. Coordination and communication between
you, the patient, their family and carer, and other
healthcare providers across all these points is
essential to ensuring safe, continuous care.
To ensure you have all the relevant information
you need to help inform your clinical assessment,
and that decisions about care are appropriate and
reflect the patient’s needs and preferences.
Strategies and actions to engage with a
patient include:
• Introducing yourself in a personal manner.
• D
 etermining if the patient needs assistance to
communicate. Consider their health literacy, language
barriers and cultural and religious background.
• T
 aking steps to overcome any communication
barriers, including having an interpreter or
family member present; avoiding jargon or
complex medical terms; and using language
that the patient can understand.
• D
 irecting your communications to the
patient, even if there is an interpreter,
family member or carer present.
• A
 sking the patient if they have any concerns about
sharing their information with their family or carer.
• Inviting the patient to participate in their
care, let them know they are welcome
to ask questions or raise concerns.
• A
 sking the patient if they have an
advanced care plan in place.
• D
 iscussing with the patient their goals of care,
including what is realistic and possible, and how
this will be incorporated into their care plan.
• T
 aking into consideration family and carer
concerns and their provision of information.
• D
 ocumenting patient preferences, expectations
and goals of care in their care plan.5, 6
4
Patient-clinician communication in hospitals: Communicating for safety at transitions of care
When you are transferring care to
another provider
When you discharge a patient
Why is this important?
To ensure that the patient, and their family and
carer, understands how to manage their care when
they leave and any next steps they need to take.
To ensure that any information transferred is up
to date, accurate and reflects the patient’s needs
and preferences. It can also help you address any
concerns and manage any uncertainty or distress
they may have about changes to their care.
Why is this important?
Strategies and actions to engage with a
patient include:
Strategies and actions to engage with a
patient include:
• P
 roviding the patient (and their family and carer, if
they choose) with a discharge summary and explain
the key elements of the summary. This includes:
• R
 equesting permission from the patient
before doing anything to or for them.
—
their role in looking after their
health once they leave
• Describing the roles of each person in the care team.
—
their treatment plan and current medicine list
• L
 etting the patient know who is responsible
for their care at any point in time, and keeping
them informed about their care plan.
—
 ny follow-up plans for outstanding
a
tests and/or appointments
—
what they may need to discuss with their GP
—
if they are being transferred to another service,
what to expect at the next site of care
—
 arning symptoms or signs to look out
w
for, and the name and phone number
of who to contact if this occurs.
• Inviting the patient to participate in their
transition of care; let them know they are
welcome to ask questions or raise concerns.
• W
 hen possible, and if they choose
to, involving the patient’s family and
carer in transition communications and
communication about their care.
• L
 etting the patient know about any expected
transitions of care, why they are happening and
approximate timeframes (e.g. shift changes,
moving wards, or going for a test or procedure).
• R
 e-checking the patient’s needs, preferences
and goals and allow them time to tell you of any
changes, concerns or questions about their care.
• A
 cknowledging their pain, discomfort
or distress, when appropriate.
• C
 hecking the patient understands and encouraging
them to ask questions or raise concerns (e.g.
you could ask them to repeat instructions).
• C
 hecking the patient’s willingness
and ability to follow the plan.
• E
 ncouraging the patient, their family and carer to
provide feedback about their care experience.
• C
 ompleting a post discharge follow-up
phone call, where appropriate.5, 6
• N
 otifying the family and carer of any moves and/or
changes to the patient’s care or health status.5, 6
Australian Commission on Safety and Quality in Health Care
5
Examples of other strategies and tools
TOP 5
AIDET
A communication tool that focuses on
clinician-carer communication.
Developed in conjunction with carers by
the Central Coast Local Health District and
implemented in selected hospitals across NSW
by the Clinical Excellence Commission.
Clinical staff engage in a structured process to
communicate with carers. The purpose is to gain
and record up to five important non-clinical tips and
management strategies for personalising care.
Talk to the carer
Obtain the information
Personalise the care
5 non-clinical tips and management strategies for
personalising care developed by clinical staff and carers.
http://www.cec.health.nsw.gov.au/
programs/partnering-with-patients/top5
A tool used to assist with patient-clinician
communication. This tool has been used across
a number of different clinical settings.
Acknowledge: Greet patients through eye contact,
smile and a hello. Make them feel important.
Introduce yourself by name and your position.
Describe what you are going to do and your part in
the process. Listen to the patient’s responses.
Duration: Estimate the time to complete the
procedure, any waiting that may be involved and
update the patient if the timing changes.
Explain: what you are going to do to or for the
patient. Ask if the patient has any concerns
or questions before progressing.
Thank you: Thank the patient for their
cooperation / involvement.
http://www.archi.net.au/resources/
patientexperience-old/pace-resources/ipse
Agency for Healthcare Research and
Quality (AHRQ): Comprehensive
Unit-based Safety Program.
Includes a patient and family engagement module.
The AHRQ in the United States has made available
their Comprehensive Unit-based Safety Program, which
includes a patient and family engagement module.
The module focuses on making sure patients and family
members understand what is happening during the
patient’s hospital stay, can become active participants
in their care and are prepared for discharge.
http://www.ahrq.gov/professionals/
education/curriculum-tools/cusptoolkit/
modules/patfamilyengagement/index.html
6
Patient-clinician communication in hospitals: Communicating for safety at transitions of care
References
1. T
 he Joint Commission – Office of Quality and Patient
Safety. Sentinel Event Data – Root Causes by Event
Type 2004-2015. USA: The Joint Commission, 2016.
2. J orm CM, White S and Kaneen T. Clinical
handover: critical communications. Medical
Journal of Australia. 2009; 190.
3. T
 homas MJ, Schultz TJ, Hannaford N and
Runciman WB. Failures in transition: learning from
incidents relating to clinical handover in acute care.
Journal for Healthcare Quality. 2013; 35: 49-56.
4. W
 eingart SN, Zhu J, Chiappetta L, et al. Hospitalized
patients’ participation and its impact on quality
of care and patient safety. International Journal
for Quality in Health Care. 2011; 23: 269-77.
5. A
 ustralian Commission on Safety and
Quality in Health Care. Engaging patients in
communication at transitions of care. Prepared
by a consortium from Deakin and Griffith
Universities. Sydney: ACSQHC, 2015.
6. A
 ustralian Commission on Safety and Quality in
Health Care. Patient-Clinician Communication:
An overview of relevent research and policy
literatures prepared by UTS Centre for Health
Communication. Sydney: ACSQHC, 2013.
Australian Commission on Safety and Quality in Health Care
7
More information
The Australian Commission on Safety and Quality in Health Care recognises the importance
of effective communication between healthcare providers and their patients (including,
carers, families and consumer advocates). Programs that support this work include:
• Clinical Communications
• Health Literacy
• Patient and Consumer Centred Care
• Shared Decision Making
• Open Disclosure.
More information about these programs is available at www.safetyandquality.gov.au
Other publications in this series
• P
 atient-clinician communication in hospitals: Communicating for safety at transitions
of care – An information sheet for senior executives and clinical leaders
• C
 ommunicating with your healthcare provider when you are in
hospital – An information sheet for consumers
• C
 onsumer posters: Communicating with your healthcare provider
– Why it is important and what actions can I take?
© Commonwealth of Australia 2016
All material and work produced by the Australian Commission on Safety and Quality in Health Care is protected by
Commonwealth copyright. It may be reproduced in whole or in part for study or training purposes, subject to the inclusion
of an acknowledgement of the source.
www.safetyandquality.gov.au
Nursing and Midwifery Board of Australia
ENROLLED NURSE
STANDARDS FOR PRACTICE
1 January 2016
NMP00006
ENROLLED NURSES STANDARDS FOR PRACTICE
Introduction
The Enrolled nurse standards for practice are the core practice
standards that provide the framework for assessing enrolled
nurse (EN) practice. They communicate to the general public
the standards that can be expected from ENs and can be
used in a number of ways including:
•
development of nursing curricula by education providers,
•
assessment of students and new graduates,
•
to assess nurses educated overseas seeking to work
in Australia, and
•
to assess ENs returning to work after breaks in service.
standards that are applicable across diverse practice
settings and health care populations for both beginning
and experienced ENs. They are based on the Diploma of
Nursing being the education standard.
ENs engage in analytical thinking; use information and/or
evidence; and skilfully and empathetically communicate
with all involved in the provision of care, including the
person receiving care and their family and community, and
health professional colleagues.
The EN standards are clinically focused and they reflect
the EN’s capability to:
•
provide direct and indirect care;
•
engage in reflective and analytical practice; and
•
The Enrolled nurse standards for practice replace the
National competency standards for the enrolled nurse (2002).
demonstrate professional and collaborative practice.
ENs, where appropriate, educate and support other
(unregulated) health care workers (however titled)
related to the provision of care.
These contemporary standards reflect the role of the
EN within the health environment. The standards for
practice remain broad and principle-based so that they
are sufficiently dynamic for practising nurses to use
as a benchmark to assess competence to practise in a
range of settings.
ENs collaborate and consult with health care recipients,
their families and community as well as RNs and other
health professionals, to plan, implement and evaluate
integrated care that optimises outcomes for recipients
and the systems of care. They are responsible for the
delegated care they provide and self-monitor their work.
In addition, they may also be used by the Nursing and
Midwifery Board of Australia (NMBA) and relevant tribunals
or courts to assess professional conduct or matters relating
to notifications.
The EN works with the registered nurse (RN) as part of
the health care team and demonstrates competence
in the provision of person-centred care. Core practice
generally requires the EN to work under the direct or
indirect supervision of the RN. At all times, the EN
retains responsibility for his/her actions and remains
accountable in providing delegated nursing care. The
need for the EN to have a named and accessible RN
at all times and in all contexts of care for support and
guidance is critical to patient safety.
Although the scope of practice for each EN will vary
according to context and education, the EN has
a responsibility for ongoing self and professional
development to maintain their knowledge base through
life-long learning, and continue to demonstrate the
types of core nursing activities that an EN would be
expected to undertake on entry to practice. Therefore
the core standards in this document are the minimum
How to use these standards
The EN standards for practice are intended to be
easily accessible to a variety of groups, including ENs,
governments, regulatory agencies, educators, health
care professionals and the community. It should be noted
that the ‘indicators’ (refer to glossary) written below the
statements are indicative of EN behaviours, they are not
intended to be exhaustive. Rather, they are examples of
activities that demonstrate the specific standard.
The standards should be read in conjunction with the
following relevant documentation, including, but not
limited to:
•
Decision-Making Framework (NMBA 2013),
•
Nursing practice decisions summary guide (NMBA 2010),
2 Enrolled nurse standards for practice | Nursing and Midwifery Board of Australia | 1 January 2016
ENROLLED NURSES STANDARDS FOR PRACTICE
•
Nursing practice decision flowchart (NMBA 2013),
and
•
Code of conduct for nurses (NMBA 2017).
Provision of care
They should also be read in conjunction with the attached
glossary, which describes the way in which key terms are
used in the standards.
The provision of care domain relates to the intrinsic care of
individuals or groups entrusted to the EN. It encompasses
all aspects of care from assessment to engaging in care,
and includes health education and evaluation of outcomes.
The standards are:
There are three domains, namely:
•
interprets information from a range of sources in
order to contribute to planning appropriate care,
•
collaborates with the RN, the person receiving care and
the healthcare team when developing plans of care,
•
provides skilled and timely care to people receiving
care and others whilst promoting their independence
and involvement in care decision–making, and
•
communicates and uses documentation to inform
and report care.
•
professional and collaborative practice,
•
provision of care, and
•
reflective and analytical practice.
The indicators are expressed through knowledge
(capabilities)1, skills2, and attitudes3 inherent within these
clinically focused domains. All are variable according to the
context of practice.
Domains
Professional and collaborative practice
The professional and collaborative practice domain
relates to the legal, ethical and professional foundations
from which all competent ENs respond to their
environment. The domain reflects the responsibilities
of the EN to maintain currency and to demonstrate best
practice. The standards are:
Reflective and analytical practice
The reflective and analytical practice domain relates to
the ability of the EN to reflect on evidence-based practice
and ensure currency of essential knowledge and skills,
to care for the personal, physical and psychological
needs of themselves and others. The standards are:
•
provides nursing care that is informed by
research evidence,
•
functions in accordance with the law, policies and
procedures affecting EN practice,
•
practises within safety and quality improvement
guidelines and standards, and
•
practises nursing in a way that ensures the rights,
confidentiality, dignity and respect of people are
upheld, and
•
engages in ongoing development of self as
a professional.
•
accepts accountability and responsibility for own actions.
1 Knowledge (capabilities) refers to information and the understanding of that
information to guide practice.
2 Skills refers to technical procedures and competencies
3 Attitudes refers to ways for thinking and behaving
3 Enrolled nurse standards for practice | Nursing and Midwifery Board of Australia | 1 January 2016
ENROLLED NURSES STANDARDS FOR PRACTICE
Professional and collaborative practice
Standard 1: Functions in accordance with the law,
policies and procedures affecting EN practice
Indicators:
1.1 Demonstrates knowledge and understanding of
commonwealth, state and /or territory legislation
and common law pertinent to nursing practice.
1.2 Fulfils the duty of care in the undertaking of EN
practice.
1.3 Demonstrates knowledge of and implications for the
NMBA standards, codes and guidelines, workplace
policies and procedural guidelines applicable to
enrolled nursing practice.
1.4 Provides nursing care according to the agreed plan
of care, professional standards, workplace policies
and procedural guidelines.
1.5 Identifies and clarifies EN responsibilities for
aspects of delegated care working in collaboration
with the RN and multidisciplinary health care team.
1.6 Recognises own limitations in practice and
competence and seeks guidance from the RN and
help as necessary.
1.7
1.8
Refrains from undertaking activities where
competence has not been demonstrated and
appropriate education, training and experience has
not been undertaken.
Acts to ensure safe outcomes for others by
recognising the need to protect people and reporting
the risk of potential for harm.
1.9 When incidents of unsafe practice occur, reports
immediately to the RN and other persons in
authority and, where appropriate, explores ways to
prevent recurrence.
Standard 2: Practises nursing in a way that ensures
the rights, confidentiality, dignity and respect of
people are upheld.
Indicators:
2.1 Places the people receiving care at the centre of
care and supports them to make informed choices.
2.2 Practises in accordance with the NMBA standards
codes and guidelines.
2.3 Demonstrates respect for others to whom care is
provided regardless of ethnicity, culture, religion,
age, gender, sexual preference, physical or mental
state, differing values and beliefs.
2.4 Practises culturally safe care for (i) Aboriginal and
Torres Strait Islander peoples; and (ii) people from
all other cultures.
2.5
Forms therapeutic relationships with people receiving
care and others recognising professional boundaries.
2.6 Maintains equitable care when addressing people’s
differing values and beliefs.
2.7 Ensures privacy, dignity and confidentiality when
providing care.
2.8
Clarifies with the RN and relevant members of the
multi-disciplinary healthcare team when interventions
or treatments appear unclear or inappropriate.
2.9 Reports incidents of unethical behaviour immediately
to the person in authority and, where appropriate,
explores ways to prevent recurrence.
2.10 Acknowledges and accommodates, wherever possible,
preferences of people receiving nursing care.
1.10 Liaises and negotiates with the RN and other
appropriate personnel to ensure that needs and
rights of people in receipt of care are addressed
and upheld.
4 Enrolled nurse standards for practice | Nursing and Midwifery Board of Australia | 1 January 2016
ENROLLED NURSES STANDARDS FOR PRACTICE
Standard 3: Accepts accountability and
responsibility for own actions.
Indicators:
3.1 Practises within the EN scope of practice relevant
to the context of practice, legislation, own
educational preparation and experience.
Provision of care
Standard 4: Interprets information from a range
of sources in order to contribute to planning
appropriate care
Indicators:
4.1
3.2 Demonstrates responsibility and accountability for
nursing care provided,
3.3
Recognises the RN4 as the person responsible to assist
EN decision-making and provisi…