Assessment Task 2: Roach 6 C\'s of Caring and the NMBA code of conduct PDF

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ROACH'S 6 C'S OF CARING AND THE NMBA CODE OF CONDUCT

Compassion in nursing practice involves the ability to understand the suffering of others and emphasise with them through therapeutic communication skills and emotional intelligence (Roach, 2013). It requires the nurse to recognise the value of their patient by respecting their differences and to maintain a holistic and person centred approach to care (Roach, 2013).

link to the code of conduct.... Respect patient autonomy and inclusion in healthcare decisions. Maintain cultural safety and a person-centred approach to practice. Advocate on behalf of the patient in align with their needs, beliefs and preferences. Form respectful relationships and mandatory reporting of any abuse and neglect. Promote health and wellbeing with no conflict of interest. (NMBA, 2018)

link to the code of conduct.... Competence is an essential qualtiy in nursing practice as it requires the nurse to attain appropriate qualifications and skills to effectively apply evidence based practice (Roach, 2013). Being competent involves critical thinking, interpersonal skills and emotional intelligence (Roach, 2013).

Practice under the National Law and standards of practice. Maintain ethics (informed consent, open disclosure & mandatory reporting). Maintain cultrual safety. Continue professional development. Research in healthcare to maintain evidence based practice. professional integrity. Effective communication skills to maintain therapeutic relationships. (NMBA, 2018)

Word Count: 827 The relationship between the NMBA’s Code of Conduct and Roach’s 6 C’s in Caring! The core intricate values of nursing practice is embedded in Roach’s six C’s of caring which include compassion, competence, conscience, commitment, comportment and confidence (Roach, 2013). Together these attributes are regulated through the ‘Code of Conduct for Nursing’ which is provided by the Nursing and Midwifery Board of Australia (NMBA) (NMBA, 2018). This incorporates seven principles and four domains which underpin the professional and legal obligations of the nurse to provide patient centred and professional care (NMBA, 2018). In order to ensure that all nurses follow these codes, the Roach’s six C’s are incorporated within the care that all patients receive as they form the foundation of holistic, quality care (Roach, 2013). As these elements set the premise of caring in nursing practice, the following will focus on compassion and competence and how they are observed throughout the code of conduct and thus guide safe practice (Roach, 2013).

Compassion is an inherent quality in nursing practice that consists of empathy, respect and human dignity (Bivins, Tierney & Seers, 2017). It is commonly referred to as the forefront of all medical practice and an intelligent kindness that explores a relationship lived in solidarity with others (Sinclair et al., 2016). Having compassion allows an individual to recognise the value of others and respect their autonomy and inclusion in healthcare decisions (Durkin, Gurbutt & Carson, 2018). It involves the ability to emphasise with the suffering of others which allows the nurse to connect with their patient and form a valuable relationship built on trust and mutual understanding (Paganini & Yoshikawa Egry, 2011). This relationship is observed through the code of conduct under the principle ‘person centred practice’ as it allows the nurse to support the patient throughout their healthcare journey and form decisions that are aligned with their needs, beliefs and preferences (NMBA, 2018, p. 6). !1

Word Count: 827 The idea of person centred practice is further reinforced in the code of conduct where nurses are expected to maintain a person centred environment for the patient that is adaptive to their cultural, social and environmental preferences (NMBA, 2018, p. 8 ). Furthermore, the domain ‘Decision Making’ also highlights the nurses responsibility to advocate on behalf of their patient to ensure that their values and concerns are supported, thus practicing a person centred approach to care (NMBA, 2018, p. 8). Therefore, compassion becomes an integral component in the code of conduct when providing person centred care as it allows the nurse to care for the patient holistically and on an interpersonal level (Straughair, 2019). In addition, compassion also becomes apparent in the code of conduct as the nurse has a legal and moral obligation to report abuse or negligence of any kind and to respect patient privacy and confidentiality (NMBA, 2018, p. 9). Hence, the nurse must have no conflict of interest or malicious intent, but instead to continuously uphold the human dignity and well being of others (Sinclair et al., 2016).

Competence is another component of the principles of caring that is observed throughout the code of conduct as it involves the skills, knowledge and qualifications required by the nurse to provide evidence based practice and clinical decision making (Church, 2016). It relies on clinical expertise, scientific evidence and experiences and qualities obtained by the nurse to provide safe practice and care that is responsive to the diverse Australian population (Greenhalgh et al., 2017). As lack of competence has been shown to have a direct relation to negative patient outcomes, the code of conduct widely incorporates competence as a core aspect in ensuring strong practices within the Australian healthcare system (Greenhalgh et al., 2017). Thus, the ‘Professional Integrity’ domain of the conduct implements competence in the case that all nurses must be honest and truthful regarding their skills, qualifications and !2

Word Count: 827 positions (NMBA, 2018, p. 10). This ensures that patients are able to develop trust in the healthcare system and that nurses work within their scope of practice, which is regulated by the national competency standards of the NMBA and the code of conduct under the domain ‘Decision Making’ (NMBA,2018). As the nurse has a duty of care for others, the NMBA also regulates competence by implementing continual professional development for all nurses to ensure they maintain up to date with their skills and practice within an evidence based framework (NMBA, 2016). While competence forms majority of the practical and clinical side of caring, it is also a crucial aspect in collaborative and therapeutic practice as it involves the comprehensive and interpersonal level of caring (Church, 2016). Moreover, competency involves the use of emotional intelligence and communications skills to maintain therapeutic relationships that promote the cultural safety of the diverse ethnicity of Australian communities (Jefferys, 2010). Therefore, the nurse must have the competency to demonstrate self awareness and the capacity to have empathy, trust and respect for the dignity and potential of those from diverse backgrounds (Jefferys, 2010). Hence, competency involves both the practical and holistic aspect of caring (Jefferys, 2010).

As demonstrated by the principles of compassion and competence, Roach’s 6 C’s of caring are incorporated in the code of conduct which is the national standard nurses use to practice by (NMBA, 2018). The two principles are inseparable to nursing practice and together are responsible for person centred and holistic care (Roach, 2013). Through the preservation of these codes and principles, the Australian nurse will not only maintain their skills, however they will also fulfil their role in providing safe practice and professional care (NMBA, 2018).

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Word Count: 827

References

Bivins, R., Tierney, S., & Seers, K. (2017). Compassionate care: not easy, not free, not only! nurses. BMJ Quality & Safety, 26(12), 1023-1026. doi:10.1136/bmjqs-2017-007005.

Church, C. (2016). Defining competence in Nursing and Its Relevance to Quality Care. ! Journals for Nurses in Professional Development, 32(5), E9-E14. doi:10.1097/NND.! 0000000000000289.

Durkin, M., Gurbutt, R., Carson, J. (2018). Qualities, Teaching and Measurement of ! Compassion in Nursing: A Systematic Review. Nurse Education Today, 63, 50–58. ! https://doi.org/10.1016/j.nedt.2018.01.025. ! Greenhalgh T.M, Bidewell J., Crisp E., Lambros A., Warland J. (2017). Understanding ! research methods for evidence-based practice in health (1st ed.). Milton, QLD: John ! Wiley & Sons Australia. ! ! Jeffreys, M. R. (2010). Teaching cultural competence in nursing and health care, second! edition. Retrieved from https://ebookcentral-proquest-com.ezproxy2.acu.edu.au.! ! Nursing and Midwifery Board of Australia. (2018). Code of conduct for nurses. Retrieved ! from https://www.nursingmidwiferyboard.gov.au/.

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Nursing and Midwifery Board of Australia. (2016). Continuing professional development. ! Retrieved from https://www.nursingmidwiferyboard.gov.au/.! ! Nursing and Midwifery Board of Australia. (2020). National competency standards for the ! registered nurse. Retrieved from https://www.nursingmidwiferyboard.gov.au/.

Paganini, M. C., & Yoshikawa Egry E. (2011). The ethical component of professional ! competence in nursing: An analysis. Nursing Ethics, 18(4), 571–582. https://doi.org/! 10.1177/0969733011408041.! ! Pattison, S & Samuriwo R. (2016). Ceeing compassion in care: more than 'Six C'S'?. Nursing ! Philosophy 17(2): 140-143. Retrieved from: https://onlinelibrary-wiley-com.ezproxy2.acu ! .edu.au/doi/full/10.1111/nup.12110.

Roach, M. S. (2013). Caring: The human mode of being. In M. Smith, M. Turkel & Z.! Robinson Wolf (Eds), Caring in nursing classics: An essential resource (pp.165-179). ! New York, NY: Springer Publishing Company.!

Sinclair, S., McClement, S., Raffin-Bouchal, S., Hack, T., Hagen, N.A., McConnell, S., ! Chocinov, H.M. (2016). Compassion in health care; An Empirical Model. Journal of Pain ! and Symptom Management. 51(2), 193–203. https://doi.org/10.1016/j.nedt.2018.01.025.

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Word Count: 827 Straughair C. (2019). Cultivating compassion in nursing: A grounded theory study to explore ! the perceptions of individuals who have experienced nursing care as patients. Nursing ! Education in Practise, 35, 98-103. http://dx.doi.org/10.1016/j.nepr.2019.02.002.

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