Time management

 

INTRODUCTION

Knowledge deficits into the nursing practice is an alarming issue in the field of nursing care and that to recognize and realize such competence standards upon the actual nursing process should be known and amiably knowledge miss outs can be prevented. This paper will be focusing on such deficit pertaining to the identification of information seeking issues dealing to time management in particular sense and in some ways does affect the facilitation of reflective nursing as well as the assessment of competence through evidence based practice. The information seeking issues adhere to the perspective that questions nursing competence and without ample competence of the nursing profession outcomes into knowledge deficits that hampers accurate skills that needs to be an integral part of the actual nursing care in action.

 

 

ANALYSIS

 

There is ANMC’s National Competency Standards for the Registered Nurse indicated that a “registered nurse demonstrates competence in the provision of nursing care as specified by the registering authority’s licence to practice, educational preparation, relevant legislation, standards and codes, and context of care and that, registered nurse practices independently and interdependently assume accountability and responsibility for own actions and delegation of care to enrolled nurses and health care workers for example, time delegation takes into consideration the education and training of enrolled nurses and health care workers and the context of care” (ANMC, 2006 pp. 1-2). Amiably, it can be that, the registered nurse will then recognize time management and information deficit as ideal factors to avoid mostly within the actual nursing practice such as for instance, the providing of patient care in health care areas should be and must be in a timely manner and as much as possible be resolved along with certain economic and social factors in modifying nursing care appropriate for competence built up that is according to nursing ways of handling knowledge deficit for effective care delivery.

 

Generally, as noted by ANMC that, the national competency standards for the registered nurse are of core competency standards by which performance is assessed to obtain and retain license to practice, the core competency standards provide effective framework for assessing competence for time and information in assessing competence as well as to assess nurses educated overseas seeking to work in Australia and to assess nurses returning to work after breaks in service. However, ANMC asserted that registered nurses should contribute to excellence health care through lifelong learning and professional development from determining domains of competence policy and practice standards as the registered nurse develops professional practice in accordance with the health needs of the society and the changing patterns of how nursing quality actions have to executed into the nursing milieu from which standards have to be followed fully (ANMC, 2006 p. 1).

The evidence from various resource points confirms that nurses’ ability to serve with enough timeframe and with right amount of knowledge can be under from such considerable actions and that there contributes to high levels of nursing competence that can be found within reflective practice (Creason, Camilleri and Kim, 1993). The ability to give good patient care is crucial to registered nurses in acquiring time management as noted by several proponents (Pokorny, 1986; Rodgers, 1993) from within the competence ability to provide good patient care is of central importance to nurses and when time and work load is seen to impinge on the situation representing significant source of knowledge deficits being known and resolved issues of competence (Creason, Camilleri, and Kim, 1993).

For certain analysis, such leaders in nursing profession recognize that the growing advances in information and knowledge create challenge to educators, to those who are responsible for maintaining time management allowing quality patient care to take into account and to those responsible for competence demand by clients as ideal for the functional level of reflective nursing practice from within standards formation (Benner, 1984). In the past, nurses’ in competency and or knowledge deficit was either ignored, dealt with by disciplinary action or by malpractice litigation (Pokorny, 1986; Rodgers, 1993). The continuing professional education in its movement advocacies does incur competence system which emerged to specifically address these problems. Knowledge deficits generally concern practical application and utilization of new procedures and information into practice. (Benner, 1984)

For one specific assumption, nursing diagnoses needs accuracy in time management and that registered nurses are expected to be time conscious and be a aware that time is gold in a competence based setting of the nursing practice thus, this relates to such nursing concepts “intended to serve the purpose of representing patient’s problem in a way that can be tied to set of nursing interventions designed to manage the problem” (Creason, Camilleri, and Kim, 1993, p. 223). Arguably, time management can be positively linked to nursing care pathways for deficit treatment which aims to reach specified outcomes and RN will have to facilitate consistency in care by providing a common language for communication. These clinical and professional issues heighten the importance of conceptual validity and clarity of nursing diagnoses, and have provided the impetus to revisit many that were placed into service before validation criteria were established. Knowledge deficit implies nursing diagnosis that address client’s potential problem resulting from lack of knowledge or psychomotor skill. Its correct use has important implications for effectively meeting client educational needs to promote health and has undergone changes to defining characteristics on the practical side of nursing competence. The view was supported by Dennison and Keeling (1989) in research that showed that nurses promoted “knowledge as an entity in itself rather than addressing a specific behavior related to the patient’s lack of information” (Dennison and Keeling 1989, p.143).

 

Henceforth, time seeking competence defies effective nursing behavior engaged in time organization and it can be acknowledged as one hint of a coping strategy and in from a fast-moving as well as highly technical society “each person needs access to this information to plan and respond the challenges and to change” (Benner and Wrubel, 1989, p. 167). Its significance as nursing diagnosis is through the deduction that if behavior is meaningful, then what is being sought is important to the patient. The amount of information required by consumer is seen as function of the perceived risk associated with making wrong choice. The search process is affected by the internal needs or drives of the consumer, which influence his awareness, intent, desire, and action (Davis, 1996; Teffler and Imbler,1994).

Time managements are one of the most important techniques that everyone needs to learn integrates a technique used by many people to facilitate better management of time as done in organized manner. With the use of time management, RNs will be given the chance to perform other useful activities other than the nursing course itself. With proper time management, nurses will be able to do other activities that also enhance their personality. Things like dealing with other people and establishing rapport during meeting other people. (Gord Shin, 2006)

 

REFLECTION

There is reflective nursing practice within central skill as central to nursing in its competence standards as there is ideal value of reflective practice there are few concrete methods that facilitate self-assessment of competence through the use of reflective practice into new appreciation of the knowledge and skills of clinical practice promoting interpretive analysis and reflection. Furthermore, RN needs lo learn lot of skills that are important for practicing their profession. With all these strenuous activities that nurses undertake everyday, they would sometimes be unable to attend to other tasks at hand. There is a need to prioritize all their activities in order to provide more room for his or her other important daily activities. One way to be able to succeed in doing that is through effective time management skills. Nursing practice interests’ good action as competencies arises from recognition as well as acquisition of knowledge that is necessary to improve professional performance by nurses as they can possess knowledge, but be unwilling to make practical use of information and concepts as there is achieving of higher standards through proper time management.  

CONCLUSION

In conclusion, there is competence deficit incurring to professional education in nursing. Thus, nursing practice and evaluative research with the need for nursing competence in information acquisition can demonstrate concerns about lack of knowledge effectiveness as well as poor communication usage and little success in order to influence changes in nursing practice into a significantly demonstrable manner. Therefore, from within desirable reasons that it is imperative to examine area based knowledge obsolescence rather than having obsolescence of universal nursing knowledge. Aside, the specialty knowledge directly does impact the quality of care to patients, thus it is most relevant to understand the degree of knowledge deficits and the potential loss of competence into the nursing practice as competence problems of having appropriate knowledge may have tremendous implications for better nursing standards as a means of having ample stance and engagement domains of health care success and known principles.

 

REFERENCE

Australian Council and Midwifery Council (2006), National Competency Standards for the Registered Nurse

 

Benner, P, & Wrubel, J. (1989), The primacy of caring. Menlo Park, CA: Addison-Wesley

 

Creason, N.S., Camilleri, D.D., & Kim, M.J. (1993), Concept development in nursing diagnosis. In B.L. Rodgers & K.A. Knafl (Eds.), Concept development in nursing: Foundations, techniques, and applications (pp. 217-234). Philadelphia: Saunders.

 

Davis, K (1996), Getting into your customer, head. New York: Random House.

 

Dennison, PD., & Keeling, A.W. (1989), Clinical support for eliminating  the nursing diagnosis of knowledge deficit. Image, 21,142-144.

 

Gord Shin (2006), Time Management for Nursing Students at: www.e-info-hub.com

 

Pokorny, B.E. (1986), A study to determine the defining characteristics of the nursing diagnosis of knowledge deficit. In M.E. Hurley (Ed.), Classification of nursing diagnoses: Proceedings of the sixth conference (pp. 484-490). St. Louis: Mosby.

 

Rodgers, B.L. (1993), Concept analysis: An evolutionary view. In B.L. Rodgers & K.A. Knafl (Eds.), Concept development in nursing (pp. 73-92). Philadelphia: Saunders

 

Teffler, B., & Imber, J. (Eds.). (1994), Dictionary of marketing terms (2nd ed.). Hauppauge, NY: Barron’s Educational.

 

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