Tanner’s Model of Nursing Samples for Students †MyAssignmenthelp.com

Question: Discuss about the Tanners Model of Nursing. Answer: Introduction The current study focuses on the aspect of the application of nursing and midwifery board standards (Australia) in providing optimum care and support to patients within an acute hospital care set up. The goal of the nursing standards is to establish a person-centred and evidence-based care approaches. The analysis for the present scenario is done on the basis of the tanners model. The tanners model provides a comprehensive clinical judgment. I have used the tanners approach to evaluate the legal and professional boundaries applicable within the context of nursing studies. Here, I have tried to use various parameters of the model for handling my care duties as a nursing professional. Background of the case study In one of my recent professional experience, I have come across a 72 years old patient named Mr HD who had to be undergone surgery on the same day of admission to the hospital. The man was admitted to the hospital owing to pain due to appendicitis. However, one of the issues encountered by me while attending the patient was that the no objection' consent form was not signed by the patient. I tried reciprocating the same to the patient, only to realise that he was a German speaking man and could not decipher my message. Thus, I had to take the help of a language interpreter for understanding the messages communicated to me by Mr HD. Cultural and language differences possesses a major hindrance in the obtainment of objectives of health and care (Birks et al., 2016). Noticing From my initial assessment of the situation, I realized that the man had great difficulty in comprehending any of the instruction or messages delivered to him within the care centre. This could be attributed to the language or cultural differences possessed by the man. In this respect, as a nursing professional catering to the health requirements of Mr HD, I need to make sure that he understands every bit of the procedure that he is going through. In the course of spending more time with the patient, I realized that Mr HD lives in the Hesse region of Germany with his family, which consisted of his wife and a 24 years old son. Mr Hesse worked in a local bakery and his son worked in a construction factory and had only relocated to Australia two years ago. However, language illiteracy can come across one of the biggest hindrances in the context of healthcare (Ossenberg, Henderson, Dalton, 2015). Interpreting Working as a nursing professional looking after the care concerns of Mr HD and family I had identified the possible factors which resulted in the deterioration of the patient health condition. In this context, Mr HD and family held on to a number of cultural beliefs and attributes, which formed the basis of their cultural paradoxes. As per the cultural beliefs of Mr HD, health issues could be treated with simple homely therapies and thus ignored the pain in his lower abdomen. As commented by Gill et al., (2017), sufficient health advocacy or health education can help in removing the wrong health beliefs and cultural paradoxes from the minds of people. In my practice, I encountered a similar situation in the past, where I had to take charge of an 85-year-old lady of Australian aboriginal context. The woman had been admitted to the hospital at the terminal stage of breast cancer and was unwilling to receive chemotherapy stating that the intention of the almighty needs to translate. Thus, I had difficulty in convincing her for treatment owing to her strict and firm spiritual beliefs. However, I received sufficient participation from her family who could otherwise identify with the requirements of the situation. Here, with respect to providing care and support to Mr HD, I found that he does not remember half of the conversations that transpired between him and the doctor. Therefore, I organised a meeting between the doctor and the patient and his respective family. The conversation was further supported by an interpreter and made sure that I record all the relevant conversation between the doctor and the patient. The recorded helped in completing the consent form of the surgery (Nielsen, Lasater, Stock, 2016). Responding In this context, for providing Mr HD with optimum care and support I could apply a number of nursing principles and standards. Through the application of the Nursing and Midwifery standards (NMBA), I could ensure that the patient or his immediate family are given sufficient autonomy to provide their consent for the surgery. It would be my goal to ensure that complete details are provided to the patient as per the policies of informed decision making regarding the surgeries and other measures. I had used the standard 1 of NMBA ethics and guidelines and analysing the present situation. One of the major hindrances I have faced over here includes the cross-cultural and language barriers which prevented me in fully comprehending the present situation of the patient. Here, the use of situation, background, assessment and recommendation (SBAR) tool was used by me, which is a communication tool and helps in understanding the complications associated with the patients through an empathetic and situational analysis. Criteria for standard 1 of NMBA The standard 1 promulgates the use of evidence-based frameworks in accessing and understanding the current situation of the patient. The standard 1 helps in complying with the policies, legislation and guidelines. Apart from the establishment of evidence-based frameworks, the method also helps in improvement of the quality of relevant research (Herinckx et al., 2014). Reflection in action In this context, the patient and his respective family were apprehensive about the consequences of the surgery and the financial burdens brought about by the same. In this respect, I had undertaken the therapeutic relationship approaches for negotiating with the patient and his respective families (standard 2, NMBA). Criteria for standard 2 The therapeutic relationship helps in differentiating between the personal and professional boundaries. It also helps in respecting culture, values and dignity of a person. The implementations of standard 2 helps in providing support and direct patients to resources for optimising health-related decisions (Lasater et al., 2015). Reflection on action and clinical learning As a nursing professional, I have developed my skills in a number of different areas of healthcare which helped me enhance my expertise in caring for a vulnerable lot of people. Thus, I had gained experience in the areas of effective communication, care framework development and developed and empathetic approach to patient care. However, in case of facing a similar situation again, I think the present experiences would help me in framing effective evaluative frameworks for analysing the present situation. I think one of the major challenges that I have faced over here is understanding the language used by Mr HD and his family, as they communicated only in German. Thus, I think learning the skill of using effective and friendly body language and hand gestures for communicating with the patients would help me in the future. However, from my present experiences, I have learned to become more patient and empathetic towards patients seeking support care. It has enabled me to develop the skills of therapeutic relationship further. References Birks, M., Davis, J., Smithson, J., Cant, R. (2016). Registered nurse scope of practice in Australia: an integrative review of the literature. Contemporary nurse, 52(5), 522-543. Gill, F. J., Kendrick, T., Davies, H., Greenwood, M. (2017). A two phase study to revise the Australian Practice Standards for Specialist Critical Care Nurses. Australian Critical Care, 30(3), 173-181. Herinckx, H., Munkvold, J. P., Winter, E., Tanner, C. A. (2014). A measure to evaluate classroom teaching practices in nursing. Nursing education perspectives, 35(1), 30-36. Kim, E. J. (2014). Nursing Students' Clinical Judgment Skills in Simulation: Using Tanner's Clinical Judgment Model. Journal of Korean Academic Society of Nursing Education, 20(2), 212-222. Lasater, K., Nielsen, A. E., Stock, M., Ostrogorsky, T. L. (2015). Evaluating the clinical judgment of newly hired staff nurses. The Journal of Continuing Education in Nursing, 46(12), 563-571. Nielsen, A., Lasater, K., Stock, M. (2016). A framework to support preceptors evaluation and development of new nurses clinical judgment. Nurse education in practice, 19, 84-90. Ossenberg, C., Dalton, M., Henderson, A. (2016). Validation of the Australian nursing standards assessment tool (ANSAT): a pilot study. Nurse education today, 36, 23-30. Ossenberg, C., Henderson, A., Dalton, M. (2015). Determining attainment of nursing standards: The use of behavioural cues to enhance clarity and transparency in student clinical assessment. Nurse education today, 35(1), 12-15.