Kim, a Registered Nurse, graduated from the University of Technology Sydney in 2018. She is now undertaking a Transition to Practice (TTP) program at a tertiary hospital in western Sydney. Halfway through her program, she was involved in a cardiac arrest on the ward. Fortunately, the patient was successfully resuscitated and transferred to the Intensive Care Unit. The resuscitation went smoothly apart from an incident where the attending Registrar shouted at Kim, admonishing her for not knowing which equipment to provide for the intubation. Up until that point, Kim had felt that she was “getting on top of things” and coping quite well with the demands of ward work. Kim left the arrest feeling “hopeless” and “useless” and incompetent as a nurse. These thoughts and feelings are causing her ongoing distress and embarrassment, damaging her confidence and affecting her ability to conduct everyday nursing tasks. For the first time in her career, she is considering leaving.
Issues and factors that impact on nursing leaders and professional practice
How would you approach the situation if you were the Nurse Unit Manager (NUM)?
How would the RN Standards of Practice apply in the NUM’s case?
Clinical leadership expectations for beginning new graduate nurses: scope of practice, legal and ethical boundaries
Did Kim meet her obligations as a new graduate nurse? How would the RN Standards of Practice apply in Kim’s case?
Gibbs model of reflection: strategies to develop personal and professional resilience
How you would have felt in Kim’s situation. What strategies would you recommend to develop personal and professional resilience?
Supportive elements in effective leadership: knowledge, evidence, communication and networks
What knowledge, evidence, communication and networks could leaders, such as the NUM in the case study, offer new graduate nurses to support their development as a leader?