The differences between direct delegation and indirect delegation.

1. Discuss the importance of effective communication in the personal relationship, the therapeutic relationship, and the relationship within the interprofessional health-care team.

2. What similarities and differences can you identify among the above interactions?

3. Explain the concept of congruence between verbal and nonverbal communication.

4. There are many pitfalls to electronic communication. Identify a situation in which an electronic form of communication may result in a miscommunication. What other method of communication would have been more effective?

5. How have you seen ISBAR used during your clinical experiences?

6- Develop a hand-off report for yourself. Include items that you believe are pertinent for safe and effective nursing care. Refer to the information in the chapter for creating this report form. Using the information from the chapter, determine the effectiveness of the system currently in use on your unit for communicating shift-to-shift reports.

7-Dr. Roberts comes into the nurses’ station demanding, “Where are Mr. Adams’s lab reports? I ordered this stat, and they’re not here! Who’s responsible for this patient?” How would you, as the nurse, respond?

8-Explain the concept of accountability in delegation. What are the legal ramifications of accountability in the delegation?

9. Dennie and Elias arrive in the unit for the 7:00 p.m. to 7:00 a.m. shift. Both nurses completed orientation 4 weeks ago. They find that they will be the only two RNs on the floor that night. There is a census of 48 clients. The remaining staff consists of two NAPs/UAPs and one LPN. What are the responsibilities of the RN, NAP/UAP, and LPN? Can Dennie and Elias effectively delegate client care tasks and care safely for all 48 clients? Use the Delegation Tree to make your decisions.

10. Discuss the differences between direct delegation and indirect delegation.

1. You have to observe delegation procedures in your assigned unit:

A-What considerations does the RN take into account when delegating patient care?

2-You have to look at the unit census and prioritize the patient care:

A- Give the rationale foryour choices.

3.Answer the following questions during your clinical experiences:

a. What specific tasks did your patients require that you might have been able to delegate?

b. How effective was your nurse/preceptor in delegating tasks to others?

c. How did your nurse/preceptor ensure that the tasks were completed safely and appropriately?

Sample Solution

he banter encompassing the ethical quality of doctor helped demise (PAD) mirrors various unmistakable clashes between and inside crucial good standards. Up front are the standards of independence and advantage. The rule of self-rule continues that “skillful patients ought to be permitted to practice their ability for self-assurance” and the guideline of value declares that specialists “ought not make pointless enduring those in their consideration” (Vaughn 9). With regards as far as possible of a patient’s life, the best game-plan in accordance with these standards is frequently not clear. “Pointless misery” is difficult to characterize and some of the time can’t be stayed away from in any capacity other than permitting a patient’s life to end (if this includes discontinuance of life bolster it would qualify as uninvolved killing (PE)), yet this “end” could likewise be viewed as torment. Going further, a withering patient may expressly request help with completion their own enduring by suicide (PAD) or in the extraordinary case may demand that the specialist give them a deadly infusion (dynamic killing (AE)). There are incalculable varieties of cases like these. What is a specialist trying to act ethically to do in these mind boggling circumstances? Right now, will underscore the significance of looking at cases independently and contend that aloof killing, doctor helped demise, and dynamic killing are for the most part ethically reasonable—if certain conditions are met.

In any case, I will break down the instance of intentional PE, which is apparently the least disagreeable. This is on the grounds that a guard of intentional PE can be grounded exclusively on the necessity of educated assent, though this is preposterous in the instances of AE, PAD, or non-deliberate PE. The necessity of educated assent comes straightforwardly from the guideline of self-sufficiency and holds that doctors can’t perform therapeutic systems except if a patient intentionally and willfully consents to them. With regards to PE, this implies “while patients who decline treatment may get more wiped out, and now and then incredible… is] an unavoidable result of applying the principle of educated assent reliably and no matter what” (NYSTF, 653). At the end of the day, morally considered, life-sparing treatment is the same as non-life-sparing treatment and can’t be managed to a well-educated patient who declines it. Th