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Nurseintervention requiring special attention is vital to ease thepatient’s anxiety and effective recovery. In particular,intervention programs have demonstrated immense progress in therecovery of a patient after an operation. The joint efforts areimperative in the collaborative patient care. The participation ofclinical staff improves the collaboration by attracting a cordialrelationship and improved awareness of patient care and servicedelivery. The development of such a program not only results inpositive effects for patients but also the discipline in the practiceof nursing. The provision of the right supportive setting is a sharedresponsibility and concern for stakeholders including family members,patient and hospital staff. The contribution of the nurse in thereduction of patient’s anxiety is essential.


Thisstudy serves a series of interrelated significances in clarifying theimportance of critical care nurse educator. The study serves aplatform to understand why a supportive environment is thought toserve as the best approach to handle the nursing challenges. Further, it generates a better understanding of the impact ofcontinuous education for the critical nurses (Elliott, Aitken,Chaboyer, &amp Australian College of Critical Care Nurses, 2012).Besides analyzing the structures of the supportive environment, thestudy is significant in demonstrating the fundamental basis foreducation in the nursing practice. Finally, addressing the statedproblem provides a platform in compliance with the obligatory coursework for my education.

Essentially,the investigative strategy using data collection aims to establishwhether there exists any profound contribution in harnessing thehigh-level intellectual capacity of the nurses. The essence of usingthe approach is to offer insight into the ordinary health settingswhile at the same time harnessing the objectives of the nursingpractice. The research design will focus on context-specific issues,to give voice and allow the opportunity of illuminating oninterpretations. Secondary data comprised of desk-reviewed literaturepublished in different materials obtained from the library and theinternet. In this research study, the variables under considerationinclude nursing education and clinical outcomes. Through examiningprevious literature, the researcher was able to generate informativedata on critical nurse education. In forming the theoreticalframework past reading and review of literature formed an on-goingprocess. Data was collected using an assortment of search enginesthat offered access to various journal articles and books.

Accordingto Kaplow (2002), professional improvement in the nursing professionis crucial to guarantee the safety of the patients and efficiency inservice provision. Professional ethics demands that the necessaryguidelines are followed concerning the conduct of their dailyactivities. They are required to observe high ethical standards inorder the demands and needs of the clients. Through appropriatetraining and education, the nurses can acquire the right skills andknowledge as required in the industry. Under the program, the nursingstaffs were able to meet and interact with the patients and otherstakeholders. According to McHugh and Lake (2010), education helps ininculcating the right values and knowledge to the nurses. Thesignificance of superior values and the need to acquire advancedskills in nursing influences the decision to carry out theirassignments. Educationhelps in providing the necessary information to the nurses for betteroutcomes (Tanner, 2006). Theattitudes, decisions, and behaviors of the followers influence thedelivery of health care services in an institution. The key roles ofthe leaders in a clinical setting include vibrant practice,irrefutable leadership, and professional competence. In their study,McHugh and Lake (2010) argue that the relationship between thenurses, support staff and their leaders in a clinical setting isimperative for the establishment of a healthy working environment.Hence, the need for proper training and education is paramount.

Understandingthe educational requirements is vital to drive behavior change andrealization of positive outcomes. Competenciesdepend on clinical leaders and followers who must develop a peoplestrategy and style to maximize performance and accomplish the vision.The success enhances long-term viability by articulating a clearvision along with the maintenance of short-term stability.The changing dynamics of clinical practice and human resourcemotivated the development of competencies. Competencies are clustersof attributes that are highly interrelated and may include skills,knowledge, and abilities that give rise to the behaviors that areappropriate in the effective performance of a job. Thecompetency-based model was developed by a rigorous chain of jobanalysis methods with the actively engaging the global human resourcecommunity (Deakin University, 1994). Tanner (2006) observes thatstaffing, training and development will be the specific aspects thatwill be addressed with the audience. Staffing, training, anddevelopment were preferred due to the great role that they play inthe overall success in a clinical setting. Employees work on a dailybasis to achieve their organization’s goals and objectives.


profession cannot be considered without reference to catalyticauthenticity in mind considering its significance to the discipline.Through this, the nurses are looked upon to rise to action inensuring the various clinical goals are met appropriately. The codeof ethics required in the nursing practice not only to serve theprofessionals but also for the public to notify them of the kind ofbehavior that the staffs are expected to portray. Education isessential to the nurses to improve their outcomes.


DeakinUniversity. (1994). Acollection of readings related to competency-based training.Geelong, Vic: Deakin University.

Elliott,D., Aitken, L. M., Chaboyer, W., &amp Australian College of CriticalCare Nurses. (2012). ACCCN`scritical care nursing.Chatswood, N.S.W: Mosby/Elsevier.

Kaplow,R. (2002). Applying the synergy model to nursing education. CriticalCare Nurse Journal, 22(3),77-81.

McHugh,M. D., &amp Lake, E. T. (2010). Understanding clinical expertise:Nurse education, experience, and the hospital context. Researchin and Health, 33(4),276–287.

Tanner,C. A. (2006). Thinking like a nurse: A research-based model ofclinical judgment in nursing. Journalof Education, 45(6),204-211.

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