HNB3217 Cardiac Nursing


The supplementary assessment consists of an essay in which the professional attributes, scope of practice and other characteristics of the specialty nursing staff are discussed.

The essay will identify the training and additional education required to make the transition from novice to expert in the field.

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For example, you could use the NMBA competencies to become a Registered Nurse or the speciality nursing competency to help frame your answer.

Answer to Question: HNB3217 Cardiac Nursing

Cardiac Unit Nurses

The cardiac care unit nurses are responsible for achieving the patient’s health goal (Allan et. al., 2010, 2010).

You can find nurses in hospitals’ heart care departments, medical emergency departments, and progressive care divisions.

In order to deliver excellent care to cardiac patients, nurses must be competent in the field (Patricia Benner & Christine Tanner 2009.

The professional and scope of practice that defines the specialty of nurses will all be considered in this essay.

Cardiovascular disease (CVD), which is a global problem, affects millions of people worldwide. Cardiovascular nurses have the potential to play an important role in reducing this burden and improving outcomes for the patients.

They need to acquire the skills, knowledge, and assets to become leaders in the cardiac care unit.

A nurse should have advanced skills in risk assessment and the assessment of subclinical diseases (Duffield-Diers, O’Brien–Pallas. Aisbett Roche, King & Aisbett., 2011).

Nurses must be knowledgeable about the many risk factors for atherothrombosis. This includes counting markers of swelling as well as measuring and determining the dimensions of lipoprotein element size.

To be able to inform patients of the effectiveness of these methods as threat calculation tools, it is necessary to have a good understanding of the evidence that supports various imaging modalities.

Nurses should develop leadership skills and be able to provide exceptional care to increasing numbers of patients.

Social, economic, and biological factors all play a role in the dangers of heart disease (CVD) as well as their health consequences (Cashin et. al., 2015.

Cardiovascular nurses should be familiar with a wide range of cultural and social contexts in order for them to produce reasonable results.

Psychosocial factors, such as depression can both lead to the pathophysiology for atherothrombosis or to behavioral alterations in CVD management and risk-reducing.

Cardiac care nurses face a number of challenges. One is how to effectively deal with patients who have made long-term behavioral changes.

These skills are crucial in the Cardiac care Unit (Cashin Buckley Donoghue Heartfield Bryce Cox, & Dunn (2015)).

The nurse must be able to identify and use the many medicinal agents that may reduce the risk of cardiovascular disease (Cashin et. al., 2015).

A strong understanding of pharmacological medications is essential for the nurse to be able to give credibility when training patients on the long-term persistence in treatment.

To be a competent cardiac care unit nurse, the novice must have working knowledge of the pathophysiologic course of CVD. This includes the development of plaque and the progression from initial fatty streak. (Truong, Maahs & Daniels 2012.

The Scope of Practice Statement includes the Standards of Professional Nursing Practice.

Every novice nurse must adhere to these nursing standards to become an expert cardiac care nurse. Standard 1: Patient assessment is the most important practice. Nurses must collect and analyze relevant data about the patient’s condition and health. Standard 2 and 3: Diagnosis are another standard. The novice nurses must have the ability to recognize the expected results and tailor the strategy to each patient or condition.

Standard 4; a novice nurse must develop a plan and recommend strategies that can be quantified to achieve predetermined outcomes.

LeMone and colleagues (2015) recommend that nurses learn how to implement this last standard to help them become experts.

The plan must be understood and implemented by the registered nurses.

Additionally, the novice nurses need to learn additional skills and education in order to become an expert cardiac care nurse (Scanlon. Cashin. Watson. & Bryce. 2012).

Although communication skills are important for all careers, therapeutic communication skills are vital for nurses.

Expert nurses have outstanding communication skills, especially when it is about talking and listening to patients and their family (Scanlon. Cashin. Watson.& Bryce. 2012).

Emotional Steadiness. Nursing is the stressful job that involves dealing with difficult situations.

It is important to be able and willing to suffer from pain or death, even if it becomes personal. (Ross, Barr, & Stevens, 2013.

NMBA professional nursing competencies include the practice of nursing in compliance with laws affecting nursing and health care. This includes identifying and interpreting the applicable legislation, as well as identifying the legal obligation to care for patients and medication (NMBA, 2010).

As nurses, they must fulfill their duty by ensuring that nursing interventions are performed in accordance with the accepted standard of practice.

Nurses must also recognize and correct unprofessional or unsafe practice (NMBA 2010.

They should adhere to the specialized nursing framework.

They must recognize the dignity, values and beliefs of other healthcare professionals (NMBA, 2006).

In healthcare, nurses are the main health professionals and can play an integral role in many situations.

In order to deliver good healthcare to patients, nurses must possess the following attributes: understanding of pharmacology, risk assessment, and pathophysiology.

The scope of practice must include patient assessment, diagnosis, exceptions, pan development, and the successful implanting of the plan.

Other education and training nurses should have in their practice includes communication skills, emotional stability in an adverse setting, flexibility with work hours and responsibility, interpersonal and problem-solving abilities, and good communication skills.

ReferencesAllan, C. K., Thiagarajan, R. R., Beke, D., Imprescia, A., Kappus, L. J., Garden, A., & Weinstock, P. H. (2010).

Simulated training provided directly to the pediatric heart intensive care unit increases comfort, preparedness, and decreases anxiety among multidisciplinary teams.

The Journal of Thoracic & Cardiovascular Surgery, 140(3), 646-652.Cashin, A., Buckley, T., Donoghue, J., Heartfield, M., Bryce, J., Cox, D., & Dunn, S. V. (2015).

Australia’s nurse practitioner standards.

Policy, Politics & Nurse Practice, 16(1-2), 27,-37.Duffield, C., Diers, D., O’Brien-Pallas, L., Aisbett, C., Roche, M., King, M., & Aisbett, K. (2011).

Nursing staffing, the nursing workload, and the work environment are all important factors in determining patient outcomes. Applied nursing research, 24(4), 244-255.Katsikitis, M., McAllister, M., Sharman, R., Raith, L., Faithfull-Byrne, A., & Priaulx, R. (2013).

Continuing professional learning in nursing Australia: Practice, current awareness and future directions.

Contemporary Nurse 45(1), 33-45.LeMone, P., Burke, K., Dwyer, T., Levett-Jones, T., Moxham, L., & Reid-Searl, K. (2015). Medical-surgical nursing. (2nd ed.).

Australia: Pearson Higher Education AU.Moxham, L. (2012).

Nursing education, research and evidence-based practices. (3rd ed.).

Australia; Pearson Higher Education AU

NMBA (2006).

National competency standards of registered nurses. Retrieved from:

NMBA (2010).

National competency standards applicable to registered nurses. Retrieved from:

Patricia Benner R. N., Christine Tanner R. N. (Eds.). (2009).

Expertise as a nurse practitioner: Nursing care, clinical judgement, and ethics.

Springer Publishing Company.Ross, K., Barr, J., & Stevens, J. (2013).

What does mandatory continuing professional education mean for Australian nurses

BMC Nursing, 12(1).Scanlon, A., Cashin, A., Watson, N., & Bryce, J. (2012).

A definitional conundrum.

Journal of the American Academy of Nurse Practitioners. 24(11), 649-659.Truong, U. T., Maahs, D. M., & Daniels, S. R. (2012).

Cardiovascular disease among children and adolescents with diabetes: where do we stand and where should we go?

Diabetes Technology & Therapeutics. 14(S1). S-11.