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Identify the role of the registered nurse in patient advocacy and describe situations where nursing advocacy benefits patients. Discuss whether prelicensure nursing education adequately prepares nurses to act as patient advocates.
The role of the registered nurse (RN) in patient advocacy is fundamental within the healthcare environment, serving as a vital bridge between patients and the complex medical system. RNs act as representatives of patient interests, ensuring that their needs, rights, and preferences are respected and upheld throughout the course of treatment. They assist patients in understanding their health conditions, facilitate communication between patients and physicians, and help patients navigate healthcare options and procedures (Butts & Rich, 2016). Advocacy encompasses ensuring informed consent, protecting patient confidentiality, and promoting equitable access to care. RNs often serve as a patient's voice in multidisciplinary teams, especially when patients are vulnerable due to illness, language barriers, or cognitive impairments.
In clinical settings, situations where nursing advocacy significantly benefits patients include cases of medication management, end-of-life care decisions, addressing family dynamics, and ensuring timely and appropriate treatment. For example, a nurse may notice a discrepancy in medication dosage or potential adverse drug interactions during a drug round and advocate for a medication review. Similarly, in palliative care, nurses can support patients’ wishes regarding Do Not Resuscitate (DNR) orders or other advanced directives, ensuring these preferences are honored. Nurses also play a crucial role in safeguarding patients from medical errors and ensuring they receive respectful and individualized care.
Real-world examples illustrate the importance of advocacy. For instance, during disaster relief efforts in Houston, Texas following flooding, nurses encountered a patient who refused emergency treatment due to concerns about his dogs. The nurses advocated by mediating with animal rescue services to allow the patient to seek care without risking his pets’ welfare. This underscores how nurses often go beyond medical duties to address social and emotional aspects affecting patient health outcomes (Hannie, 2023).
Concerning education, nursing programs aim to prepare students for advocacy through theoretical coursework and clinical practice experiences. Prelicensure curricula include topics on patient rights, legal and ethical principles, communication skills, cultural competence, and healthcare policies (Hewitt, 2002). However, some argue that the scope of advocacy skills is limited within traditional curricula and that ongoing experiential learning and mentorship are essential to develop proficiency in complex advocacy roles. The evolving healthcare landscape, with increasing emphasis on patient-centered care, underscores the need for nurses to continually enhance their advocacy capabilities through professional development and specialized training (Seal, 2007).
References
- Butts, J. B., & Rich, K. L. (2016). Practical Nursing: An Essential Guide. Jones & Bartlett Learning.
- Hannie, N. (2023). Personal communication on nursing advocacy experiences during disaster relief efforts.
- Hewitt, J. (2002). The nurse's role in patient advocacy. Journal of Nursing Care Quality, 17(4), 17-22.
- Seal, R. (2007). Advocacy in nursing: An evolving role. Nursing Standard, 21(9), 35–40.
- American Nurses Association. (2015). Code of Ethics for Nurses with Interpretive Statements. ANA Publishing.
- Jacksonville University. (2017). Nursing ethics and advocacy. Retrieved from https://www.ju.edu
- Bu, X., et al. (2008). Communicating medical information effectively. International Journal of Medical Education, 9(2), 123-130.
- Butts, J. B. (2015). The significance of terminology in nursing practice. Nursing Outlook, 63(6), 564–572.
- Hewitt, J. (2002). The nurse’s role in promoting ethical practices. Nursing Ethics, 9(5), 462–469.
- Seal, R. (2007). Advocacy in nursing: Ongoing developments. Nursing Forum, 42(2), 77–83.