Profstds
Profstds
Profstds
Table of Contents
Introduction 3
Standards 4
Accountability 4
Continuing competence 5
Ethics 6
Knowledge 7
Knowledge application 8
Leadership 10
Relationships 11
Professional relationships 12
References 13
VISION
Leading in regulatory excellence
MISSION
Regulating nursing in the public interest
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Ce fascicule existe en français sous le titre : Normes professionnelles (éd. révisée 2002), no 51006
3
PR ACTICE STANDARD
1
In this document, nurse refers to a Registered Practical Nurse (RPN), Registered Nurse (RN) and Nurse Practitioner (NP).
2
A client is a person with whom the nurse is engaged in a therapeutic relationship. In most circumstances, the client is an individual but
the client may also include family members and/or substitute decision-makers. The client can also be a group (e.g., therapy), community
(e.g., public health) or population (e.g., children with diabetes).
3
In this document professional practice is defined as the care and/or services that nurses provide to clients. Care/services is the process of
working with clients to identify care needs, and to establish, implement and continually evaluate plans of care.
4
Abuse means the misuse of the power imbalance intrinsic in the nurse-client relationship. It can also mean the nurse betraying the
client’s trust, or violating the respect or professional intimacy inherent in the relationship, when the nurse knew, or ought to have
known, the action could cause, or could be reasonably expected to cause, physical, emotional or spiritual harm to the client. Abuse
may be verbal, emotional, physical, sexual, financial or take the form of neglect. For a detailed explanation, read Appendix A in the
Therapeutic Nurse-Client Relationship practice standard at cno.org/standards.
5
For more information, refer to the Freedom of Information Protection of Privacy Act.
6
Canadian Nurses Association. (1994). Ethical Guidelines for Nurses in Research Involving Human Participants.
■providing a theoretical and/or evidence-based can foster professional growth and improve
rationale for all decisions; professional practice;
being informed and objective about the various
■
facilitating nurses to continually seek new
■
and cultural background relate to health care needs; as knowledge-based and research-informed
■
knowing where/how to access learning resources, profession.
when necessary;
seeking and reviewing research in nursing, the
■
A nurse in an educator role demonstrates
health sciences and related disciplines; the standard by:
■using research to inform practice/professional ■ identifying and evaluating information sources
service; and that are useful for professional practice;
■
being aware of how practice environments affect ■
promoting an environment that facilitates
■
recognizing limits of practice and consulting approaches for application to practice.
appropriately;
■planning approaches to providing care/service A nurse in an administrator role
with the client; demonstrates the standard by:
creating plans of care that address client needs,
■ creating practice environments that support
■
■ analyzing and applying a wide range of ■ critically analyzing and evaluating nursing practice
information using a variety of frameworks or and education; and
theories that result in a global approach and ■
creating an environment where learning is
■
anticipating and preparing for possible outcomes
Indicators ■
guiding/coaching nursing projects;
■ providing feedback and support to staff about
A nurse demonstrates the standard by: nursing issues at an individual and organizational
■role-modelling professional values, beliefs and level;
attributes; ■
creating opportunities for nurses to assume various
■
collaborating with clients and the health care team leadership roles;
to provide professional practice that respects the ■ involving nursing staff in decisions that affect
■advocating for clients, the workplace and the ■ coordinating and supervising the development of
profession; client programs and services.
providing direction to, collaborating with, and
■
sharing knowledge and expertise with novices, A nurse in an educator role demonstrates
students and unregulated care providers; the standard by:
acting as a role model and mentor to less-
■ ■ role-modelling the development of expertise and
experienced nurses and students; leadership qualities;
■
participating in nursing associations, committees ■
enabling others to develop expertise and
■providing leadership through formal and informal ■ providing professional and educational advice to
roles (e.g., team leader, charge nurse); committees and teams.
■taking action to resolve conflict; and
■
developing innovative solutions to practice issues. A nurse in a researcher role demonstrates
the standard by:
In addition, an RN or NP demonstrates the ■
communicating research findings to nurses and
standard by: other team members;
■ coordinating care for complex clients and ■ promoting nursing research;
demonstrating leadership when collaborating with ■ educating staff about the research process;
care providers. ■
promoting nursing through research that improves
or validates professional practice; and
A nurse in an administrator role ■ advocating for nursing representation on research
demonstrates the standard by: 8 review committees.
■identifying goals that reflect CNO’s mission
professional practice;
7
Murdoch-Perra, B. (2001). Leadership: The keys to quality outcomes. Journal of Nursing Care Quality, 15(2), pp. 68–73.
8
Ferguson-Paré, M. (1998). Nursing leadership and autonomous professional practice of registered nurses. Canadian Journal of Nursing
Administration, 11(2), pp. 7–3
■
demonstrating respect and empathy for, and
relationship;
interest in clients;
■ promoting a philosophy of client-centred care and
■maintaining boundaries between professional
collaborative relationships; and
therapeutic relationships and non-professional
■ advocating for systems of care that acknowledge
personal relationships;
and support nurses in developing and maintaining
■
ensuring clients’ needs remain the focus of nurse- therapeutic relationships.
client relationships;
ensuring that her/his personal needs are met
■
A nurse in an educator role demonstrates
outside of therapeutic nurse-client relationships; the standard by:
■developing collaborative partnerships with clients ■
role-modelling therapeutic nurse-client
9
Refer to CNO’s Therapeutic Nurse-Client Relationship, Revised 2006 practice standard.
Professional Relationships
Professional relationships are based on trust and
respect, and result in improved client care.
References
Association of Registered Nurses of Newfoundland.
(1999). Guidelines regarding shared scope of practice
with licensed practical nurses.
Notes:
Notes:
JULY 2022
41006
2022-51