VIII.

PERSONAL AND PROFESSIONAL DEVELOPMENT IN CRITICAL CARE

The critical care nurse develops the necessary skills and initiates efforts to
improve efficiency and effectiveness of service, seek opportunities for further
development within the organization, and contribute to the training and development
needs.

Continuing Professional Development in Critical Care Nursing

 Research, Publications and Conference Presentations
Nurses can attend research forums, seminars, and conferences to enhance
one’s professional skill.

 Examples of research related to critical care published by the different

journals in critical care nursing.
 Journal of Intensive and Critical Care Nursing
The Journal of Intensive and Critical Care Nursing aims to
disseminate valuable scientific information involved in Nursing care
research
> Example: Intensive and Critical Care Management of Novel Corona
virus
 Journal or perioperative and Critical Intensive Care Nursing
The aims of Journal of Perioperative & Critical Intensive Care
Nursing are to promote excellence of care of critically ill patients by
specialist nurses and their professional colleagues; to provide an
international and interdisciplinary forum for the publication,
dissemination and exchange of research findings, experience, and
ideas; to develop and enhance the knowledge, skills, attitudes, and
creative thinking essential to good critical care nursing practice.
> Example: Assessing the Nursing Staff’ skills in Intensive Care Units
 Nursing 2020 Critical Care
A peer-reviewed journal presents the latest practical clinical and
professional information in a clear, concise, hands-on approach, so
critical care nurses can apply this information to everyday practice.
> Example: Noise in The ICU: sound levels can be harmful

 Ethics in Research
Research ethics provides guidelines for the responsible conduct of
research. In addition, it educates and monitors researchers conducting research
to ensure a high ethical standard.
 The following is a general summary of some ethical principles:

 Honesty
Honestly reports data, results, methods and procedures, and
publication status. Do not fabricate, falsify, or misrepresent data.

 Objectivity
Strive to avoid bias in experimental design, data analysis, data
interpretation, peer review, personnel decisions, grant writing, expert
testimony, and other aspects of research.

 Integrity
Keep the promises and agreements; act with sincerity; strive for
consistency of thought and action.

 Carefulness
Avoid careless errors and negligence; carefully and critically examine
own work and the work of the peers. Keep good records of research
activities.

 Openness
Share data, results, ideas, tools, resources. Be open to criticism and
new ideas.

 Respect for Intellectual Property

Honor patents, copyrights, and other forms of intellectual property. Do
not use unpublished data, methods, or results without permission. Give
credit to where credit is due and never plagiarize.

 Confidentiality
Protect confidential communications, such as papers or grants
submitted for publication, personnel records, trade or military secrets,
and patient records.

 Responsible Publication
Publish in order to advance research and scholarship, not to advance
own career. Avoid wasteful and duplicative publication.

 Responsible Mentoring
Help to educate, mentor, and advise students. Promote their welfare
and allow them to make their own decisions.
  Respect for Colleagues
Respect colleagues and treat them fairly.

 Social Responsibility
Strive to promote social good and prevent or mitigate social harms
through research, public education, and advocacy.

 Non-Discrimination
Avoid discrimination against colleagues or students on the basis of
sex, race, ethnicity, or other factors that are not related to their
scientific competence and integrity.

 Competence
Maintain and improve own professional competence and expertise
through lifelong education and learning; take steps to promote
competence in science as a whole.

 Legality
Know and obey relevant laws and institutional and governmental
policies.

 Animal Care
Show proper respect and care for animals, especially when using them
in research. Do not conduct unnecessary or poorly designed animal
experiments.

 Human Subjects Protection

When conducting research on human subjects, minimize harms and
risks and maximize benefits; respect human dignity, privacy, and
autonomy.

 ICU/CCU Training
The institution/hospital should provide training opportunities to ensure staff
competencies. This will enable the nurses working in the critical care units to
cope with the complexities and demands of the changing needs of the critically ill
patients. The following training activities should be supported by the higher level
of management to maintain a high standard of care:
 Orientation Program / Preceptorship and Mentoring Program
 New recruits to the critical care units shall attend an orientation
program and be given opportunities to work under the supervision of a
senior staff. Experienced staff in the unit should be readily available for
consultation.
 In-Service Training Program
 Unit/hospital based training courses/workshop/seminar at
hospital level
 On-the-job training and bedside supervision

 Critical Care Nursing Program (Post Graduate Specialty Program)

Critical Care Nurses Association of the Philippines, Inc.
recommends that all practicing CCN shall continuously update their
knowledge, skills, and behavior through active participation in Critical
Care Nursing Education or its related field.

 The following are categorization of critical care nursing education:

 Post Graduate Courses
Post graduate courses are part of higher education taken after a
Bachelor’s Degree that are accredited from the Commission on Higher
Education (CHED) or the Professional Regulation Commission—Board
of Nursing (PRC-BON).
It is recommended that this course has been reviewed, evaluated,
and endorsed to the accrediting body by the Critical Care Nurses
Association of the Philippines, Inc. Likewise, it is further recommended
that the World Federation of Critical Care Nurses policy statement of
education shall be used as a framework for designing a critical care
nursing program.

 Certification Course
Certification courses provides recognition and designation earned
by a professional nurse after completing with satisfaction the
requirements of the course and has earned qualification to perform a
job or task. It should be recognized and accredited by the Professional
Regulation Commission— Board of Nursing (PRC-BON) or other
authorized accrediting body.

> This shall include but not limited to the following:

- Advanced Cardiac Life Support
- Pediatric Advanced Cardiac Life Support
- Newborn Resuscitation
- Continuous Renal Replacement Certification
- Advanced Intravenous therapy
- Stroke Nursing
  Continuing Professional Education (CPE)
Continuing Professional Education Programs is a type of education
that consist of updated knowledge and other pertinent information that
will help the Critical Care Nurse to attain broader understanding of
critical care practice and its related field. The goal includes Critical
Care Nurses development of skill, behavior that will help them view the
critically ill person in a holistic dimension CCNAPI recommends that
all practicing CCN shall ensure that they continuously update their
knowledge, skills and behavior through active participation in related
critical care nursing education and must earn at least 20 credit units
per year.

> The updated educational component includes but not limited to the
following:
- Advanced/Comprehensive Critical Assessment
- Critical Care Practitioner
- End-of-Life and Palliative Care

 Intravenous Training
A three-day program designed to enhance the nurses' knowledge, skills,
and attitude in the delivery of their expanded role as intravenous nurse
therapists. This training course is intended to cover all aspects of safe IV
administration and associated care.

 Guidelines on the implementation of the special training requirement in

intravenous therapy for nurses: (Based on the Resolution No. 31, S. of 2015
issued by the Professional Regulatory Board of Nursing, Series of 2016)
1. Nurses are expected to possess the basic competencies in intravenous
therapy, being an integral component of the BSN curriculum.
Nevertheless, hospitals and healthcare institutions may employ such tests
as may be necessary to verify the level of the nurse’s competency or skills
on intravenous therapy prior to hiring. If the nurse demonstrates basic
competence in intravenous therapy, no further training shall be required of
the nurses. Otherwise, the hospital or healthcare institution shall provide
or offer such training at no expense to the nurse.
2. Completion of intravenous therapy shall not be required for employment or
promotion but may be credited or favorably considered in the evaluation of
the nurse’s application for employment or promotion.
3. Special training intravenous therapy shall be provided by a hospital or
healthcare institution to its staff nurses as part of its in-service training
 program at no cost to the latter, subject to other requirements set forth in
Resolution No. 31, S. of 2015.
4. Training programs for intravenous therapy shall be conducted or offered
by providers accredited by the Continuing Professional Development
(CPD) Council for Nursing. The program/module design and content for
intravenous therapy must be developed in strict adherence with the
framework of the National Nursing Core Competency Program (NNCCP)
and the existing guidelines on the CPD.
5. Accredited providers shall issue certificates to nurses who have
satisfactorily completed the special training in intravenous therapy.

Professional Decorum in Critical Care

The critical care nurse acts in manner that maintains active ongoing
involvement in activities related to the nursing profession such as ICU
conference, workshop, and course; and promotes the professional image of
nursing.

 The critical care nurse:

 Asserts professionally in the health care team
 Shows concerns about the public interest regarding health promotion
and maintenance
 Acts in the manner of a knowledgeable, competent, responsible,
accountable, and caring professional with critical thinking to achieve
the aimed objective
 Supports activities run by professional organization such as micro-
teaching and sharing session of clinical experiences
 Promotes spirit of professional cohesiveness
 Acts for the collective interest of the profession
 Adopts continuous quality improvement in nursing