Effective delegation is one of the most important components of the RN’s practice. Unfortunately, the delegation model is still neglected or employed improperly. There are various barriers to effective delegation but they can be removed, and the delegation model can be utilized.
First, it is necessary to consider major elements of effective delegation. Weydt (2010, para. 5) states that delegation is the process that requires “sophisticated clinical judgment and final accountability for patients’ care.” The nurse practitioner should understand the responsibilities and the qualifications of other healthcare professionals as well as delegation strategies to be able to delegate effectively.
As has been mentioned above, there several barriers to effective delegation, which are responsibility and authority, inefficient communication, lack of skills. Thus, RNs often tried to avoid delegating tasks they are responsible for as it seems easier and more effective to carry out it themselves (Weydt, 2010). Nurses also feel the lack of authority to delegate, and cannot make other employees do something. One of the central barriers is ineffective communication as nurses often fail to provide precise instructions and the tasks are completed improperly. The lack of skills and training is the most burning barrier as RNs are unaware of the effectiveness of the delegation model of nursing, existing strategies to delegate efficiently.
A comprehensive training program will be beneficial as RN will learn about effective delegation strategies and will train them in their practice. However, to ensure effective delegation consistency, it is necessary to create a platform for sharing knowledge and experience. This can be an online platform where professionals will share experiences and ideas as well as useful materials. Furthermore, each healthcare unit should have working groups that will monitor the implementation of the delegation model.
Reference List
Weydt, A. (2010). Developing delegation skills. OJIN: The Online Journal of Issues in Nursing, 15(2).