Essay on Clinical Reflection Journal

My first clinical experience for this nursing program was completed at New England Rehab Hospital. I walked in with some clinical experience but no experience in the realm of nursing or certified nursing assistants (CNA). During that first semester we followed CNAs to understand their job and gain basic nursing skills like bathing patients, bed making and other daily tasks. It was useful and I’m still happy we were able to have that experience. A situation that made me uncomfortable during that semester that one particular CNA never sanitized his hands when entering and exiting a patient’s room. In most hospitals and nursing facilities there is a “pump in, pump out” rule to abide by when entering and exiting a patients room rule to ensure health care workers are not spreading bacteria to themselves and other patients. This particular CNA admitted to me that he pretends to push the hand sanitizer and rub his hands together without actually getting any sanitizer in his hands. His reasoning was that he found it overly drying to use the sanitizer so frequently despite the hospital providing lotion as well.

(The class will be split into two groups. When you deliver your group presentation for P3, the other group will act as the newly qualified nurses. Your teacher will take on the role of a particularly difficult nurse, who will ask you lots of questions about your strategies. This will lead to a discussion about how you intend to implement your strategies for M2.)

It is my first time to have this kind of course where everyone can learn and experience interacting with other students of the health care team. I believe this is an important program where a student can have an in-depth understanding of the other professions. It gives them a sense of

Identify a patient care situation in which you describe how nursing care or approaches to decision-making may differ based upon the educational preparation of the nurse (BSN versus a diploma or ADN degree).

I arrived at clinical 0630 and picked up patient information the morning of. I reviewed all assigned diagnoses, medications, labs, and orders with my assigned students, and we discussed our plan for the day. We both took report from the patient's nurse and then Elizabeth presented at preconference. Kala shadowed the Nurse Lead and I helped Elizabeth with brief changes, pericare, and vital signs. I continued to check on both Elizabeth and Kala throughout the day. Last, lunch and then post-conferance.

I have chosen breastfeeding as my teaching topic for this assignment. The specific clientèle will be the new mother at between 2 and 7 days postpartum, newly discharged from hospital. As a community health nurse working with children and young families, I do initial postpartum visits at home. Breastfeeding is a very complex skill, natural, yet sometimes difficult to do. The client is often overwhelmed with information received in hospital, so sessions must be kept short, and made easy to understand. The area in which I work is multicultural. There is often a language barrier which further complicates

The learning during lecture will be passive, but the discussion will allow for interaction of patient and nurse in which the patient can ask questions (Beagley, 2011, p. 336). Instantly a nursing diagnosis was being formed.

Developing educational goals that can improved patient centered care after being discharged from the hospital is challenging. Our curriculum has to be designed from an understanding of adult learning needs. It has to be based on their cultural background and languages barriers. The medical staffs, who will be working in the simulation center, have to be properly train to deliver the course.

As part of the requirement for completion of this course I will focus on one my patient’s health status and clinical care experience.

The real patient situations were helpful and it will help to adapt this information when it comes to real clinical

The second section focused on the act of labor and delivery, including first three hours of infant birth, followed by postpartum care and breastfeeding. The speaker spoke about the current practices that occur within the hospital's labor and delivery department. When speaking about delayed cord clamping, she discussed why this is important and even mentioned the volume of blood an infant lacks when the umbilical cord is clammed or cut too soon after birth. While discussing breastfeeding, she briefly mentioned infant blood glucose screenings, and the evidence that is published regarding encouraging breastfeeding within the first hour of

The purpose of this journal is to reflect on my experience and skills gained during my clinical placement at Ben Taub Hospital. On my first clinical day, I was excited and nervous at the same time. My first placement was in the PREOP/PACU area. I was assigned to help a patient who had been in the PACU area going on 2 days. Normally, once the patient comes from surgery they are only in the PACU area for a short period of time before they are discharged home or given a bed in another area of the hospital. This particular patient still had not received an assignment for a bed. The physicians would make their rounds to come check on him daily. The patient was a 28-year-old Hispanic male, non-English speaking, he had a hemicolectomy. He had a NG tube, urinary Foley catheter, and a wound vac. My preceptor had just clocked in and she needed to check on the patient’s vitals and notes from the previous nurse. Once she introduced me to the patient and explained while I was there, she then asked me to check his vitals. (Vital signs indicate the body’s ability to regulate body temperature, maintain blood flow, and oxygenate body tissues. Vital signs are important indicators of a client’s overall health status (Hogan, 2014). I froze for a quick second. I have practiced taking vitals numerous of times and I knew I could do it correctly. I started with the temperature first, when I was quickly corrected on a major mistake I had made by my preceptor. I HAD FORGOT TO WASH MY HANDS and PUT

I have an internal motivation to improve my clinical and educational skills; I took the opportunity of being in the active learning environment of UBC to attend the Instructional Skills Workshop, a step which I consider one important turning point in this educational

I was able to make connections between the clinical and the lectures. I was able to apply the knowledge I learned from lectures and our assigned textbooks, readings, and videos to clinical. Over the course of the semester, I became much more comfortable being on the floor at the psychiatric hospital. I was able to see the symptoms the patient presented with and make connections as to what their diagnosis was. as well as the as well as see the therapeutic effects of the medication they were taking. My clinical provided me with exposure to patients with borderline personality disorder, schizophrenia, major depressive disorder, eating disorders, and bipolar disorder. I was nervous about clinical simply because I didn’t know much about mental

Looking back to the first day of clinical to the last day I have changed a lot during this time. During the whole clinical experience I had to use a lot of the growth mindset in-order to get fully through the whole process. My clinical teacher and I didn’t quite have the same opinion on certain things. While we did struggle through are different mindsets, it was a great learning experience. I will have people I work with that I don’t always agree with and I will have to find a way to compromise with them. This was something we talked about with each other and worked through. So, Im grateful in that aspect in learning how to deal with those situations. I also changed in that I’m more confident in giving my lessons to my students, along with I tried to not be as scared in-front of them.