Critical Incident Pressure Area Near Miss

Critical thinking is a term you will often here in regards to nursing education and the ability to be a successful nurse. Critical thinking is one of the most important skills of a nurse. Nurses must be able to constantly asses and analyze situations in order to prioritize what is the most important task to accomplish next. This is an ever changing situation in health care and especially in the Intensive Care Units.

Pressure ulcers are one of the most common problems health care facilities often face which causes pain and discomfort for the patient, cost effective to manage and impacts negatively on the hospital (Pieper, Langemo, & Cuddigan, 2009; Padula et al., 2011). The development of pressure ulcers occur when there is injury to the skin or tissue usually over bony prominences such as the coccyx, sacrum or heels from the increase of pressure and shear. This injury will compromise blood flow and result in ischemia due to lack of oxygen being delivered (Gyawali et al., 2011). Patients such as those who are critically ill or bed bounded are at high risk of developing pressure ulcers (O'Brien et

Reflective practice in nursing is the process where we examine our nursing ability’s and practice in order to critically think and analyze the way we work and think about the views of others in our practice, what we could have done and we could have achieved a greater result by doing this also allows us as nurses to include best practice and use our own judgment in patient care to show the factors that either aid and hinder nurse to patient relationship. (Lowenstein, Bradshaw and Fuszard, 2001) described reflecting in nursing practice “the nurse must first come to understand what he or she defines as ideal practice”.

To start the search for evidence within University Hospital, questions were asked in regards to pressure ulcers. Monthly updates are often sent out via email from the wound care team to keep everyone up to date on knowledge. While there was informative numbers within those updates, this information falls short according to Moore, Webster, & Samuriwo (2015). The main limitation of the study is the lack of a control group in pressure ulcer prevention and treatment. There is no clarity in the specific criterion that contributed to improved clinical outcomes. Teams used more than one method in the research project. Also, there is no study that meant the inclusion criteria in the random clinical trials. The lack of standardized

Pressure ulcers are a serious health care problem and it is crucial to assess how patients acquire pressure areas after admission to the perioperative environment (Walton-Geer, 2009). In the operating room factors related to positioning, anaesthesia and the durations of surgeries along with individual patient related factors can all contribute to pressure ulcer development. This essay aims to review current standards of recommended practice regarding pressure ulcer prevention efforts for the surgical patient.

Most patients who end up in intensive care unit are most of the time so unstable that any little movement will put them at risk for further complications which can lead to death. However, finding a way to prevent pressure ulcer in the most critical ills patients in the healthcare system is very crucial.

As the nurses who participated in a study (Jones & Cheek, 2003) overwhelmingly advised, there is no such thing as a typical day for a nurse. Nurses face new situations everyday and it is important that they can adjust their knowledge and skills accordingly. Critical thinking and reflection are essential skills because they can enhance nurses’ ability to solve problems and make sound decisions. Critical thinking skills enable nurses to identify multiple possibilities in clinical situations and alternatives to interventions; weigh the consequences of alternate actions; and make sound judgement and decisions (Brunt, 2005). Through reflection, nurses can examine their practice, explore feelings and reactions and connect new meanings to past experience (Brunt). Reflection can enhance self-awareness, foster professional satisfaction and growth and increase the possibility for change and improvement in nursing practice and therapeutic relationships (Thorne & Hayes, 1997).

The nursing profession is experiencing distress and pressure from within and without regarding its purposes, educational preparation, practice, roles, theory, research, and in its relation to medicine (Harrington & Terry, 2009, p. 213). The nursing process, containing assessing, diagnosing, planning, implementing, and evaluating, each level uses critical thinking to achieve the optimum goal of quality patient care in nursing and throughout the healthcare profession. State how critical thinking is used in each area of the nursing process? Critical thinking sometimes referred to as "reflective thinking, elements include understanding, awareness, the willingness to take action, and compassion. It also support sensitive decision made by nurses, with emotional intelligence, in consideration towards ethical and cultural issues

Underlying both the clinical decision-making process and the nursing process is the skill of critical thinking. Critical thinking has been described as the ability to gather and process data in such a way as to arrive at the best conclusion using the filters of prior knowledge, experience and external resources to overcome personal emotions, biases, and assumptions. (This description was developed during NUR/300 class, University of Phoenix, S. Colorado, March 16, 2006) Note that critical thinking is described as a

The national league for nurses defines critical thinking in the nursing process as “a discipline specific, reflective reasoning process that guides a nurse in generating, implementing, and evaluating approaches for dealing with client care and professional concerns” (Kozier, 2008). This definition is imperative to help a nursing student learn how to think in terms of nursing care. Nursing students must achieve a comprehensive understanding of critical thinking in order to understand the nursing process. The purpose for this paper is for nursing students to learn how to use the nursing process, how to properly document their findings and assessments, and correctly implement APA formatting in a formal paper.

Reflective practice in nursing is considered an important aspect to nursing. Durgahee ( 1997) defines reflective practice as a process of learning and teaching professional maturity through the critical analysis of experience, whilst John ( 2009) up to date explanation of reflection is learning through our everyday experience towards realising one vision of desirable practice as a lived reality.

In recent years, reflection and reflective practice have become well-known term with in the health care arena. They are words that have been debated and discussed with in the health care setting (Tony and Sue 2006). Reflective practice is essential for nurses, as nurses are responsible for providing care to the best of their ability to patients and their families (NMC, 2008). Reid (1993) states reflection is a process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice. Johns (1995) notes that reflection enables practitioners to assess, understand and learn through their experience. Reflective practice, therefore, offers nurses an opportunity to review their decisions and

To show the effectiveness of the three tools I have created, I will explain how the process worked before the tool I created, describe how my tool works, and then detail how it changed the process, for each tool. The analysis of chasing CPT’s I will first talk about our current CPT chasing program, then walk through my two analyses. Then I will discuss how I set up SIOC testing, how I ensured it would continue running successfully and the plan I have put in place to ensure it continues effectively once I leave. Then I will talk about the benefits of each project. Finally, I will wrap up with a conclusion and acknowledgements.

Critical thinking and clinical judgment are important skills that professional nurses use in every day clinical setting. In 2012, a mix method qualitative study by Dr. Jeanne Mann was done to evaluate the effectiveness of educational strategy to develop clinical judgment skills in nursing students. In this study, the population was identified as volunteered Level II baccalaureate nursing students from a Midwest nursing program. The variables identified in this article are the relation between critical thinking and clinical judgment. The title of the article clearly indicated the focus of the study and created an interest in reading the research due to nurses utilize their ability to critical think and

As higher standards expected are from the public and higher patient safety demands are expected from health boards, therefore, there is a need for a way of measuring standards of practice which can be achieved through active thinking in a clinical environment brought about by critical reflection (Rolfe, Jasper & Freshwater 2011). Reflection has become such a key component in the role of a nurse that the Nursing and Midwifery Council (NMC) have seen it fit to include it in their professional code of conduct the Code: Professional Standards of Practice and Behaviour for Nurses and Midwives, hereafter referred to as the Code (Nursing & Midwifery Council [NMC], 2015). With reflection being a vital skill for nurses to continue their professional development (Parrish & Crookes, 2013), an analysis of what it means to reflect within nursing is needed by all who intend to enter the profession to ensure its effective use is applied.