Eco/531 Week 1 Skills Lab Results

Being a student in the UW nursing school, I can not only take advantage of the special classroom settings, but also the advanced technology. With classroom settings designed for active learning, it gives me opportunities to share my thoughts and ideas with other students. Instead of listening passively, we would work as a team to find out the best solution for patients. Besides, the unique state-of-the-art technology allows me to practice and apply my knowledge in a simulated hospital setting. Since every practice is recorded, I can take a look at those videos several times and self-reflect. Thus, I can correct my mistakes and improve.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 CRNBC Standards for Acting with an Order. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Procedures Below Body Surfaces Administering Substances Putting Items into Body Openings Putting Substances into Ears Hazardous Forms of Energy Medications Allergy Testing and Treatment Section 8: Restricted Activities for Certified Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Certified Practice Categories and Education Requirements Part 4: Delegation CRNBC Standards for Delegating to Registered Nurses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Activities Approved for Delegation to Registered Nurses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Appendices 1. CRNBC Scope of Practice Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 2. CRNBC Limits and Conditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 3. Model Reflecting RN Scope of Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 4. Glossary. . . . . . . . . . .

Discuss a clinical experience in which you had to incorporate one or more learning styles such as visual, kinesthetic, and auditory. Explain the outcomes and how you created an effective learning experience.

At the beginning of week 2 of skills lab I became a little nervous as I got checked off with hand hygiene skill. I’ve been doing hand washing for a year as long as I've been a CNA. "I can't fail this skill" i thought to my self. As I performed the skill I had to explain each step and why I was doing it. Now that is what made me a little nervous. I understand why my instructor wanted us the students to explain the procedure for the reason that communication is a big role in nursing as we will communicate with patient, family and other staff members. As I finished with preforming the skill I got checked off with the skill but I was told by my instructor that I should explain the procedure with more detail which I agree with her. I do see that

Each of us participated in the creation, design and each with a designated role in the education that was presented to the nursing students on the day of skills fair. The students experienced interactive game play, in the form of NCLEX style questions designed to test and build on their knowledge of safety and infection control. They were given opportunities to demonstrate skills of nursing, such as sterile gloving, properly applying a quick release restraint knot, PPE donning and removing, plus all challenges were performed in teams aimed at practicing collaboration. The atmosphere was positive; the energy level was high and it appeared that most students enjoyed our presentation. During the presentation we requested feedback from each student in the form of a questionnaire, which resulted in positive feedback/remarks from the nursing students indicating that we were successful with our teaching

Situation: Week 4 of skills lab: Today we were learning how to do sterile gloving and ungloving.

In provision 3.4 it discusses that nursing is consistently reviewing policies, and looking at ways to increase patient safety, reduce errors, and promote patient health. Also, it discusses that nursing educators teach and ensure competency in in new nurses, before they are able to practice on their own. Some ways nurses can help in this process is, by following current safety standards that help reduce errors, such as: checking patient armbands and verifying birthday and patient, name with the patient. Other ways are, ensuring adequate staffing is provided, based on the acuity of patients, in an effort to reduce the nurses stress. Also as a nurse reporting when errors occur, so that policies can be either reviewed or new policies can be put in place to help prevent the error from occurring again. Student nurse can help by speaking up when they are in need of further teaching on a matter, asking for help when unsure on how to perform a task they have been given, and by taking in as much knowledge as they can during their nursing school

Six pilot nursing units will be chosen to use the SMART slide sheets (SSS) for patient positioning and transfers. Each pilot nursing unit will select 4 employees (2 from each shift) that will be known as Champions for SSS educational sessions. A SSS patient handling expert will hold a 2 day boot camp (16 hours total) that educate participants on back pain facts, sit-to-sit transfers, sit-to-stand transfers, transfer patient up in bed, occupied bed change, and turning patients. Champions will complete a competency test at the end of the boot camp session to ensure their knowledge. They will be the principle operational leaders (coaches and experts for employees) in SSS usage. Champions will then schedule and educate (4 hour session) the remaining pilot nursing unit employees (nurses, PCT). These SSS users will be known as Super Users. Super Users will be educated on the same SSS uses as taught at the Champion boot camp. Champions will have a 45 day timeline to conclude all SSS training for pilot unit employees. All pilot nursing units will begin using SSS on the same day to monitor implementation and employee educational needs. At a minimum, one champion will be in the hospital each shift to provide assistance to pilot nursing

It’s ENC 1101, Not knowing what to expect I entered the room with absolute fear, after all it was my first year of college. Although I’ve never been quite fond of English in the past, I’ve always excelled in the subject. I had yet to work for my grade and no English course I had taken proved to be a challenge through my eyes. I am a huge procrastinator, if not one of the biggest when it comes to assignments. I most likely wrote papers the night before or the day of and still managed to average an “A” on all of them. This bad habit led me to believe that I was cheating myself. Throughout my scholastic years I always had the mentality of asking “what could this class possibly teach me that I didn’t already know?” I believed that my writing

Doing that giving some confidence and controlled the nerve that goes through my head. During the assessment, I lost the focus on the medication calculation. At the reading time, I used my simple calculation ability to calculate the medication, I thought that is going to be fine. However, before giving the medication, my supervisor asked me how did I calculate the medication. I felt intimidated because I knew that I did it incorrectly, I told her how I did it, I was confused and the supervision might also realised as I was explaining it for 2 minutes and she told me to move

First let’s emphasize that the eight competencies are integral to learning and education. It can be said that one builds on the other. As a bedside nurse for so many years I am propelled towards the second competency the “Facilitate learner development and socialization” (Billings & Halstead, 2016, p. 10).

On the day of the test, I was busily bubbling in my answers and failed to realize I had been putting my answers in the wrong section. As soon as I realized this, I stopped midway and put the answers in the right section. After putting the answers in the right section, I decided to erase the answers I had put in the wrong sections in case I was afraid it would affect my bubbling in of my section 4 results. I called the attention of my supervisor who said he'd handle it but I had already done the deed.

14 Reed, S. & Price, J. (1991). Audit of clinical learning areas. Nursing Times, 87, 57-58.

In the hospital setting, I would also demonstrate therapeutic communication with the patient. Similarly to communication, this video validation did not require me to collaborate with other team members. Compared to the other four course components, I would state that this

As a teacher and trainer I have found that one of the simplest ways to make learning accessible to both myself and to those I am teaching is by relating to real-life situations and circumstances that I have faced. If one takes the approach of trying to memorise lists of facts of how to deal with First Aid situations the information becomes more difficult to absorb and less likely to be retained. Context can help provide a more intuitive framework for people’s skills, whether it is as simple as telling a story that can be recalled if and when relevant or even if it delves deeply enough to understand why certain techniques are used in First Aid