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Emergency Scenarios

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According to Tiwaken et al (2015) feelings of fears and anxieties may always be present when adapting to new practice, however through phenomenal support and supervision of senior staff is an excellent way to deal with the challenging experience.

What was I trying to achieve and did I respond effectively?
I was trying to ensure the patient remained stable, and ensure patient safety was at the forefront of my care through continuous observation as per protocol. Perkins and Kisiel (2013) state that students who work within their scope of practice following trigger protocols are safely recognising deteriorating patients and responding to the degree of illness. However, one furthermore states that students must not forget the physical examination
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I have worked in the emergency department throughout my training and observed critical situations before under supervision. However, I had never experienced a situation similar to this one before, when observing patients receiving blood. Although I could relate to the similar feelings I had when working in the emergency department. One aspect I did find beneficial was my experience in college in responding to emergency situations which helped me to apply some achieved skills to the situation such as EWS scoring, physical examination and reporting to medical team using ISBAR.
How might I respond effectively given this situation again?
By becoming more pro-active with blood transfusion reactions and how to manage them more efficiently I will be more knowledgeable should I experience a situation like this in my future practice as a staff nurse. I also feel that through reflecting on the scenario with my CNM and asking questions I will increase and adapt my practice to manage this situation more effectively if I were given this situation again. Blomberg and Sahlberg (2007) perceive that nurses must remain professional in difficult situations, but keep control over personal feelings until after the experience. Personal feelings can be discussed with a good supervisor to reduce stress and anxiety through pro-active listening and senior advice. Reeve et al (2016) stress that communicating with nursing colleagues and lecturers in a professional and confidential manner have been shown to positively improve feelings of anxiety, as this allows students to reflect on areas in which they performed well on and areas they can improve on through constructive
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