How To Attend A Clinical Reflection

A. It is important to observe an indviduals reactions when communicating to gauge how people are feeling in the situation. Some people may have barriers when it comes to communicating such as personal space issues. It is imperitive to make the client feel as comfortable as possible when communicating, if the person looks to be feeling uncomfortable with how you are communicating they may not be taking in the information you are giving them putting them at potential risk or if it is the client that is giving the information they may be holding something back again putting them at risk.

I feel that the communicating between Patient A and myself worked well during this event. I noticed that she was uncomfortable by her body language and I picked up quickly which method was best to

During my first day at clinical placements, I was quite nervous. I performed slowly due to my anxiety and required assistance, from a health care aide, to fully complete morning care for the resident. After receiving my report to perform a bed bath for the resident, I began searching for the equipment required. I felt pressured locating supplies in an unfamiliar environment, especially under time constraints. After a time consuming process, of gathering supplies, a health care aide came in the room. She was displeased with how long I was taking mentioning that I needed to hurry, to allow the resident to be ready for breakfast at 8:00 A.M. She instructed me to watch, while she sped up the process. I apologized for taking long, explained how

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

The child seems to effective in understanding words, questions and directions his teachers and peers give him. He seems only to struggle when the is given a two-part question or direction, only completing the first part of it. For example, it is way more effective to tell the child to put he his toys away. Wait for him to complete doing so and then tell him to come sit at the table. Versus stating it as one command, ‘put your toys away and then come sit at the table.’ There is a gap between his comprehension and his communication, though. Berk states that this is normal, though, “At all ages, comprehension develops ahead of production” (Berk p. 238) The child can produce some common words like help, all the colors and his numbers to ten. But, help seems to be the only word he says naturally and not prompted by a

My reflective clinical practice experience was based on my eight weeks placement in an acute mental health ward in a hospital. I was not sure of what to expect because I have never worked or placed in an acute ward and this was my second placement. Before starting my placement, I visited the ward and was inducted around the ward. This gave me a bit of confidence and reassurance about working in an acute ward.

The client engaged in joint action routines including a magnetic CandyLand scene, shared reading, puzzles, and a Jungle Book activity. The client participated in 6 turns-at-talk during the CandyLand Scene. During this activity, the client began expanding on the magnet pieces. For example, the client stated that he had a “beautiful butterfly” and a “birthday cake” instead of just a “butterfly” and “cake”. The client and clinician discussed scenes in the books, The Three Little Pigs and Guess Who Pooh. The client participated in 23 turns-at-talk during the shared book readings and the Jungle Book activity. The client exhibited 0% at level 1, 10% at level 2, 30% at level 3, 10% at level 4, and 50% at level 5. For the overall levels of cuing, the client demonstrated 4% at level 1, 0% at level 2, 17% at level 3, 7% at level 4, 7% at level 5, 10% at level 6, 55% at level 7. Continue with

Overall, we had a great session. I believe I will incorporate Claire’s rules into the next session (She is a bit bossy). I hope this structure will help the session’s flow better. I will also begin working on the goals. I will record my voice reading a few times then record my client’s voice to play back on W’s

This week during clinical I was placed with a very independent patient who currently was in good state of mind and relevant health. My patient this week suffered from numerous heart problems and was recently diagnosed with Multiple Sclerosis. Throughout the day while I was at clinical my patient had yet to receive the news from his health provider of their recent findings but he was so happy because he finally was going to be discharged and sent home from the hospital. From the interactions I had with him we developed a working relationship. He told me how his boss from work name was Celeste and that he met his wife at age 22 and has been with her since. He even called me his good luck charm at the end of the day and wished me luck with my

Nick will be working with a Speech Pathologist outside of the classroom, but there are a few in class intervention techniques that I plan to use to help Nick. We have put together a game for center time that will help students to connect phrases to create a full sentence. This will be very beneficial for Nick because he struggles to put his sentences together although he understands what he is trying to say. We have also set up a center that allows Nick and other students to read along with a tape to create a more fluent sentence. Nick's complications with his "R" and "S" will be addressed during speech. We hope that with the Speech intervention Nick will be able to work with "R" and "S" and have an effect on his ability to speak fluently and create complete

When the therapist asked the client about how he needs the therapist to help him, the client reported that he needs to follow up with him all the time and process his feelings and thoughts when he feels overwhelmed. When the therapist will ask the client about the highest and the lowest moment of the week, the client reported that his highest moment was feeling happy as he is able to do the assignments and the lowest moment of the week when he feels exhausted because of the long time that he is spending at school for five days. When the therapist asked the client about the possible future scenarios either positive or negative about the class, the client reported that he may pass and he may not pass, the client added that he may think about different ways of getting the job done to pass the class. When the therapist discussed with the client the smart alternative ways to do better in the class and study well, the client reported that he can ask for help at college, at the library, ask the educational specialist, or talk to either the foster father and the foster mother or the

The client seemed very confused as though she was not sure of what to say and looked up the ceiling taking pauses, blinking, sighing as she spoke about the presenting issue. i nodded continuously to

During our return demonstration, we all felt like we needed to look to our instructor for guidance in what we should do. The reason for this was because we all lacked the confidence to feel like we knew what we were doing. If I could do it again, I would have liked to have been more knowledgeable about the scenario so that I could be more confident.

Clinical practicum has provided a valuable study opportunity to me.When I took care of a living person in wards,I could apply the skills which are learnt from indoor lessons in school and books.Also,I could achieve more knowledge outside textbooks.However,I find that there is a difference between the real situation and theory.In ward,nurses have to be multitasking and need to manage several patients,time is precious to them.Nurses have to make an effort to save time from different ways.To give an example,in the ward I worked in this clinical practicum,nurses connected the syringe to the end of tube and administered drug to a patient with nasogastric tube by giving pressure to pump drug solution down the tube.Thus ,the procedure finished in a few seconds.I learnt this method from them and applied it in my practice.However,I was stopped by the supervisor teacher during one of my practise.She told us that it was wrong to administer drug by using pressure.She then asked me for the right method.I was shocked in that time because I learnt this way from the

Also, the objective is to find patient’s document finding and correlate it with chronic disease process of elderly adults. With this reflection, I will discuss what I’ve learned, and my strengths and weakness in my clinical experience.