How To Write A Clinical Reflection Paper

Clinical Scenario Self-Reflection SCENARIO & ISSUE Scenario: My patient was a 28-day old baby boy in the NICU, born at 29.0 weeks of gestational age (GA). Infant was c-sectioned due to mother’s preeclampsia and decreased fetal movement. The mother of the infant had prenatal care and no history of substance abuse.

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 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

In the midst of attending a party with his friends, a random, ricocheted bullet pierced the right side of his head while he was trying to break up a fight. The bullet blew away part of his skull and lodged into his brain. When he arrived in the trauma bay, medically he was dead- no pulse, no spontaneous respirations. His family was forewarned that if he woke up there was a strong possibility that he would never speak or walk again. The patient- B.H., was a seventeen-year-old high school senior, who was class president, and captain of the football team when he was shot. During his month long stay in ICU, the hospital staff worked around the clock to ensure that his issues were properly managed. Despite all odds, B.H. is currently in his senior year of college, plays semi-professional football, and works two jobs. What was particularly fascinating, was the way the physicians were able to prioritize and execute their management in a dire situation. The intricate thought process of managing the patient as a whole,

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.

S: How was your clinical experience this week? This week was an okay week. I spent most of my time trying to get back into the swing of things. I was a little rusty at the beginning of the week but it got better as the week went on.

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.

Do you think that teachers should make an effort to make sure that other teachers of the same subject are grading/teaching

Today I had a great day at the clinic. For the morning section, I had Omar Lora as my patient. Last time when he came, I collected all my assessment data. Today I updated his medical history, dental history, vitals, and EIOE, then I completed filling out the gingival assessment, the treatment plan, and the SAOP. Finally, I was ready to have my assessment data checked. It went really well, and I learned ways to helped me be more efficient with my time management, for example, I did not know how to have my radiographs up in the other monitor while I was doing my assessments. It was a little time consuming having to open and minimized the window every time I needed to look at the radiographs. Also, I discovered that having a piece of paper out and taking

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.

Throughout my semester in English 131, I have gained many improvements to both my writing skills and my writing process. One such improvement was making me think critically on my essays in both this class and another class where we had to write essays. On all of my later self-reviews, I constantly gave way below what I was eventually given, and that helped me so much, by changing my essays so much more than what I would have done originally. That is evident by how my grade has steadily gone up on each of my papers. The memoir that I first wrote was my first ever graded that was really beneficial to my grade, and I got a 44 out of 50. The next paper that I wrote was a profile, and I got the same grade on that as my memoir. The first improvement that I had was on the review essay, and that was only by one point above the other papers that I wrote. Lastly, the best improvement that I have had was with my final paper, a proposal essay. On that essay, I got a 49 out of 50, a major improvement to my other pieces of writing.

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

My advisor is Dr. Gary Goreham from North Dakota State University. I have been working briefly with him to discuss my thesis and ways to find research for my project through other courses. I will continue to work with him throughout my career in graduate school to obtain success.

In reality, this is not the case. When the students do not receive the grade they believe they have earned, they are quick to complain and talk to a superior to get the grade they “deserve”. The students then spread rumors about the teachers who fail them and once a negative rumor is spread, students do not want any association with that teacher. If the teacher does not have a certain amount of students to teach a class, the teacher loses their money and to a certain extent, may also be fired. To avoid the issue, teachers make their grading policies easier to gain attention of the students. According to the text, “One of the ways we’ve tried to stay attractive is by loosening up. We grade much more softly than our colleagues….and not challenge -the students” (Edmundson 396). Taking “easier” classes is another route students choose to take. When the students decide in taking easier classes, they limit themselves in majoring is specific courses.This is the way of the current education creating flaws in students curriculum.

Furthering nursing research is essential, as it forms the basis for evidence-based practice in healthcare today. With this in mind, developing the skills to critically appraise research articles is of the utmost importance in order to determine the relevance of research findings for clinical practice. As I pursue a doctorate degree in nursing practice, I am reminded of the necessity of these skills. Thus, in the following paragraphs, I will reflect on the research goals I developed at the beginning of the Critique and Design of Nursing Research course, and will discuss my views on the role of the graduate nurse in regard to