Mc Head To Toe Assessment

Physical Examination: General: The patient is an alert, oriented male appearing his stated age. He appears to be in moderate distress. Vital signs: blood pressure 132/78 and pulse 68 and regular. Temperature is 38.56 oC (101.4 oF). HEENT:Normocephalic, atraumatic. Pupils were equal, round, and reactive to light. Ears are clear. Throat is normal. Neck: The neck is supple with no carotid bruits. Lungs: The lungs are clear to auscultation and percussion. Heart: Regular rate and rhythm. Abdomen:Bowel sounds are normal. There is rebound tenderness with maximal discomfort on palpation in the right lower quadrant. Extremities: No clubbing, cyanosis, or edema.

PHYSICAL EXAMINATION: HEENT: Tympanic membranes and external auditory canals are within normal limits. Throat is clear with no gingival lesions. He is ______________. No obvious proliferate retinopoathy. NECK: No carotid bruit. No thyroid enlargement. LUNGS: Clear to auscultation. HEART: No S3, S4 or murmurs. ABDOMEN: Soft with no organomegaly. Normal bowel sounds. FEET: Good dorsalis and posterior tibial pulses bilaterally. Left foot has no abrasions, lesions, sores or ulcers. Right foot shows obvious deformity from previous break. He has an area located between his second and third metatarsal head that has clearly been an abscess that has broken through. He also has an obvious foot ulcer located over the instep of his right foot, full thickness. There is tracking to the broken foot, to which the ulcer area is connected and there is a question of osteomyelitis in this area.

Rozel’s mother was in labor for a long period of time while giving birth to Rozel that it decreased the supply of oxygen that Rozel received during delivery. Her mother had an induced labor to facilitate childbirth and she was able to give birth to Rozel through normal delivery. At birth, Rozel was successfully resuscitated due to the difficulty of breathing. She was diagnosed with laryngomalacia which causes partial blocking of the airway opening. She was then hospitalized for one month and received medicines through injections but her mother could not recall the names of the medicines. During her hospitalization, Rozel had convulsions. There was no sound produced when she cried. A neonatologist/pediatrician diagnosed Rozel with developmental

Cardiovascular Assessment: No visible pulsations, no heaves or lifts. Apical pulse present in the fifth intercostal space at the left midclavicular line. Auscultation of apical rate 62 beats per minute, normal rhythm regular S1 - S2 heart sounds present. Pulsations present when supine and disappear at a 45 degree angle position. Extremities are brown color without redness, cyanosis, lesions or varicosities bilaterally. Temperature warm bilaterally, Allen test was negative. Homan’s sign negative. Carotids: +2 and present bilaterally. Right Radial +2, left radial +1 , Right Brachial: +2

Liam is a previously healthy boy who has experienced rhinorrhoea, intermittent cough, and poor feeding for the past four days. His positive result of

G.M. was then immediately transferred to Rady Children’s hospital Emergency Room by her parents. Upon nursing assessment she presented with vital signs within the same range from her clinic visit. These were repeated every fifteen minutes until stable. Her skin was flushed and diaphoretic. Mucous membranes appeared dry with significant skin cracking around the mouth. Patient was alert and oriented times three and pupils were equal, round, and reactive to light and accommodation. Her breath sounds were clear and equal bilaterally, with no adventitious sounds noted. However, patient G.M. appeared to have

However, I believe many people felt somewhat embarrassed if they didn’t understand something. I now realize that asking questions in this lab was what got me so comfortable with taking people's pulse and temperature. I don’t think I fully comprehended how well our tutor would teach us this skill in the lab. On reflection, it was this in-depth tutoring that made it so manageable to grasp these skills and made my confidence and the confidence of my classmates grow with each helping. On analyzing the lab, I accept that I was apprehensive about learning these new skills but I now know there was need to be apprehensive. Given that I briefly looked at the lecture notes and discussed the with one or two of my classmates before going in to learn these new skills in the clinical skills lab made it easier to learn and retain this

This paper will explore the impact confidence has on a new graduate nurse (NGN)’s practice. It will start by exploring personal reflection focusing on the importance and impact confidence has had on my practice. It will also discuss professional reflection touching on: my Nursing 495 learning plan, my clinical experience, connecting it to literature. This paper will conclude with the impact confidence will have on my future practice. In this paper, self-confidence is defined “as the belief of a person in her or his own abilities to achieve goals and perform tasks and practices in an effective and efficient manner”.

One aspect I have learned from my feedback from previous tutors is I am able to form a strong nurse-client relationship with my patients. This helps me provide them with the best possible care as I do not treat them as a diagnosis, but provide them with holistic care. My preceptor at my maternity placement stated that I have an enthusiastic personality and I bring my energy to the nursing care that I provide. She also stated that I interact and communicate well with all developmental age groups. For example, when I communicate with the younger siblings I answer any of their questions in an appropriate manner. Some constructive feedback that has been given to me over the years, is the need to work on my communication both verbal and written. In my last placement, I have gotten better at communicating with the interprofessional team, patients and family members; and I have also improved on documenting the care that I have provided. I have been slowly improving this skill throughout my years as a nursing student and I am continuing to do so in my current

PHYSICAL EXAMINATION: Vital Signs. TEMPERATURE: 101.0, Blood Pressure- 127/179, Heart Rate-129, Respirations- 185, Weight-215. Situations 96% on room air. Pain Scale- 8/10. HEENT-Normal cephalic, atrumatic pupils equally round and reactive to light. Extra ocular motions intact. ORAL: Shows oral pharynx clear but slightly dry mucosal membranes. TMS: Clear. NECK: Supple, No thrangegally or JVD. No cervical, subclavicular, axilarry or lingual lymphinalpathy.

My practice in nursing has been influenced by various elements within my career. I have come to embrace that nursing is a learning process and one should expect constructive criticism. When I began as a “novice,” I found myself nervous in some clinical situations but I managed to remain focused on

Nose: Nares patent without any obstruction. No frontal or maxillary tenderness during palpation of the sinus cavities.

I may not be the smartest student, but I am always willing to put in the work to get to the level I am expected to be at by my instructors. On that note, I consistently put aside my fear of asking a dumb question. Sometimes they are not the best, but I always try to seek help when I need it. In this program and nursing ambiguity isn’t something you want to base the learning. Learning is the foundation for my nursing career, and I want to take that seriously by giving myself the room to make mistakes. Asking the questions I need to ask, correcting them and moving forward with the help of my instructors. Even with my perceived strengths, I have fears looking onto the future of not being good enough to be a nurse and being too young to succeed in this program. A lot of the people I see excelling in this program are already established in their lives. I am sometimes fearful I still have too much to learn in life, to be able to succeed in this program. However, with my determination, I plan on trying my best to work through those fears.

Teaching and learning in the clinical setting is not a new concept and the teaching of clinical skill to nursing student ranks high on the current agenda of nurse education (Pfeil, 2003). Therefore, has be the duty of teachers to continue to provide ongoing guidance during teaching and learning taking place. According to While (2004), the mentor is required to feel personally and professionally confident when assessing the student’s performance. This allows the development of the students will become better and more effective.

Issues such as staff shortage, increased workload, staff feeling threatened by the student nurses, and poor teaching skills can contribute to students not feeling supported (Burns and Paterson, 2005). Nursing students had identified that anxiety as their main concern in the research done by Masoumi and Sharif (2005). The unfamiliarity of tending for patients and worrying of making mistakes during the clinical attachment are the factors that students feel anxious. Mentor can diminish anxiety by utilizing simulation, where genuine case studies and scenarios are being simulated and roles and responsibilities of student nurse are being discussed (Burns and Paterson, 2005).Gradual encouragement in helping student nurse to gain control over their own learning may aid to construct their confidence which will reduce their