New Grad A Program Assignment

My mentor also informed me that due to having dementia Mrs. Lewis did not understand why she had a tube into her stomach and that she had tried to remove it herself in the past which had caused some trauma to the abdomen (this resulted in the patient being very anxious whenever her PEG tube was touched, as she anticipated pain) and that sometimes the patient did not want her PEG tube touched and could be combative occasionally, using her left arm to hit out at staff. At this point I felt as though administering medication to Mrs. Lewis was beyond my capabilities as a student because of the mental health issues the patient had, I had no experience or knowledge at this point in my training in working with

Even though I had been caring for this lady for the duration of my shift I was unprepared to give the next shift a handover. I assumed my mentor would do it since she had been doing it on all my previous shifts. However, on this occasion my mentor said to do it at the end of her last handover. I listened to her giving the handover for her patients then when it was my turn, I panicked and muffled up my information. I started with basic information about the patient such as name, date of birth , age and the reason for her admission. Unfortunately, I became flustered after that and it was clear to both my mentor and the other nurse that I was out of my depth and needed help. My mentor then took over and continued the handover.

During my first day of clinical, I encountered an issue that I believe is very significant. As a student nurse, our duty for this day was to follow our health care aide around the ward and assist in completing resident care. The resident required assistance in many of her daily tasks. The health care aide asked if I would perform one of those and do perineal care for her. I turned down her offer because I did not feel comfortable with my skill level. The resident had a bowel movement during the night. There was a significant odour in the room that overwhelmed me. I really wanted to leave the room because it was so unpleasant, but I stayed in the room so that the resident would not be embarrassed. This feeling of embarrassment, I assume,

Good morning, seniors and faculty. Today, I have the honor of addressing one of the most unique, talented, and resilient classes ever to attend Newfield High School. I hope that the advice I have to offer you today will enlighten you as well as your successors. Now, since graduation is a congratulatory occasion, before I get started, there are people who must be acknowledged and to whom respect is due.

During my clinical rotation during my last semester of nursing school, I was able to work one on one with a BSN degree nurse named Judy in the ICU. Judy had three years of experience in the ICU setting. She had been a medical surgical nurse prior to her ICU transfer. The ICU at this hospital consisted of two associate degree level nurses and two BSN level nurses on my shift. I rotated three days in this particular ICU. I worked with Judy all three days of my rotation. I was excited about being placed with her for she seemed knowledgeable and skilled. We were given a male post trauma patient to work with all three days. This patient was a 30 year old male admitted for trauma related injuries and was considered unstable and was to be monitored in ICU. This patient had been involved in a motor vehicle accident and

Issue that in my opinion would affect the evaluation of a domestic violence program would be lack of information on the victim and abuser. Another affect on evaluation would be is there a data base on domestic violence crime. Is the data assessable, is there a statistic rate what is the ratio of women, men, and children been victim of domestic violence. Other issue that could affect the planning of domestic violence is the long term affect of being a victim of domestic violence. According to (N.D), "[The long term effects of domestic violence have not begun to be fully documented. Battered women suffer physical and mental problems as a result of domestic violence. Battering is the single major cause of injury to women, more significant that auto accidents, rapes, or muggings. In fact, the emotional and psychological abuse inflicted by batterers may be more costly to treat in the short-run than physical injury. Many of the physical injuries sustained by women seem to cause medical difficulties as women grow older. Arthritis, hypertension and heart disease have been identified by battered women as directly caused or aggravated by domestic violence suffered early in their adult lives.

The situation happened during the author’s last day of orientation as a new medical-surgical nurse. The author was passing medications and administered aspirin to a patient as ordered. As the author approached the nurses’ station, she stopped in disbelief as the charge nurse started yelling at her, saying, “Why are you not checking your orders? Why did you give aspirin when there was an order for no anticoagulants? Do you know the patient is having a procedure tomorrow? New grads.” Several physicians and nurse practitioners, along with the author’s coworkers, witnessed

Lawsuits, having a negative connotation to many schools, occur very often when it comes to the arrangement of deciding on a valedictorian. Talbot refers to multiple cases regarding lawsuits as well as take on the different opinions on each issue. She emphasizes each concern by discussing the negative effects on both the students and the teachers that allowed the idea to share valedictorians. By associating herself with multiple sources, who vary from professors to students themselves, Talbot strengthens her credibility as well as appeal to older readers, who may possibly be parents of studious children. The author jumps back and forth to multiple sub-subjects of her argument to view the different perspectives of the main argument, yet by using certain phrases, Talbot hints that her claim is that there really shouldn’t be a single valedictorian. Talbot stresses the events in which having a single valedictorian has only a negative effect, which can be seen clearly through her choice of words. Even though Talbot presents multiple claims that contradict each other, she strongly represents her claim in paragraph 31, where she proposes an idea that isn’t entirely like the traditional single-valedictorian system, this enhances the personal anecdote Talbot creates with the

I first want to thank you for the work you all do in keeping the units in the hospital staffed. I am hoping you can clarify and help me understand a situation that occurred Monday night with Raylene Colvin. Raylene, who is a CICU nurse and new off orientation this week was pulled to ED, and replaced in CICU with Christina Thomas, an ICU PRN nurse. When Raylene was a float, she was not ever orientated to ED and she states she had only functioned as a resource nurse twice while in the med/surg/tele float pool position. Raylene also states she took the role as resource on Monday night. Additionally, she was sent home in the middle of the night around 2 am, because ED no longer needed her while Christina worked in CICU. I am having a hard

This past week I have witness my nursing supervisor, dismiss and important request from a floor charge nurse in the facili¬¬ty I happen to work at. We have a very high turnover of staff in the facility, especially when it comes to CNAs. On my scenario there was a novice CNA that was working on the unit that I am going to call Sunny Day Unit, which is a long-term dementia unit. Normally there is an assigned CNA that stays on the floor to monitor 2 high fall risk patients and feed 4 residents that require extensive assistance with their meals. There was a seasoned CNA and the novice CNA working on the evening shift on that unit. The supervisor decided that she wanted the novice CNA to stay on the unit to learn the dinner routine of the floor. The seasoned CNA and the floor charge nurses spoke their concerns about leaving someone with no experience of the floor structure and the risk of a potential fall happening. The charge nurses then express her feelings on wanting the seasoned CNA to stay on the unit instead. The supervisor brushed it off the nurses concern, and was firm about her decision on keeping the novice CNA on the unit. The supervisor stated that the novice CNA needed to learn the floor, and that the HR personal had stated the same

Perhaps if the student took a couple of minutes to take a deep breath or relax maybe she may have reacted differently. The next step is unhook mentally which is to understand everyone’s involvement in the conflict, and identify all options (Crowley& Elster, 2006). The student realized her part in the situation as she neglected to perform an important part of discharging a patient. As a result she thought her options were not to assess the patients, confront the RN or discuss the conflict with her instructor. Since the student choose to confer with the instructor instead of confronting the RN she is still building on interpersonal relationships.

The simulation exercise presented a complex situation when Charge Nurse Janice didn’t have enough nurses in her unit and the VP of Support Services called and her about the scheduled meeting. At the start of the shift, she responded unprofessionally to the situation by giving directions to the staff while on a personal call and reacting negatively to any patient update provided by the staff. Janice also created a bad impression to Elise, the new nurse, when she asked about her assignment. Janice addressed the patients’ names with the procedures they had. Knowing that there was a situational problem, Janice should have communicated properly and emphasized to the staff about teamwork to facilitate the workflow in the unit. Elise is new and inexperienced, but Janice could have utilized her help with basic tasks as long as she had been directed and coached properly.

During a late shift on the ward, my mentor asked if I would stay with Mrs Smith whilst she gave out medication in order to ensure she wouldn’t be left on her own and fall. I introduced myself to Mrs Smith and sat with her in her room. It became apparent to me quite quickly that she was obviously very confused and she was not fully aware that she was in a hospital, as she repeatedly asked me where she was. On being told she was in hospital she would say no and shake her head. It wasn’t long before she asked me when her husband would be there to take her home, to which I replied

I addressed the situation by telling the patient we just switched over to a new program, that everyone makes mistakes and we would do our best to make sure that it did not happen again. After that I quickly changed the subject, so the patient would not be agitated for the rest of the treatment

About 2:30 in the afternoon, M.E. was in her patient’s room and J.P. confronted her in front of the respiratory staff and students that were present about why she was/wasn’t doing certain things and what was making her so slow; J.P. caught M.E. off guard and was very abrasive, belittling and verbally abusive; M.E. felt attacked and embarrassed, especially since this behavior took place in front of colleagues. J.P. felt frustrated that M.E. was not more competent and efficient in her care and confronted her about it. After the confrontation, there were no words spoken between the two of them for days and even though months have passed, there is still an obvious tension and unresolved conflict between these two individuals. There is currently a noticeable effort being put forth by both women but the conflict they experienced is not yet fixed.