Physical Examination And Health Assessment Course

This simulation experience allowed me to practice my focused assessment skills, delegation of tasks, prioritization on of tasks, interdisciplinary communication skills, and skills that I have not been able to participate in such as blood administration. I learned that my strengths are patient education, delegation, noticing changes in patient condition, and working as a member of a team. I need to improve my speed of completing tasks, my confidence, and my process of working through new skills.

3. The use and characteristics of simulation - assessment in a simulated environment should only be used where evidence in the workplace will not be demonstrated within an

According to Pivec (2012), “Reflection is often a part of debriefing” (p. 9), debriefing in the simulation was a method that students reflected their experiences and knowledge after simulation (Pivec, 2012). Likewise, Shinnick et al. (2011) explained that debriefing, a guided reflection after simulation produced by educators, was a crucial process of simulation that was the time for students to reflect and explore their learning. The appropriate time for debriefing was immediately after finishing their action in case scenario (Pivec, 2012; Shinnick et al, 2011). The length of debriefing time should be two or three times of simulation’s times that scheduled by educators

Simulation based learning develops skills, knowledge, and attitudes in staff that otherwise cannot be experienced. The staff are put in the client’s position and give them a better understanding of daily struggles. Also puts the focus on the client instead of task completion. 14

Trauma one Pediatric Emergency Department! Trauma one Pediatric Emergency Department responding over! Rescue Unit 29 transporting a 12 year-old boy, named Mike, hit by a car while riding his bicycle. This is a hit and run accident, but other motorists called a rescue unit. The child was not wearing a helmet. Facial bleeding is under control, but he suffered facial and head trauma. There appeared to be no facture of the extremities. Presently he is awake and semi-alert. Vitals signs: BP 120/56, Pulse 120, Oxygen

Assesment: I was very nervous during the time before we were about to be tested. I was sweating and could not not my nervous chatter with my fellow students. I read and reread the checlist many times. While I was tested of skills durig my cna class , I was not sure how exactly my teacher was going to grade me. I assumed it was going to be from the

The classification of medicines are all related to the medicines act 1968, while working with medication it is good to have an understanding and working

The meeting was scheduled during a time I would be out of time so I could not be there in person, but I was able call in to listen and contribute to the meeting. Prior to the meeting my preceptor shared an article about a similar simulation. Kilgore, Goodwin, and Harding (2013) discussed the primary focus of the simulation they conducted was to provide constructive feedback to the students to improve their skills in communication, delegation, conflict resolution, priority setting, clinical reasoning, and psychomotor skills. The meeting consisted of several faculty that had initiated and planned the upcoming simulation, and many of the same concepts outlined in the article would be addressed in the scenarios developed. The bulk of the meeting consisted of reviewing the potential patients for the simulation, which included names, diagnosis, complaints, and expected outcomes for the scenarios. Some changes had to be made for one of the previously

Health Assessment Physical Assessment Documentation Form Date: __3/1/16________ Patient Information Patient Initials BR Age 30 Sex Female General Survey Does patient appear to be their stated age?

Having discussed all of the positive aspects of simulation as a teaching tool we must look at how we link the information presented in lecture with the hands-on skills of simulation. One way to link that information is through the use of pre-briefing. This strategy provides the bridge between theory, simulation and practice. (Page-Cutrara, 2014) I found it helpful to use this technique in my

The patient is a 45 year old man who had GI surgery 4 days ago.  He is NPO, has a nasogastric tube, and IV fluids of D51/2saline at 100 mL/hr.  The nursing physical assessment includes the following:  alert and oriented; fine crackles; capillary refill within normal limits; moving all extremities, complaining of abdominal pain, muscle aches, and "cottony" mouth; dry mucous membranes, bowel sounds hypoactive, last BM four days ago; skin turgor is poor; 200 mL of dark green substance has drained from NG tube in last 3 hours.  Voiding dark amber urine without difficulty.  Intake for last 24 hours is 2500mL.  Output is 2000mL including urine and NG drainage.  Febrile and diaphoretic; BP 130/80; pulse 88; urine specific gravity 1.035; serum

My answers were not decisive which reflect my weak critical thinking skill. For example, when it comes to medication administration, in instances where things are not clear, it should always be referred to the doctor which in this case I belatedly remembered. Nurses should also make sure that they knew how to use all the equipment that is used in the nursing care. In a medical emergency situation, every second counts. In the simulation, epinephrine administration was delayed since the nurse did not know how to use the automatic injection. Over-all the simulation had a significant impact to my learning process.

A head to toe assessment is the visual and manual inspection of each body part starting at the head and scalp and continuing downward to the feet and toes. These four techniques will be used: Inspection=what can be seen, Palpation=what can be felt, Percussion=what can be heard and Auscultation=what can be heard using a stethoscope. It is very important to perform a complete head to toe assessment on all patients at the beginning of the shift as this information will help determine if the patient is getting worse or starts having any unforeseen problems.

Josephine has come in today because she is having issues with her weight and currently struggling with an eating disorder. Conducting a physical and nutritional assessment would be the best way to determine where she is experiencing deficiencies and what might be causing these problems. The first assessment would be the anthropometrics phase. These are measurements of the body such as weight, circumference, skin fold thickness and body max index (BMI). BMI tests are a common measurement technique many practitioners use mainly because it is easy to perform and inexpensive. Josephine has a BMI of 21.4, which is considered a normal and healthy BMI for her height and weight.

I did my mock interview on Thursday at 10:30 with Hallie Rathbun a career staff member at the career services center. I was very nervous because I have never done it before. I practiced answering the questions that I found on the website with my roommates and Karen Student United Association club adviser to help prepare me for the interview. I tried to relax as much as I could before the interview.