Pre Medication Reflection

Looking back on this clinical day, I would state that I effectively met my overall goals for the day - Safely and efficiently administer medication, enhance my nursing/CNA skills, and determine how to implement infection control into a health care setting. During medication administration, I did come across some difficulties – dropping a few pills and being unsure of the medication in the med cart – but that did not prevent me from safely administering my medication. I completed the three medication checks, while ensuring that I recognized the six medication rights. This experience sanctioned me to acquire comfort in passing meds, and permitted me to see how to prioritize time when a patient takes numerous medications. Alongside medication

A hypothesis about the key issue would be that inappropriate administration of medication can increase the likelihood for medication noncompliance. As a fourth year student, I have learned much from my psychology minor in regards to medication issues and compliance; however have limited experience with psychiatric patients in my clinical practicum. I am also aware and practice the eight rights of medication administration. I am also aware that a nurse should watch patients swallowing medication. Despite this, as a nursing student that is training to become a registered nurse, I found myself in a situation of distraction and confusion. I had thought that water was available at her bedside as I had refilled her cup earlier. Assuming there was

How much knowledge do we have about the medications that we are prescribed from our physician? We don’t always as patients get to much knowledge about the medications from our doctor and we rarely ask the pharmacist about any concerns, and how many of us really have taken the time to read the description of the medications that is stapled onto the medication bag. I must confess I am not very good about that myself.

I arrived at clinical 0630 and picked up patient information the morning of. I reviewed all assigned diagnoses, medications, labs, and orders with my assigned students, and we discussed our plan for the day. We both took report from the patient's nurse and then Elizabeth presented at preconference. Kala shadowed the Nurse Lead and I helped Elizabeth with brief changes, pericare, and vital signs. I continued to check on both Elizabeth and Kala throughout the day. Last, lunch and then post-conferance.

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,

In my clinic this week I was taught how to assess the rooms for checked in patients and clients. I found out that before going into the room to talk to the client about the patient I should look at the patient's chart. When looking through the chart I will be able to find out why they are there and if they are due for anything. After assessing what I should ask for the history I go into the room and get as much information as possible. I was told when talking to the client I should ask open-ended questions due to the fact that this will allow the client to give me more detailed answers. While in the room I should also get some vitals unless the patient is aggressive. These vitals are temperature, heart rate, respiratory rate, mucus membrane,

Today started off with caring for all hospital patients and preparing the surgeries for the doctor. To prepare for the surgeries I clipped the hair on the leg and put in catheters. Then we sedated and monitored the patient while preparing the surgical site for the doctor. We had two ovariohysterectomies and a neuter today. Once they were done and the clinic opened we immediately had to kick it into high gear when a hit by a car came in. We had to give him some pretty heavy sedatives once he was stabilized so we could do several x-rays which I assisted on restraining and positioning. Once the x-rays were taken, they asked me to develop them by myself. It was difficult to maneuver in that dark room and getting the label in the right spot,

I had an uncomfortable situation with a difficult patient. The tech pulled up the patient chart to see why the patient was there. In his history it showed that he had retinal detachment and was referred to a retina specialist. In his chart, there was no summary from the retina specialist. Then the tech talked to the scribe, to see if she saw that patient the last time he was there. The scribe did and remembered that the patient was told and refer to the retina specialist. Then we took the patient back to his exam. The tech asked him what brought him in today and he said something like he wanted to get cataract surgery. Then she asked him if he saw the retinal specialist and he acted like he had no clue about the retina specialist. Then she

Today, Jessica, Laura, and I met with Holly to discuss concerns about clinical projects and hours. This meeting went well; we will be working on our projects, in clinical only. I also observed Holly teach 3- first grade classrooms, and 1- 2nd grade class room about nutrition. This was a great experience, and I learned a lot of great techniques for teaching. I was also able to interact with the kids, and they were a lot of fun. As well as, I had an hour- where I worked on my PSE project, and developed a plan for organizing a health fair that would occur sometime in March- I am very excited about this. Jessica and I also met with Katie- the foster teen program coordinator, that is overseeing our nutrition classes that we will be teaching 02/14

I felt very excited for clinicals this semester even though it was only three days. I felt relaxed and awaited to provide safe patient care to the patients of Memorial Hermann Katy Hospital. I felt very good at the end of three days of clinical due to the fact I perform to the best of my abilities as a student. I felt strong during my drug administration by doing my three checks and making sure that all drugs compatible. Also, I did not contaminate when hanging IV medications or when I administered drugs through IV Push, IM, or Sub cut. I also felt I have finally have mastered patient teaching such as side effects of medications and self-care for patient with disease such as Diabetes. For example, teaching a Diabetic to check their feet with

I feel that I had a productive clinical day. My day started by watching the LPN give my patient's medications through her PEG tube. After that I spent some time visiting with my patient, trying to get to know her. She has Aphasia so at first it was a little difficult. She seemed very self conscious of her Aphasia and Colostomy, so I made it a point by my actions to let her know it was no big deal to me. I wanted her to feel as normal as possible. As the day went on we both became more comfortable with each other, and she began to make an effort to talk to me. She surprised me with how much she could actually say. When she couldn't quite get out what she was trying to say, she would gesture and point until I figured it out. Throughout the day

During my 2nd tutorial session: medication calculation, I found that activities are quiet boring. When I was in high school, I was really good at mathematics; I did extension 2 math for my HSC. It would not be so surprising that I found those calculation questions way too easy for me. Therefore, I managed to solve those questions on top of my head in splits of second; I watched others struggle with those questions. I felt so proud of my talent; I was thinking I would be a good nurse as I can dispense faster than others by shortening time required for medication calculation. I would have kept thinking like that, if I did not recognize that this method is flawed.

Yesterday's clinical went well, as usual, but it was a bit slow at times. I have noticed that there are days that the long term care unit is extremely busy and there are times where things go smoothly throughout the day. Yesterday was one of the days in which everything ran smoothly and we try to find things to do to keep busy.

I would suggest a physical examination to make sure anything is well with her. I would work with the woman and see why she thought she did not need to take the medication. I would ask her what social factors have contributed to her being presided the medication. I would also ask why she stopped taking her medication.

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