UH Clinician Observation

The client is more than the patient I am caring for on the unit. It extends to the family, caregivers, and friends. When working with complex patients, I remind families they are the “expert” on the patient. They feel valued knowing their information and input is

My goals for the session were to introduce myself to the client, understand the client’s concerns, learn her background and current situation for several areas relevant to her life and her concerns, such as medical, family, legal, educational, and vocational. I

With the observations, the goal was to become aware of what is in store for the future both within school and after graduation. First person observed was Sharon, a dental hygiene student at PIMA, in her 5th semester. To begin her visit, Sharon ensured she had all the necessary paperwork and materials needed for the visit prior to procuring her patient from the lobby. After sitting the patient down, she reviewed his medical history with him and took his vitals, she then turned her light on for an instructor. Once the instructor arrived, she presented the patient and had the instructor sign off on the paperwork. After the instructor left, Sharon quickly began to continue with an oral cancer screening (OCS), noting any findings. From there, she took periodontal probing depths (PPD), gingival margin to cementoenamel junction readings (GM to CEJ), clinical attachment loss (CAL), and periodontal description. Immediately after writing all her notes she turned her light on for an instructor to come evaluate her findings, which is called check in. When the instructor came into the room he sat down and had Sharon read off her findings to him while he did his own exam on the patient. From there, Dr. Burnett came to evaluate the patient. Unfortunately, the 3 hours had pasted by the time all this was done, so the patient was scheduled at a later date for his prophy.

During the session I communicated to the client by saying things such as ''mmm'' and ''yes I hear you''. Minimal encourager's were used to demonstrate that I was listening to the client, without disturbing her flow too much. I nodded my head on a couple of occasions which again showed the client that she still had my attention. There was a brief moment of silence which I managed by acknowledging that the silence provided a space for the client to think about what she had just said. At this point my attention was on the client and I felt I gave her respect by not interrupting her thinking time as I waited for her to begin talking again.

Due to Marks very depressed state, the initial interaction required a great deal of empathy and high degrees of compassion. When first engaging a client, it is important to be compassionate and empathetic and listen without interrupting, prompting or advising (Berg-Weger, 2013). Reflecting and summarizing content delivered in the session is a valuable way to let the client know that you are actively listening to what they are saying

As an undergraduate student, one of my requirements is to have clinical hours. I assist and observe the graduate students when needed. I believe this gives me more of an insight of what a clinical setting looks like. After observing during the semester, I understood the skill set and the drive an individual needs to become a successful speech pathologist. I was inspired to help individuals with speech and language disorders, understand their disorder and achieve more effective communication skills in educational and social settings.

The University of Houston provides evaluations, screenings, and treatment in a large room within the Magnolia Multi-Service Center. The speech

Accompanying a client- This week I was only able to accompany 2 clients because many forgot their appointments. I escorted the clients to Penn Dental for their dentist appointment. Penn Dental provided a translator for the clients so everything went smoothly. My only problem is that I get bored waiting for clients during their appointments. I just try to work on my goals I have set for myself client I wait for the clients.

My experience of observing the application of new innovations in a clinical setting significantly contributed to my desire to become a health care professional. This past summer, I shadowed a Prosthodontic and Cosmetic Dentist in Manhattan. At the Center of High Tech Dentistry, Dr. Rosenberg, uses technological innovations to improve the quality of care he provides to his patients. While doing so, he manages to improve the lives of his patients in a matter of minutes. The hours I spent in his office revolutionized my thinking of the dental field. The best example of this is Dr. Rosenberg’s integration of the CEREC into his dental procedures. The CEREC uses 3D printing technology that makes crowns in a matter of minutes. Dr. Rosenberg taught me how to operate the CEREC, and allowed me to practice on an artificial test subject. The use of the CEREC was the professional application of technology that I first experienced at the SUNY Stony Brook lab.

In addition to this, I will be attaining feedback from my client after discussing each stage of the therapeutic process in detail to help me understand what worked well for the client and gain more insight into what I need to improve in order for my future sessions to be more successful. Before the beginning of the session, I made sure I place the chairs in an appropriate position to promote equality and decrease the power dynamic between myself and the

As we approach the end of our semester the termination process is something important to consider in order to conclude the client-clinician working relationship. Personally I feel that I haven’t prepared my clients to terminate the services as I should. What I’ve been doing is letting clients know that our relationship is temporary. For example I will tell my client that “Hey I’m here to help you out, but don’t forget that I’ll be leaving you by the end of the year”. Letting your client know you are there and also that is provisional is helpful because they know what to expect. Our relationship is short term, I am preparing you to become successful with (i.e. skills, tools) and after this many sessions you are in charge of your future. In my opinion, I still have to work more on the process of termination to make the transitions smother for both me and the client.

Find out what is similar and common between you as the worker and the person as the client and affirm the similarities and commonalities.

However, I may have not used all the skills necessary to draw out the client’s feelings and meaning in a therapeutic way (Ivey & Ivey, 2007). I used open ended and closed questions to gather more in depth information from the client. For example, “What are your expectations?” and “Would you be satisfied with your grades if your parents do not pressure you?” I also used encouragers such as head nods and repetition of key words stated by the client. I also summarized her story several times to clarify with the client that I was hearing her correctly. I felt that she was motivated to elaborate (Ivey & Ivey, 2007, pg 231). I also used some observation skills such as observing the client’s verbal and non verbal behaviours, e.g. her voice tone, eye contact and the way she was sitting at certain point in the session. While I listened to the tape, I realized that I had empathized and reflected on the client’s feelings a few times and this was done later in the interview. Not reflecting empathy earlier led the client to think that I did not understand her situation. Also, I imposed my values on the client by telling her that eighty percent is good even though she clearly stated that it is really bad for her. I thought this would have made her feel better but it did not. If I were to meet this client again for the same issue I would reflect empathy by saying the following: “Getting good grades means a lot to you. I can see

Establish rapport and have a pleasant student nurse-client working relationship with our client, Sir Xxx Client x, and his significant others so that the group can gain their trust and can obtain pertinent information from them;

Students may have pronunciation difficulties with linking of ‘should go’ / / as the vowel sound turns from strong to weak when linked to other words. (Ph)