What Is The Reflection Of A Practicum

Nearing the end of my shift in the Emergency Department, I was requested to accompany a patient while the nurse readied the discharge papers. Upon entering the bay, I met a very small and fragile patient who was anxious to go home. Conflicted between my primary duties and responsibilities to complete training for two inexperienced volunteers, I decided to put forth my interests in teaching by demonstrating compassionate care to my trainees. Although the patient repeatedly refused my assistance, I gave my best effort to calm her as I cloaked a warm blanket around her. As I listened to her confide in me of all of her hospital anxieties, I was shocked from the lack of quality care she had received which made her feel more sick after the first

Pulling off the ramp, we turned onto Church Hill Road responding on a priority one for the cardiac arrest. I tried to review my field guide en-route to the call, but all I could see were flashing lights reflecting off the guide’s pages and crowds of cars moving over for our wailing sirens. Within three minutes we had arrived on-scene and it was clear that our patient was not in cardiac arrest; however, his 12-Lead EKG and oxygen saturation were marginally reassuring and pointed to an active heart attack. At this point in my EMS training I was a BLS provider, but had adequate knowledge to assist Kathy. Instinctively, I went right to work and loved every second of it. The concept of formulating a differential diagnosis in the field and testing that theory is one of the principle factors that kept drawing my back to EMS. In addition, I developed an unparalleled appetite for knowledge, stemming from my desire to get every differential diagnoses right. Coming to this realization early in my EMS career, we [healthcare providers] frequently forget that patients often lack the medical knowledge provided to us through years of training. Behind CT Scans and MRIs are patients with questions. Having the ability to provide compassion, sympathy and reassurance to a patient is a central part to their recovery and survival; therefore, we [healthcare providers] need to be able to care for our patients on a holistic level, focusing less on the disease and more on the

My practicum was a good learning experience of practical public health work and exposure to how zoonotic disease is handled by multiple public health departments. I appreciated my experience giving me the knowledge of day-to-day public health work and what it means to be epidemiologist. My classes in epidemiology prepared me well for understanding terminology and the process of outbreak response. Particularly, my Applied Epidemiology course provided me with the critical thinking skills to evaluate published literature. In reviewing my work I used multiple public health competencies including biostatistics, epidemiology, communication and informatics, leadership, professionalism, and program planning.

As Jane was presenting with a symptom of a life threatening event it was important that treatment was immediate. Priority was initially made from assessment of the airways, breathing and circulation, level of consciousness and pain. Jane’s respirations on admission were recorded at a rate of 28 breaths per minute, she looked cyanosed. Jane’s other clinical observations recorded a heart rate of 105 beats per minute (sinus tachycardia), blood pressure (BP) of 140/85 and oxygen saturation (SPO2) on room air 87%. It is important to establish a base line so that the nurse is altered to sudden deterioration in the patient’s clinical condition. Jane’s PEWS score (Physiological Early Warning Score) was 4 and indicated a need for urgent medical attention (BTS 2006). Breathing was the most obvious issue and was the immediate priority.

Shortly after enrolling in college I obtained a job as an emergency department (ED) scribe. Working as a scribe challenged me to think harder about what I wanted to do in health care. It was what I witnessed during my first code that inspired me to pursue a career in medicine. A patient had come into the ER with hypertension and bradycardia. Shortly after the doctor and I had finished completing his assessment, the patient went into cardiac arrest. While I was impressed by the responsiveness and intervention of the nursing staff, my eyes, like many others in the room, were fixed on Dr. Crowder. With an unusual calmness he systematically called out orders “defibrillate…. okay, continue chest

Several months ago, while sitting at work the command phone rang. Moments later, the doctor states “cardiac arrest, ETA 5 minutes." My heart dropped - this is the second one this week. After a flutter of activity and preparation, the stretcher finally comes barreling through the double doors. The EMT states, "I have a 37 year old male with a sudden onset of left sided chest pain that radiates into his left arm. He went into cardiac arrest secondary to ventricular fibrillation while en route to the hospital." I diligently document every detail into the computer.

This essay sets out to discuss the importance of comprehensive and accurate assessment on a registered nurses’ ability to make excellent clinical decisions. It will examine what factors can change a nurses’ capability to be aware of, and act on abnormal assessment findings. As well as assessment being part of the nursing process that is used in every day nursing, it is also a critical part of patient safety (Higgins, 2008). Assessment findings are used to determine what needs to be done for the patient next. Early warning scoring systems currently exist to aid in the early detection of patient deterioration (Goldhill, 2005). The rationale for the use of these systems is that early recognition of deterioration in the vital signs of a

On September 28, when we went to Tripler Army Medical Center, I was placed in the Cardiac Ward. At that time, I was able to learn so many diagnosis dealing with the patients. The nurse had briefly explained what was going on with each individual patient and the type of treatments they are doing to help. She had also neatly clarified each medication she was giving them and told me exactly what it was used for. I was able to get an experience of hands on by taking a patient’s temperature. I had shadowed as she did so many things to make the patient feel comfortable and did everything to the best of her ability to make them happy. She had taught me how to record every piece of information about the patients on the computer by showing me what

This experience prepares the student for the realities of professional practice, acquiring the knowledge skills and attributes to become a safe, competent practitioner (Mcallister 2001, cited in Midgley 2006). Educational audits by the clinical lead universities monitor clinical learning environments for their appropriateness of learning provision, enabling the ward to facilitate change if necessary to ensure continuing suitability as a clinical placement (NMC 2008).

As a first year student I was assigned to take a patients vital sighs while my peer videoed it. Throughout the video blood pressure, pulse, respirations, and temperature was recorded to check if everything was in normal range, while ensuring a comfortable environment, and communicating with the patient to build trust and confidence in my ability to make an accurate assessment and judgement

My supervisor, one of the head nurses, hurriedly pulled me to the corner of the bleach white hospital room and directed me to put on gloves, an eye mask, and a face mask. I felt as if I was preparing for war as I put on all of the required gear. The sound of expensive shoes click-clacked down the hallway indicating the arrival of two doctors who rushed into the room and shouted out orders to the staff while pulling the doors to the room shut along with the curtains. Two doctors, eight nurses, an intern, and a dying patient squeezed into the already claustrophobic ten by fifteen-foot room. The machine monitoring the patient’s vital signs continued to beep incessantly as my heart rate accelerated. Throughout my internship, I had never seen a patient in critical condition until that moment. I remembered my teacher’s advice if we were ever in a situation such as this: take a few deep breaths and sit down if you feel like you’re going to pass out. In that

The case that I have chosen to reflect on was a patient that was already staying on a ward within the hospital, the patient was rushed to the emergency theatre late at night from the ward with a suspected internal bleed, the cause and exact location of the bleed was unknown, the patient presented a complex case for the theatre staff as the patient 's condition was largely unpredictable along with the amount of blood loss that the patient could lose. My role within the theatre team was on the anaesthetic side, I was supported by my mentor who I feel I have learned a vast amount of

I have learned to communicate better with both my colleagues, patients and their families and how to develop therapeutic relationships. I have also improved in academic writing. I feel I have made positive impact on both patients and their families during module three and four placements. I safely practiced the clinical skills acquired during theory and on placement and have developed more confidence in delivering these skills.

This essay aims to provide a discussion of vital signs and how they are relevant to contemporary nursing practice. This is done by;

Evidence based instruction is a collection of practices that have been tested and show a record of success and improvement. Evidence based instruction is based on information that is reliable and with verifiable as well as valid evidence that shows when this practice or program is implemented, there is a moderate to substantial chance that students will make strides in achievement. Research based means that there has been researched, but does not definitely imply success or achievement.