The reflections I have written demonstrate particular items of learning, but as an overview I would say that my skills have developed during the work placement by me becoming more aware of the systems in place on the ward, and increasing my knowledge of stroke and other related medical conditions. Reflecting after my shift has helped me to look at my mistakes and to change my behaviour next time I was working. I got a lot of knowledge out of the training/induction week and during staff meetings. I also widened my academic reading to encompass this area and have learned a lot in this way. Skill (1) Skill (2) Skill (3) The roles and responsibilities specific to the work environment that ensure best practice (stroke ward) I am aware of a number of different roles on the stroke ward that combine to ensure best practice and the best treatment for the individual.
Now that we have gone over what the social phycology field entails and what you will learn from this class you are most likely sitting there thinking about situations that you have already seen in real life that are similar to those that I have explained. As with any other type of phycology you will need to keep an open mind and you will be surprised what you already know about the field. I hope this paper has given you an understanding of what to expect from the social phycology class and that you go into it feeling less in the
I try to be caring and kind with my patients and families. I have learned to put aside my judgments about people and instead take what time I can to talk with them. I learn about whom they are and what it is they want or expect from their healthcare experience. Cultural competence is not only the understanding of different cultures and socioeconomic classes but the ability to treat each of these groups with the same amount of care. I believe further education of me could only benefit my patients and their families.
It was also important to give them an opportunity to perform these skills and sequences in front of other members of the class so that they could get feedback on things they were not performing well and the things they were. While going through my lesson it dawned on me very quickly how some of the tasks went hand in hand, in that after you do one the other usually follows or how having an application task after a series of extension and refinement tasks allows the students to showcase whether they were able to pick up what you were laying down for them. B. I learned while teaching the lesson something that I feel I should have expected but actually did not at all. That is to never under estimate
Sometimes patient’s neurological deficits get resolved after a few hours or days and that calls for change of treatment plan. How do I know the nursing intervention to perform on stroke patients? It’s through empirical knowing. Empirical knowing is the ‘science’ of nursing, it can be systematically organized into general laws and theories that are used to describe, explain, and predict (Carper, 1978).Empirical knowing is knowledge obtained from school lectures, text books and journals. Empirical knowing focuses on evidenced based practice which leads to effective nursing practice.
I have enjoyed a twenty-four year career of public service. I can recall countless of lives that I touched as a Paramedic. Two instances that touched my life while helping people were, the patient experiencing a diabetic coma after a drop on blood sugar, and the mother with no prenatal care that waited until the last minute to give me the honor of delivering her child. These patients were special to me and brought a great sense of accomplishment to my life. I first decided to become a nurse, because nurses are paid
The model of hypothetico deductive reasoning proposed by Elstein et al., (1978) served as the main frame work for the analysis. The major out come of the study was that although hypothetico deductive method of clinical reasoning appeared to be predominant in diagnostic procedure the collaboration between the therapist and patient occurred at various stages. Also it describes how therapist used collaborative information in patient’s management. This paper explores these findings and relating them to the research in the field of reasoning. This paper also includes discussion of findings, and employment of above mentioned models in physical therapy practise and how it is use full while teaching students in health profession.
Most art historians at some point describe fully and accurately their objects of study in order to communicate their ideas about them. You may already have found this tendency helpful in reading your textbook or other assigned readings. Second, your instructors realize that you are not accustomed to scrutinizing objects in this way and know that you need practice doing so. Instructors who assign formal analyses want you to look—and look carefully. Think of the object as a series of decisions that an artist made.
Background For background information, I am studying teaching in order that I can have an understanding of how my students are learning, and some experience of teaching, so that when I come to assess them for their NVQs I appreciate how they got to the point of submitting their workbooks to me. Roles, responsibilities and boundaries The simple way of describing my role as a teacher would be to say that I am there to ensure my learners get their qualifications (Wilson 2008:4), but the Lifelong Learning Sector covers more than just formal qualifications; many people just want to learn for the enjoyment of doing so, or an employer may have set up an internal training course without a nationally recognised qualification at the end. Learners could be aged 14 upwards and have many different learning goals. As a teacher I will do more than just deliver the lesson. I will have had to design the lesson and plan its delivery so that it holds everyone’s interest.
Benner (1984) describes how the student initially learns skills as a series of steps and states that a student acquires some experience of the clinical area and that they should be able to see the ‘whole’ picture before they can effectively achieve the competence. The clinical skill I have chosen to reflect on within this essay is blood pressure. Before starting my midwifery training I worked as a healthcare assistant within a medical practice for eighteen years, taking blood pressure was a vast part of my role. Although I always felt competent in taking a blood pressure and had some knowledge and understanding of the theory related, I would suggest my knowledge of the cardiovascular system was very basic. According to Coni and Coni (2003) in order to understand blood pressure, it is important to have knowledge and understanding of the circulatory system.