The patient is a minor and may not comprehend the severity of her diagnosis. The nurse as an adult needs to tell the parents so that the patient does not experience harm. The principle of autonomy is another principle that I would use to justify my position in this case. Autonomy is the ability of a patient to give informed consent and make their own decisions (University of California San Francisco School of Medicine, 2008). Because this patient is a minor she is not mature enough to understand all of the implications of her diagnosis and treatment.
In 1998 the NHS Executive claimed that pre-registration nursing programs are not equipping nurses with the knowledge and skills to deliver high quality care. However Fitness for Practice (UKCC 1998) states that the sequencing and balance between theory and practice should promote an integration of knowledge, attitudes and skills. This could suggest that nurses have the experience and so during my time as a student I should learn the skills of a handover like a trained nurse has. Reiley and Stengrevics (1989) believe that a written handover cannot only reduce report time but can also serve as a valuable catch up tool for part time staff and agency staff. Writing the report beforehand has also been proposed by Donaghue and Reiley (1981).
The person as defined in Henderson’s model is all encompassing; it applies to the sick, the well and the dying. Caring would include a genuine interaction with the patient, being a source of comfort and strength, and when the patient is well, the nurses must make sure to empower the patients to take care of themselves. Moreover, during that time, nurses functions were not identified programs for skills training and even education varied from school to school, to countries and even in hospitals .There were also legal barriers to how nurses should carry out their duties, which made the profession’s position in healthcare ambiguous and misunderstood. Nursing is primarily helping people in performing basic bodily functions that they are able to do if they are well and to provide this care and help in a limited time only (Henderson, 1991). It stressed more on what the nurses should do and who should they take care of and thus belongs to the reciprocal interaction world view category.
How the ANA Code of Nursing Ethics would influence a final decision in each case study. With the patient with the hemorrhagic stroke, it is our responsibility to discuss with the patient’s family possible options in which they would feel comfortable taking. According to the Code of Nursing Ethics, “the nurse’s primary commitment is to the patient, whether an individual, family, group, or community” (ANA Code of Nursing Ethics). With the patient having no advanced directives, the decision is much harder to take. Ethics committees can be useful in this situation, because they can help explain the patient’s situation and provide possible answers to those hard questions.
The patient consented to get the drug administered by a student nurse. When the drug had been drawn up I was advised by mentor to use alcohol wipe to clean the site of injection. During this I was interrupted by other nurse who said that this was not necessary to clean the injection site. The patient, then requested to omit the use of alcohol wipe, he described that on previous occasion this has caused stinging sensation. My mentor told me that this is acceptable, and then I administered the IM injection without the use of alcohol wipe.
The conflict arises because the decision not to resuscitate could be seen as not promoting the well being of the patient and an omission on the nurse’s part, causing detrimental consequences (Rumbold, 1999). On the other hand, clause seven of the ‘Code of Professional Conduct’ states that a nurse should “recognise and respect the uniqueness and dignity of each patient and client and respond to their need of care” (UKCC, 1992). The nurse who does not comply with a patient’s wish to die with dignity and not to be resuscitated, could be seen as violating this clause (Rumbold, 1999). There are several viewpoints regarding the use of cardio-pulmonary resuscitation (C.P.R.). One such viewpoint is that it
A CRITICAL ANALYSIS OF AN EPISODE OF NURSING CAREMODULE TITLE: NURS 6032STUDENT NO: 25048015COMPUTER ISS: ran1m12WORD COUNT (excluding text box): 3598 | A Critical Analysis of an Episode of Nursing Care Introduction The subjective interpretation of the criteria for service in Mental Health Organisations by clinicians can sometimes prevent people with possible mental health issues from accessing the service. The text box below gives an insight into an assessment of a service user in the presence of the student nurse. This essay sets out to critically analyse the episode of care given to this service user with regards to the way she was assessed for possible mental health issues, and relates when the subjective interpretation of a criteria for service was a barrier for engaging her into the service she came to seek help from. It starts with a comprehensive description of the assessment carried out by a Senior Nurse Practitioner, examines the role of nursing in people’s mental health, the meaning of a comprehensive and holistic assessment and includes the critical reflections of the student nurse on this assessment session based on her observations using Driscoll (2007) framework of refection. Description of the Assessment *Miss Frances is a pseudonym for the purposes of service user’s confidentiality and in line with the NMC Code of Conduct (2008).
The Theory and Practice Gap: A Contemporary Issue in the Nursing Curriculum The literature suggests that the existence of theory-practice gap in nursing curriculum has been an issue for many years. The discrepancy between nursing as it is taught in the classroom (theory) and nursing as it is experienced by nursing students in the clinical setting (practice) has long been concerned by nursing faculty members, nurse practitioners as well as the learners themselves. It has been identified by Allmark and Tolly (1995) that the theory and practice gap is felt most acutely by student nurses. They find themselves in the midst of theory-practice void. They were faced with different clinical situations and are unable to generalize from what they learnt in theory.
They believe that it would be better if nurses only practice under the guidance and supervision of the doctor. They believe that allowing them to practice independently would be detrimental to their patients (Mills, 2009). They would be prone to some misdiagnosis, failure to attend to less obvious, but potentially life-threatening problems as well as prescriptive errors. In fact, they maintained that many deaths in the hospital would be realized due to errors made in prescriptions. According to them, nurses however much trained and experienced lack skills to manage and deal with complex living with multi-system diseases.
Kayla Redd Western Governors 9/3/15 YOT2 Professional presence is kind of an indistinct idea. Prior to completing this course, I really did not consider what and how my nursing practice was defined by professional practice. As I ventured through this course, I learned what professional presence meant and how it affected my nursing practice. “Presence is an intersubjective encounter between a nurse and a patient in which the nurse encounters the patient as a unique human being in a unique situation and chooses to spend her/himself on the patient’s behalf’’ (Wingate, 2007). A person’s presence affects how that individual will affect and connect with others