This unit introduces learners to issues of diversity, and how the underlying principles of ethical health and care practice may be used to promote an anti-discriminatory/anti-bias approach. An understanding of the rights of each individual is essential for learners who are interested in gaining future employment in the health or social care sectors. This understanding will also be of use to learners who aspire to progress on to Level 3 qualifications in Health and Social Care. It is recommended that this unit is taught early on in the course. Topics introduced in this unit are developed further in Unit 6 Cultural Diversity in Health and Social Care and the assignments that follow combine assessment for the whole of Unit 2 with some of the assessment requirements for Unit 6.
The six are remember, understand, apply, analyze, evaluate and create. A teacher should be able to determine where in this pyramid is the patient. What teaching strategies must be changed and modified to fit the patient lifestyle. The second category is the Affective domain. This is how patients address their emotions to specific problems.
This essay focuses on what Evidence Based Practice (EBP) entails in nursing and its significance for patients and health care professionals in practice. In relation to EBP in nursing, a selected practice concerning the management of epilepsy in children and adults will be critically appraised using the National Institute for Clinical Excellence (NICE 2004) guidelines and a research trial (Simister et al 2005) as the main enthuses of this essay. This involves different types of evidence used to inform clinical practice. The different types of ‘evidence’ concerning the management and treatment of epilepsy will be discussed as to how it can inform clinical practice by comparing other similar studies about new and old antiepileptic drugs (AEDs) and, if they too can be reliable in informing clinical practice for people with epilepsy. However, due to the word limit of this essay only one new AED (topirimate) out of seven will be discussed and compared to the older AEDs Soudium Valporate and Carbamazipine.
NIL | Evaluating Practice through Theories and Models | Assignment 1: Essay | | Contents 1) Introduction…………………………………………………………………….3 2) Discussion a) Nightingale’s model……………………………………………………….4 b) Orem’s model………………………………………………………………6 c) Team Nursing model……………………………………………………....7 3) Evaluation (Pros and Cons)…………………………………………………..8 4) Case Study……………………………………………………………………...9 5) Conclusion……………………………………………………………………..11 6) References……………………………………………………………………..12 7) Introduction Nursing needs a systemic approach, a guide to optimise the efficiency and efficacy in delivering nursing care to clients. This guide, or theory, is engendered through the use of concepts of theoretical and empirical perception and schemes to justify the connections between the concepts used. Theories are developed for the intention to provide the necessary guidance for the nurse to guide one’s nursing practice. As defined by Meleis (2007), “nursing theory is a conceptualization of some aspect of nursing reality communicated for the purpose of describing phenomena, explaining relationships between phenomena, predicting consequences, or prescribing nursing care”. For instance, Florence Nightingale brought to mind a favourable co-relation between nature and wellbeing.
Health Promotion Health promotion is an important part of a nurse’s role. To help prevent disease and promote healthy lifestyle options a nurse should encourage patients through educating them and communicating effectively to enable patients to adopt Health promoting attitudes and behaviours NMC (2008) This essay will be focussed on a patient cared for by the author, on a clinical placement and a description of how a situation of health promotion had been delivered by the student nurse. The names of the people have been change to protect confidentiality in accordance to the NMC (2008). As a Student Nurse it is imperative to recognise in depth and explore what health promotion is and how we can empower patients to make informed, healthy decisions regarding their health. The WHO 2011 states that “Health promotion is the process of enabling people to increase control over, and to improve, their health.
APNs can facilitate the ability to practice both the art and science of nursing and reduce the chasm between theory and practice by using nursing theory as a foundation. According to Chism, nursing theory is made up of ideas brought together by associated expressions that characterize, clarify, and foretell phenomenon that are in accordance with nursing viewpoints (Chism, 2013). Nursing theory helps to identify what should shape the foundation of practice by clearly describing nursing. It is essential the APN use nursing theory in evidence-based practice, to provide better patient care, improve communication between nurses, and as a guide for nursing research and education. In addition, because the main champion of nursing, caring, cannot be quantified, it is crucial to have a theory to examine and spell out what the APN does.
Assessment is a systematic process using a rational method of planning to identify a patient’s health and any actual or potential problems that need to be met and to provide interventions to meet those needs. (Berman et al, 2010) A comprehensive assessment establishes a database of information relating to the patient including visual observations during initial interview including, skin condition, cloths, hair, hygiene, demeanor and presence of pain etc. During the interview the nurse should gather family history and both subjective and objective data to establish baseline data as a reference point and an indicator to the effectiveness of interventions. (Berman et al, 2010) Subjective data is what the patient thinks, feels and believes and can also be referred to as the symptoms including itching, pain and worry or anxiety. Objective data is measured during the physical examination; it can be seen, heard, smelt, felt, observed, tested or measured against an excepted standard, including: skin color, bowel sounds, blood pressure, temperature, level of pain, urine analysis etc.
The following will explain how the medical professional can make use of Bloom's Taxonomy, in particular in the education of a post-surgical patient. Cognitive Domain The cognitive domain is the knowledge-based domain and consists of six levels. The revised levels are as follows: remember, understand, apply, analyze, evaluate, create. Before one can continue to a higher level of learning, they must fully comprehend the previous level. When delivering education to the post-operative patient and his or her family, these steps can be followed.
I will further discuss key concepts of the theory, uses of the concepts, cases, and finally apply a graphic model of the theory as well as modifications to the model for use in my personal practice. Theory Summary Major Concepts In Patricia Benner’s theory of skill acquisition she adapted the Dreyfus model of skill acquisition to nursing practice and clinical knowledge development.
Running head: SOCIALIZATION IN NURSING 1 Abstract According to our nursing text written by Creasia and Friberg (2011), “socialization is the process of learning and incorporating acquired values, skills, behaviors, and norms appropriate to nursing practice into individual professional identity. The process of socialization may begin at various times: (1) when a new graduate is no longer a student and has become a professional nurse; (2) when the role of the nurse who’s previously employed in the healthcare setting changes; (3) when the experienced nurse returns to the educational setting to obtain higher learning” ( p. 44). Socialization requires adaptation to change. To better understand socialization and it’s process as it relates to my personal experience in the transition from being a regular person-- student, mother, employee-- to being a professional nurse, I will share how I was socialized into nursing and how my practice was impacted by my education, those who instructed me, my classmates and eventually my peers. This transition evoked me to think differently, act differently, and speak differently as I became different.