REFLECTIVE ESSAY on Learning Outcome No 3 Nutritional support refers to any method of giving nutrients which encourages an optimal nutritional status. It includes modifying the types of food eaten, dietary supplementation, enteral tube feeding and parenteral nutrition. One of the most common types of enteral nutrition nowadays is the percutaneous endoscopic gastrostomy (PEG) feeding which is dominantly used for someone who are unable to swallow or eat enough and needs long term artificial feeding ( Nelson, 2000). As an ONP student adapting in the UK, I felt that learning the proper technique in PEG feeding an elderly client is an important aspect of my nursing practice hence the reason why I made this as one of my learning outcomes. Enteral feeding is already a familiar procedure for me since in my past experiences as a nurse in the Philippines I have encountered patients whose nutrition is met through the use of it.
When we went out of the patient’s room, I felt a little strange so I asked my buddied nurse: ‘Do we need to watch patient eat these pills before we leave’. She said: ‘This patient has been here for a long time. I know she will eat the medications’. After my buddied nurse told me her reason, I didn’t say anything. I thought my buddied nurse have more knowledge and experience so maybe we are not necessary to watch patient eating pills, but I also felt it is not
The patient has a right to decide one’s medical care. One also has a right to know of any side effects of treatments. June needs to be told what may happen without the feeding tube and what can be expected with the feeding tube. June also has a right to have her health information kept confidential, with information given only to those she designates as being allowed to have her health information (Showalter, 2008). It is noted that in the absence of a progressive terminal disease, the feeding tube may be used to prolong life and since the patient is not dying of another cause, discontinuing the feeding tube would imply a desire to cause the patient’s death.
(Szpiro 2008) The review utilized Bloom’s Taxonomy of Learning Domains as a framework. Outcome measures included those from cognitive, affective and psychomotor learning domains. The objective of the study was to review the current methods of teaching in the emergency room and the deterrents to education such as patient anxiety, pain and limited time, along with the outcomes and the effectiveness of teaching interventions utilized. Educational methods included discussion, written materials, videos, and at times cartoons (for illiterate or non-English speaking patients) related to the patient’s individual health concerns. In some cases multiple teaching methods was required.
Check airway maintenance with C spine protection, a nurse must note the skin color, assess conscious level, and chest movement of the patient if the patient unconscious, the medical team should open the airway by using the jaw-thrust maneuver. 2. Check breathing and ventilation, a nurse I should note if the patient is not breathing, call a hospital emergency code and start CPR. (Trauma) 3. Circulation with hemorrhage, a nurse must assess the level of consciousness, such as the Glasgow coma score and AVPU which are “alert, voice, pain and unresponsive” to control hemorrhage, check the radial and carotid pulses, check for another external bleeding.
Question 4 options: |Monitor urine output.| |Ensure an adequate protein intake.| |Monitor blood pressure.| |Encourage ambulation.| Save Question 5 (5 points) A client is admitted with possible renal calculi. The nurse realizes that the diagnostic test this client might need to help with this health problem is: Question 5 options: |Intravenous pyelogram.| |Kidney biopsy.| |24-hour urine.| |Routine urinalysis.| Save Question 6 (5 points) In teaching a client how
When she was in her right state of mind she consented to treatment. Despite her refusal in the evening to allow the placement of the feeding tube, due to her being disoriented and not capable of making proper medical decisions, her physicians would have to wait until she’s coherent to ask her about informed consent, before placing the feeding tube. Therefore, physicians providing June with a “diagnosis, planned course of treatment, alternatives, risks and prognosis” all relate to how the Patient Bill of Rights applies to this situation (Showalter, p. 272). Based on the facts given in the scenario, would the patient be considered competent to decide?
The principles used in ethical decision-making and the Nursing and Midwifery code of professional conduct will also be discussed. The writer will be looking at a scenario within her practice exploring some legal and ethical issues that arises during practice, adhering to confidentiality at all times. A summary of the main points will be discussed in the concluding part of this essay. In this essay, the writer will explore a scenario of an elderly patient who had a hip fracture was admitted into the ward from the accident and emergency unit. Her medical history included advanced senile dementia and severe heart problems with a ‘DO NOT RESUSCITATE ORDER”.
Increasing patient safety can be best used as a form of intervention by leaders with teamwork and the modification of behavior instead of using a particular process combined with technology. (Weaver, March 2013) Decreasing hazards associated to healthcare is a national priority. That same commitment to prevention must be applied in outpatient settings such as dialysis clinics. Dialysis is a treatment that functions as a kidney when the body is unable to filter the blood and make urine. Hemodialysis process to take place when an access has to be created which is an artificial vein on either arm that transports blood from the body to a dialyzer.
The information obtained in these diagnostic tests would indicate whether Karen is experiencing severe pain due to post surgery or RA. As a result focused nursing management strategies are discussed to identify the underlying cause/s of Karen’s complaints of severe pain post-surgery and immediate actions and rationales associated with mobilisation and major complications have been discussed to improve her condition. The differences between RA and osteoarthritis (OA) are compared and the clinical manifestations and pathophysiology behind each are addressed. Her discharge planning is also recognised to prevent further injury. The overall purpose of this paper is to demonstrate a clear link between theory and practice when required to assess, identify possible complications, manage and evaluate nursing care for a clinical patient.