The nurse mentor was been informed about the type of dressing and intervention that should be provided to the client, along with the explanation with the rationale to the procedure that I have decided to use. The decision was been made based on the background theory of Braden scale and my experience. The nurse orients and started to explain the different types of assessment tool that could be use to asses a client with pressure ulcer emphasizing one tool. In addition, the nurse includes the awareness
You sponge her in bed. You have checked the bed and room, but you are concerned because she appears confused and you feel she is in danger of falling when she tries to get out of bed. Her daughter and husband are in attendance. You have explained what tests will be carried out, when the doctor will be coming and explain about visiting hours. You ensure that they understand what you have just explained to them.
RTT1 Organizational Systems and Quality Leadership Task 1 WGU ALLEN SMITH A. Understanding Nursing Sensitive Indicators Nursing sensitive indicators include the configuration, process and outcomes of nursing care. The configuration of nursing care concludes the nursing staff, their nursing skills, and the level of education that each nurse holds. The process of nursing care concludes the nursing assessments, intervention and implimentation. The outcome of nursing care either positive or negative depends on the quantity and quality of the care provided to the patients by the nursing staff ("Nursing world," 2013) Each nurse should hold proper information and knowledge of nursing care such as knowledge of pressure ulcers.
The emergency department is a specialist department where patients come for their first point of care. The emergency nurse should have specialist expertise in assessing and identifying patients’ health care needs in crisis situations. In addition, an emergency nurse should establish priorities, monitor and continually assess acutely ill and or injured patients, they must support and attend to families and teach patients and families within a high pressure, time limited care environment. In the emergency department a fifteen year old girl presents with a head injury, laceration to her right thigh and grazing to her face. Her first point of contact with the emergency department is triage (Farrell, 2005, p.2158).
The cognitive domain or the knowledge base domain has six subclasses starting with remembering. The very basis of this domain is simple recall of information learned. Nurses start here remembering names of medications and which disease process they are used for. As nurses gain more knowledge, they move up the domain to understand, apply, analyze, and evaluate. When nurses reach this level they understand how medications affect the body and why they are used and if they are seeing the expected outcome.
• A 62-year-old diabetic female presents for check-up and dressing change of on left foot. An examination reveals the wound is healing. The nurse applied new dressing and patient will return for a check-up in one week. This patient has a history of wounds on her left foot. The nurse applied new dressing in the wound and medical decision was established.
I will be describing the major concepts of Jean Watson’s theory and I will be applying Jean Watson’s theory to my own nurse/ patient relationships and describe the caring moments that took place. I will discuss Jean Watson’s major assumptions in relation to person, health, and nursing in the health care environment. I will also be discussing how Watson’s carative factors were used in a transpersonal relationship with my patient. I will be finalizing this paper with a reflection of myself in a carative moment with my patient. Jean Watson was born in West Virginia US.
Nursing Code Provisions Two examples of how provisions from a nursing code of ethics have influenced my practice are provisions one and two. Provision one states, “The nurse, in all professional relationships, practices with compassion and respect for the inherent dignity, worth, and uniqueness of every individual, unrestricted by considerations of social or economic status, person attributes, or the nature of health problems.” (“Code of Ethics,” 2014) Recently I cared for a young woman who suffered a PEA arrest (Pulseless electrical activity) secondary to a pulmonary embolism. Her PEA arrest had left her in a vegetative state due to her anoxic brain injury. She and her husband were both very religious and believed in life. Most of the nurses I work with thought the family was being unreasonable stating, “If it were my family member, I would not want his or her life prolonged.” Despite what the nurse believes in, it is important to not disrespect what the family believes in
Confidentiality has been maintained throughout within this assignment and all names and locations are changed in accordance with the Nursing and Midwifery Council code of conduct (2008, Section: Confidentiality) and for this purpose I have chosen to name the patient as Mrs Jones. Utilizing Gibbs model (1988) allows me firstly to describe an event. Stage 1: Description of the event I was visiting Mrs Jones at home to take blood samples prior to administration of her chemotherapy drugs two days later. This was to be her first course of chemotherapy therefor it was important the samples were correctly taken and recorded
Lastly, a reflection of findings will be discussed as to how nurses could contribute the information from the two interviews into their own professional growth and development. The first interview question pertained to the interviewee’s role in their current position and their educational preparation. The CRNA interviewed had an extensive emergency and critical care background, which applies greatly to his position today as he works in several areas, including the ICU, of the hospital where he is employed. The nurse educator was previously a nurse practitioner in a family practice office where she learned the patient teaching aspect that transitioned into her educational role today. Each interview participant explained the unique contributions they each made as nurses and brought to their interdisciplinary team.