Reflection as a learning tool allows me to identify the positive and negative aspects of my practice and to draw upon previous experiences and apply them to new situations “Reflective practice has, however, the potential to help practitioners in all fields unlock the tacit knowledge and understanding that they have of their practice and use this to generate knowledge for future practice”. (Schutz, 2007 pg.26) The clinical competency I have chosen in this report is Phlebotomy. As part of my role as a health care support worker within a District Nursing team Phlebotomy is one of my primary duties. The clinical skill I have chosen to reflect upon within this account is venepuncture. 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.
Recognizing the difference between normal and abnormal Images. Analyze the images to check for quality and adequate coverage of the area needed for diagnosis. (“Diagnostic Medical Sonographers: Occupational Outlook Handbook,” 11). Along with these tasks of becoming an ultrasound tech I shaving the education, training, testing and personal qualifications. For instance, programs offered by community colleges the U.S. military hospitals and universities.
NURSING PORTFOLIO by Student’s Name Code + Course Name Professor’s Name University Name City, State Date For one to be a good paramedic, one must be able to perform the following tasks i.e. one must be able to correctly assess a patient, diagnose the illness that the patient is suffering from, treat the patient, and where necessary refer the patient. The paramedic will only provide this to the patient if the paramedic has the necessary knowledge that has been gained from learning, and experience, skills that have been acquired by the medical practitioner over the years, and in some cases, the medical practitioner needs to have the required skills that are necessary for providing quality care. The following portfolio provides an outlook of additional learning that has been achieved through learning and competency in the minor illnesses and injury. The portfolio focusses on ankle injury, eye injury and infection, skin infections, and Ear, Nose and Throat injuries or infections (VCU School of Nursing, 2012, pp.
As such it enables health practitioners of all varieties to address healthcare questions with an evaluative and qualitative approach. EBP allows the practitioner to assess current and past research, clinical guidelines, and other information resources in order to identify relevant literature while differentiating between high-quality and low-quality findings (EBP Website) . Click here to complete the EBP learning tutorial. Activity 2: How well do you know CNO's Therapeutic Nurse-Client Relationship Standards? At the core of nursing is the therapeutic nurse-client relationship.
It is the most essential elements of information to guide the clinician the necessary care for the patient. Collecting or gathering a patient’s health history is the most important to begin the patient’s medical intervention. According to Lloyd and Craig (2007), providing a comprehensive health history will enhance the care of a patient. The article discusses the process of taking a patient’s history to provide a beneficial guide to nurses and clinicians who can use this approach when performing an assessment. The authors were concise of explaining the process or rationales of taking a patient’s history.
This essay will discuss and reflects using Gibbs reflective cycle (1988) about the use of pressure ulcer prevention tool and how functional it is based on evidence based practice (EBP) that will facilitate to enhance the possible result of an underlying procedure. According to Jasper (2003), reflection is a fundamental tool in order for the student’s to understand the broad perspective between theory and practice. Reflection is an active process that enables health care professionals gain a deeper understanding of their experiences and it serves to extend our professionalism and develop our confidence in a bid to make sense of clinical experiences (Ghaye, Gillespie & Lillyman 2000).In accordance to Nursing and Midwifery Council (NMC) Code of practice the details about the client will not be given to ensure the confidentiality and protection of the patient (NMC, 2008). The first part of Gibbs reflective cycle is the description. As a health care professional trained in different approach, I assessed my client based on the theory and learning experience that I have had.
We will further consider the nursing skills needed by the nurse (RN) and the scientific basis in each part of the nursing process. The assessment is the first step in the nursing process. The assessment phase is where information is gathered; this data will assist in forming diagnosis, outcomes and interventions. Analyzing a patient involves collecting both subjective and objective data. First, the RN needs to collect the data.
I may also have a potential challenge when it comes to maintaining a staff that is satisfied in every aspect of the job. The key professional competences I would like to acquire are interpersonal, technical, conceptual skills, and the attributes that I would need to provide high quality healthcare. My major focus will to correct or prevent medical errors, make sure that every patient that enters the hospital is safe, and to be more cost-effective for every patient. I will require these skills by continuing to take classes and attend all training that is available for professional
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.
2) Examples from clinical practice are utilized in order to demonstrate that assessing the outcomes of APN practice can be incorporated into daily practice as part of ongoing initiatives and the value of APNs can be formally acknowledged. 3/4) APNs in the clinical setting play an important role in managing patient care in a variety of ways including direct patient care, education, research, and administration. The use of quality indicators to demonstrate the outcomes of APN practice represents a valuable way not only to highlight the impact of APN care, but also to work in tandem with institutional-based initiatives to promote best outcomes for patients. By delineating their outcomes of their care APNs can bring additional recognition to the value of their role. Meyer, S. 1) The purpose of this study was to examine patient and economic outcomes between 2 groups of adult patients for whom postoperative cardiovascular care was directed by either a cardiovascular surgeon (CV) alone or a CV surgeon in collaboration with an