Overall, I am pleased with the outcome of my time with Bob and have learned valuable lessons in the importance of adapting to different forms of communication. According to Benner (1984) practice has five stages of clinical competence from novice to expert. Although at this stage of my training I felt like a novice, having no experience of communicating in difficult situation, now I feel that I am developing my nursing skills and I am progressing towards to the stage of expert. Reference list Arnold, E. and Boggs, K. (1999) Interpersonal relationships: professional communication skills for nurses . 3rd ed.
I enjoyed the challenge of placing difficult catheters and decided to train as a vascular access specialist. Once trained, I decided to study for the Certified Registered Nurse Infusion (CRNI) credential. Professional Short-Team Goal I plan to complete my Bachelors of Science in nursing, I also
These computer based systems are used to direct nurses in the clinical decision-making process. The software is designed to identify specific patient characteristics, such as weight and drug allergies, and to match them to a computerized clinical database that includes information such as safe medication ranges and lab values that require verification prior to medication administration (Jennifer B. Lomoine & Helen M. Hurst, 2012). The way this information was expressed in this article was very informative. Medication errors can happen at any time, but I never thought there were so many errors in administering medication to infants. After reading the article I would agree that the technology of smart pumps would help in reducing medication dosing error.
Master's Prepared Nurse Interview The purpose of this paper is to interview a master’s prepared nurse and get more knowledge of the role they play in their career. I chose this person because I work with her in the critical care setting where she is our clinical resource to go to when questions may arise. She portrays to have lots of knowledge and experience in the nursing profession to share with others. By working with this individual, I have learned that she is an exceptionally energetic and compassionate person, portrays excellent critical care thinking skills, and has a passion for being a nurse in general. After high school, she started her college career at Eastern Kentucky University where her major at this time was undecided.
Hand washing and infection prevention is one of the most under stressed areas of healthcare. It is the job of Team A to guide and direct the learning and behavioral changes needed to be successful as a healthcare worker. As nurse educators we realize the basic understanding of critical thinking lies within the Socratic Method, this is the strategy we will use to present the information on infection prevention. According to DeYoung (2009) “In this method, all thoughts are treated as if they are in need of further development and refinement, regardless of how reflective they may be” (p. 226). Our purpose is for the students to have clarity about our topic and as instructors we will hold them accountable for the information presented.
Situated cognition or its other name is cognitive apprenticeship or situated learning is defined as “a theory of instruction that suggests learning is naturally tied to authentic activity, context, and culture.” From our understanding, situated cognition requires experts and novice learners so thus the learning process will occur. The experts will teach the novices based on the real world problem or daily life problem setting. For example, we had mentioned in class that a housemanship doctor will do his practical in hospital. In order to make him become an expert, he must learn from the expert that is someone who is entitled as a senior doctor. Thus, situated learning takes place when the housemanship doctor learns from the senior doctor in a real hospital environment.
The Nursing and Midwifery Council (NMC) standards to support learning and development in practice state that students on NMC approved pre-registration nursing education programmes, leading to registration on the nurses’ part of the register, must be supported and assessed by mentors. (NMC 2008) They also state that other registered professionals who have been suitably prepared can supervise and contribute towards the assessment of nursing students, this builds on a previous argument by Dix and Hughes (2004) who state that all nurses are involved in facilitating learning as learning is a constant feature of the profession. Whilst I agree with Dix and Hughes (2004) in that I can teach and provide valuable learning experiences to
Lloyd & Craig (2007) presented several strategies and tools that would be beneficial in improving the abilities of the nurse as a history taker, if they are learned early and incorporated and used in regular practice. The tools include examples of non-verbal and verbal communication skills, history taking sequence, examples of unhelpful interview techniques, cardinal symptoms, equivalent units of alcohol, the CAGE system and approximate calculation of tobacco. Structure, using a systemic approach and the practitioner’s proficiency in assessing and communicating were some of the strategies suggested. In evaluation, this article is very basic but can be very useful to nursing students or used as a refresher for nurses who are returning to work after a long period of inactivity. The article sparked very little interest in me, except for its British base because I was trained under the British system in the West Indies.
Pediatric nurses know a lot about the growth and development of children, and they need to be skilled in communication with both their patients and caregivers. Always smile, having endless patience, and a friendly personality to make the experience of staying in a hospital a lot less scary for kids, and show them the brighter side of life. The responsibilities of a pediatric nurse is to taking temperatures, blood pressure, and heart rate of the patient, but the major duty of a pediatric nurse is to care for the patients overall health.
Through my YTS scheme on leaving school through Working with children with physical, visual and mental health and disabilities, I was developing their fundamental skills giving the basic understanding of all the core skills, encouraging play to learn how to express themselves in various ways through drama, sketches, singing, and also through various arts and crafts developing the artistic element. Collaborative working with other health professionals working as a team ensuring that safety in the work place was always in place whilst the service to the children was always maintained. As a nursing assistant I worked with service users with cancer, spinal and head injuries. Providing bedside care to my patients, through personal care, medication, assisting and helping with their nutritional needs and fluids, Neuro observations whilst also working alongside relatives and members of the multi-disciplinary team of doctors, staff nurses, consultants, tissue viability nurses, Speech and language therapists, working as a supportive and versatile team member demonstrating a high standard of occupational practice, respecting individuals (patients, relatives and my work colleagues) maintaining confidentiality, privacy and dignity. Providing high standards of care and reporting accurately and appropriately in any change of patients medical or health