Week 2 learning Objective
to learn proper communication skills to provide quality healthcare to patients
6. Utilize excellent verbal, written and listening skills to provide safe nursing practice in nursing care.
8. Nurses promote the trust and believe of the person receiving care on the care providers (Nursingmidwiferyboard.gov.au, 2017).
Situation: In the lab this week, I and all other participants were to learn the ethical way to connect to the people receiving care and to their families. I and other students that were participating in this week 2 of PPE-4 were learning all these skills from the senior healthcare experts.
Action: the tutor gave us situations to talk to a dummy patient and we were to inform him and his family about his serious condition (Arnold & Boggs, 2015). Our tutor was examining everyone’s approach. My approach was to inform the patient about his illness first and make him believe that he will recover soon. This way the patient will support in the care giving process and his positive approach will make his family trust us (Kourkouta & Papathanasiou, 2014).
Outcome: Our tutor appraised my strategy to overcome the situation. I will be using this technique in my forthcoming professional career as a registered nurse.
Week 4 learning objective
To be able to prioritize my actions so that I can provide best nursing care to patients
4. to prioritize nursing actions to provide the patients with best nursing care
3. Nurses need to practice and conduct according to the practice and profession of nursing (Nursingmidwiferyboard.gov.au, 2017).
Situation: This week I was about to learn the importance of prioritizing works and the strategies to do the same (Sitterding et al., 2012) Beside of providing care, duties of a nurse includes maintaining data related to each patient. Tutor asked us about the work priorities from a given situation, from insulin, bedding, antibiotic, blood test and X-ray.
Action: My work priority from the given situation was bedding, then providing insulin or antibiotic to the patient, as these are time sensitive. Then blood testing or X-ray as these can be done afterwards. However, according to tutor I should have provide the patient with drug and insulin first. Other staffs could have done bedding as well. Tutor even asked me to complete the blood test before X-ray as to complete blood test; patients need to be empty stomach. Hence, it will be easier to take the blood sample and then feed the patient to provide antibiotics ( Robichaux, 2012).
Outcome: I will be using this priority strategy in future, as upon my action plan, life of patients will depend.
Week 10 learning objectives
To be able to identify and assess the health variations in acute diseases
1. assessment and identification skills to identify the acute disease condition and health variations
1. Nurses need to practice in safe and competent manner with proper knowledge of disease (Nursingmidwiferyboard.gov.au, 2017).
Situation: In this week of PPE 4 learnings we were about to learn the techniques to understand health variations due to acute health disorder in cardio vascular, diabetes, asthma and arthritis. The tutor gave us dummy patients and situations from these four disorders. Patient’s weekly health report was also provided to us, to identify the variations (Giger, 2016).
Action: I got a patient of diabetes mellitus. His health report was also given to me. The patient had diabetes from last three years and hence from his health report first thing I identified that he was on the verge of damaging his kidney. I also identified the ‘diabetic foot’. However, I skipped an important symptom from his week four-health report that his nerves were also being damaged due to his elevated level of blood sugar (Weber & Kelley, 2013).
Outcome: While reading a patient’s health report, I need to be more determined and focused. Missing one important point can harm the health of the patient As a future registered nurse; I will be using this week’s learning as a moral.
Week 11 learning objective
To be able to interact with a multi- disciplinary team, indulged in providing care to a patient in emergency.
Situation: In week 11, we were to learn the skills to interact in a Multidisciplinary Team (MDT). Such team involves a group of healthcare professionals from different organizations. An ideal multidisciplinary team will include a general physician, community health nursing staffs, practice-nursing staff and a group of public or private healthcare workers like physiotherapist, psychologists and so on (Ndoro, 2014). Prior the interaction, we were taught about the infrastructure and organizations logistics of MDT. We learned that effective MDT working will eventually results in proper communication between primary, secondary and tertiary health care, leading to good data collection for patients as well as audits and researches (O’connor et al., 2013).
Action: Out tutor provided us with a hypothesized situation of an MDT providing care for a patient of stroke. He taught us the nuances of a core meeting of MDT in emergency. After learning these basics of MDT meeting, we attended the meeting of an MDT. I was prepared with my work priorities that I learned in prior weeks. I knew the communication strategy that I learned in week 2 to handle a patient and his/.her family. I can related to all my learnings through these weeks (Week 2, 4 and 10), and I tried to apply al the experience in this emergency condition. Our tutor was screening us in every phase, due to which I was nervous. However, the action plan helped me to be organized and perform my task with determination.
Outcome: The experience that I received after being a part of an MDT treating such critical situation, will help me in future to overcome similar circumstances. I applied all three skills acquired from week 2 4 and 10 to be an active member of multidisciplinary team. Further, these clinical practice skills will help me to become a registered nurse and to provide quality and safe care to patients.
Reflection is an important part of nursing practices as it can help us to develop different skills in practice sessions. The SAO acronym is known as Situation, Action and Outcomes (Diniz et al., 2015). I will be using SAO acronym to reflect on the events. The following table depicts the reflection.
Arnold, E. C., & Boggs, K. U. (2015). Interpersonal Relationships-E-Book: Professional Communication Skills for Nurses. Elsevier Health Sciences.
Diniz, S. O. D. S., Silva, P. S. D., Figueiredo, N. M. A. D., & Tonini, T. (2015). Quality of nursing records: analytical reflections on its forms and contents. Journal of Nursing UFPE on line, 9(10), 9616-9623.
Giger, J. N. (2016). Transcultural Nursing-E-Book: Assessment and Intervention. Elsevier Health Sciences.
Kourkouta, L., & Papathanasiou, I. V. (2014). Communication in nursing practice. Materia socio-medica, 26(1), 65.
Ndoro, S. (2014). Effective multidisciplinary working: the key to high-quality care. British Journal of Nursing, 23(13).
Nursingmidwiferyboard.gov.au (2017). Nursing and Midwifery Board of Australia – Professional standards. [online] Nursingmidwiferyboard.gov.au. Available at: https://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Professional-standards.aspx [Accessed 25 Sep. 2017].
O’connor, M., Bager, P., Duncan, J., Gaarenstroom, J., Younge, L., Detre, P., … & Greveson, K. (2013). N-ECCO Consensus statements on the European nursing roles in caring for patients with Crohn’s disease or ulcerative colitis. Journal of Crohn’s and Colitis, 7(9), 744-764.
Robichaux, C. (2012). Developing ethical skills: from sensitivity to action. Critical care nurse, 32(2), 65-72.
Sitterding, M. C., Broome, M. E., Everett, L. Q., & Ebright, P. (2012). Understanding situation awareness in nursing work: a hybrid concept analysis. Advances in Nursing Science, 35(1), 77-92.
Weber, J. R., & Kelley, J. H. (2013). Health assessment in nursing. Lippincott Williams & Wilkins.