CLNR 404 Qualitative Methods In Clinical Research


Objective: The importance and necessity of adhering the Hospital Policies & Protocols

You must identify at minimum 3-4 clinical practice issues.Description:

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During my last day in clinical practice, I was working on a busy surgical ward. During this time, one of our RNs handed me keys to the Dangerous Drugs cabinet. She asked me to keep them safe until her tea break.

(Explain Dangerous Drugs and give support.)1 tried to explain to me that it wasn’t legal for me (as an unauthorized persons) to carry the keys but she kept going by saying, “You’re a few months away from being a RN – get comfortable with it.”

Then she walked off leaving me with my keys.

Answer to Question: CLNR 404 Qualitative Methods In Clinical Research

Objective: Addressing the Educational Needs of Diabetic Patient Families


During my last placement, I was asked to help a diabetic person before he was discharged.

Although I have worked with similar patients before, this one was very challenging.

The patient was 70-year-old male who had lost his hearing due to the ravages time.

At first, he seemed uninterested in the things I said. He was very similar to the clients I met during my initial stages of placement.

My first week in placement was difficult. I had to teach an elderly couple about their asthma.

I wasn’t prepared enough and the couple ended up being more knowledgeable than I about how to manage asthma. My self-esteem took a huge dent.

So, I thought that my current 70 year-old patients had seen me as a junior nursing assistant.

My supervisor was able to help me notice that his file had a text message that he couldn’t understand.

Supervisor asked me to ensure a relative was present during the session.Feeling/Affect

After realizing how important a patient was to me, I felt awkward for the duration of the session.

However, I was able to feel comfortable throughout the session because the patient was very supportive. His older daughter, who was also present during the session encouraged me and asked me to relax.

This eased tension and helped improve the delivery.


Perhaps I didn’t take enough time to read the patient file.

I would have found out his hearing impairment if I had read the entire patient’s file.

Patients are an integral part in the medical team.

Pereira, 2015: Patients deserve to be involved in the management of chronic conditions such diabetes.

They take care of many of the daily tasks, such as dietary choices and insulin administration.

Modern healthcare embraces the concept of including family members and patients in treatment.

Patients can choose to undergo certain procedures or not, provided they are 16 years or older in New Zealand.

Patients can provide information that will help to reduce hospitalization time, and may even reduce hospital visits.

Evaluation and Interpretation

I read extensively on the topic of patient participation in self-care and general healthcare after wrapping up the session.

Powers (2017) pointed out that diabetics must be educated on the necessary skills and behavioral medications.

It was clear from my research that it is essential to remove any barriers that prevent the content from being delivered.

The physical barrier of impaired hearing prevented me from delivering the content.

Action Plan/Outcome

I created a small handout, in which I explained the information and skills the client would need to acquire.

A handwritten document was preferred because the client was a former teacher who had excellent comprehension and reading abilities.

Knier (2015) advocate the use of information, educational, communication (IEC), materials that are more relevant for the audience.

Refer toKnier, S., Stichler, J. F., Ferber, L., & Catterall, K. (2015).

Patients’ perceptions regarding the quality of discharge teaching.

Rehabilitation Nursing 40(1), 30-39.Pereira, K., Phillips, B., Johnson, C., & Vorderstrasse, A. (2015).

An evaluation of Internet-based diabetes self-management education.

Diabetes Technology & Therapeutics. 17(1): 55-63.Powers, M. A., Bardsley, J., Cypress, M., Duker, P., Funnell, M. M., Fischl, A. H., … & Vivian, E. (2017).

Diabetes self-management education and assistance in type 2 diabetes: a joint statement of the American Diabetes Association and American Association of Diabetes Educators and Academy of Nutrition and Dietetics.

The Diabetes Educator (43(1), 40–53).Vivienne Wu, S. F., Tung, H. H., Liang, S. Y., Lee, M. C., & Yu, N. C. (2014).

The perceptions of diabetes patients and nurses differ in their views on self-care, health education barriers, and educational needs.

Contemporary Nurse, 46(2) 187-196.