NPU3505 Nursing Practice 5


This event happened after I resumed my placement on the ward, which could take six weeks. The situation made my mentor appear unable to manage because of communication nonexistence. Mrs. Pedro, a lady at the age of 51 years who was ailing from leukemia, visited our facility. A Hickman line process was done in theatre under conditions that were sterile to treat this condition.

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My thought and feelings towards the incident were intense fear because I hadn’t dealt with a similar condition previously. I also feared that my guide was expecting more of me than proficiency in a serious condition, so I was under pressure. I also didn’t want Mrs. Pedro to feel like we were incompetent. I reassured her and honestly communicated to make her feel comfortable.


The positive aspect of my experience was that it was a great relief for me since I started feeling like we had controlled the condition, which made my guide start delivering healthier treatment. I then began planning and preparing for anything that we might subsequently need (Hustad et al., 2019). A positive attitude gives the strength to stand up to negative occasions during critical situations (Relji?, Pajnkihar & Fekonja, 2019). The negative aspect of my situation is that I lacked a positive attitude in this Mrs. Pedro situation because it was my first experience, and that’s why I panicked and felt under massive pressure. I felt intense fear since I had not dealt with a similar condition before; therefore, I doubted my competence, and put massive pressure on me. Maintaining a positive attitude during such a difficult situation would have been important, affecting better and greater results.


Exhaustion, weight loss, repeated infections, and easy bleeding or bruising are all symptoms of leukemia that advance rapidly. The patient had all of these signs and symptoms (Sapiano, Sammut & Trapani, 2018). An abnormal white cell count on a blood test could be a diagnostic indicator. Furthermore, the patient was bleeding from gum and had shortness of breath. I was confused with no choice but to press the MET call and notify a Registered nurse. I performed the vital sign, heart rate was rapid, and oxygen saturation was low. Bone marrow aspiration and biopsy from a pelvic bone are necessary to check for leukemic cells and markers in the bone marrow and determine the specific type of leukemia that has developed. My supervisor helped me deliver one dose of chemo followed by a conditioning schedule of high-dose chemo for my patient. This request destroyed this individual’s bone marrow and any leftover leukemia cells. Afterward, the patient received an injection of donor cells. Since clinical reasoning is a complex skill that can only be honed by practice and repetition, every registered nurse should go through the entire process from observation to analysis to decision to action to evaluation to reflection (Jarvelainen, Cooper & Jones, 2018). Through these methods, I was able to identify clinical deterioration before it was too late. As I reflected on the incident, I realized how little knowledge and experience I lacked in dealing with a patient whose condition was rapidly deteriorating. My practice only went well upon learning that prioritizing what must be done in a critical situation is essential to providing effective nursing care (Soler et al., 2021). This impacted my practice on patient care as from that experience, I have learned to handle critical situations more organized. For this reason, significant research into the factors that lead to clinical decline is essential. Further research on how nurses anticipate and manage patient deterioration before they satisfy the quick response system requirements is needed (Hustad et al., 2019). An inpatient’s condition is constantly changing, making the ability to diagnose and intervene in clinical deterioration crucial.


In conclusion, the event that happened after I resumed my placement on the ward, which could take six weeks, involved a female patient named Mrs. Pedro, who was ailing from leukemia. The situation gave me a curve to learn how to react in disparaging situations. Also I learned skills such as communicating with patients reassuring them things would be good, and relations since it is important for them to recognize how their relative was feeling, avoid panicking and ask for help where necessary (Hustad et al., 2019). If a similar situation was to recur, I would feel prepared and would not feel worried and terrified as I know what to expect and what I would be expected to do. I realize I am courageous via this circumstance and other responsibilities that I am told to perform during placement practice.

Action Plan

The more I learn about leukemia, the less likely it is that such a situation will happen to me again. I’ve chosen to commit all of my time and energy to learning more about this topic. I’m well-versed in the clinical elements of the subject matter because I’m constantly researching it. There are several reasons why watching each patient’s clinical progress is important (Weller-Newton & Kent, 2021). If a similar situation occurs again, I learned I should maintain my calmness and positive attitude, ensure effective communication, especially with the patient, reassure things will be okay, and prioritize the quick clinical method to stabilize the critical event. I will achieve this by paying close attention to what registered nurses are doing during practice to increase my knowledge. Patients are happier and more loyal when treated with a cheerful attitude, which helps the hospital’s revenue and reputation (Sapiano, Sammut & Trapani, 2018). Because satisfied patients are more likely to recommend and return to the hospital, I’ve understood how vital patient relationship management is to a hospital’s overall performance. However, my attitude as a registered nurse has a major impact on patient satisfaction.


Hustad, J., Johannesen, B., Fossum, M., & Hovland, O. J. (2019). Nursing students’ transfer of learning outcomes from simulation-based training to clinical practice: a focus-group study. BMC nursing, 18(1), 1-8.

Jarvelainen, M., Cooper, S., & Jones, J. (2018). Nursing students’ educational experience in regional Australia: reflections on acute events. A qualitative review of clinical incidents. Nurse education in practice, 31, 188-193.

Relji?, N. M., Pajnkihar, M., & Fekonja, Z. (2019). Self-reflection during first clinical practice: The experiences of nursing students. Nurse education today, 72, 61-66.

Sapiano, A. B., Sammut, R., & Trapani, J. (2018). The effectiveness of virtual simulation in improving student nurses’ knowledge and performance during patient deterioration: A pre and post test design. Nurse education today, 62, 128-133.

Soler, O. M., Aguayo-González, M., Gutiérrez, S. S. R., Pera, M. J., & Leyva-Moral, J. M. (2021). Nursing students’ expectations of their first clinical placement: A qualitative study. Nurse Education Today, 98, 104736.

Weller-Newton, J. M., & Kent, F. (2021). Community health placements for junior medical and nursing students for interprofessional learning. Journal of interprofessional care, 35(2), 316-319.