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case study principles of management
case study principles of management
case study principles of management
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In this case study, one day of care for a 28 year old, male patient on a low secure psychiatric unit will be examined and discussed. The main focus will be on implementation and evaluation of the nursing process. These areas will be covered under; physiological, psycho-sociological and pharmacological aspects of the patient’s care. Although, the case study is discussed using third person expression, the care discussed is what was implemented and evaluated by myself, a second year student nurse, under supervision from a qualified member of staff. Having considered the physiological health complications, this case study now moves on to focus on the issues requiring psycho-sociological interventions. Following the discussion about Rob’s possible diabetes diagnoses, he later complained of hearing voices and was becoming very aggressive and agitated. As the day went on, Rob was seen shouting to himself whilst wondering up and down the communal corridors. The strategies used to take control of the situation included, giving clear instructions for other patients to vacate the area and coaxing Rob into a quiet room as suggested by (Shinkwin et al. 2007). This is different from seclusion because the patient voluntarily removed himself from the situation (Davison, 2005). Once Rob was alone, an attempt to connect and reason with him was made. As recommended by NICE (2005), whilst ensuring the exit was close and risk assessment was mentally complete, Rob was approached in a calm sensitive manner, in a way which preserved dignity and respect, and was given the opportunity to express the reasons for his distress. When this did not help, a person centred approach was used to demonstrate an empathetic understanding of the possible ... ... middle of paper ... ... Available from: http://www.rcpsych.ac.uk/healthadvice/problemsdisorders/schizophrenia.aspx [accessed 24 February 2014]. Shinkwin, L., McGeorge, M. & Hinchcliffe, G. (2007) National Audit of Violence: Standards for In-patient Mental Health Services. London, Royal College of Psychiatrists. The Data Protection Act (1998) London, The Stationary Office. The Mental Health Act (1983) London, The Stationary Office. Tees, Esk and Wear Valleys NHS Foundation Trust (2013) Rapid tranquillisation (RT) prescribing procedures. [online]. Available from: http://www.tewv.nhs.uk/Global/Policies%20and%20Procedures/Clinical/CLIN-0014-01-v1%20Rapid%20tranquilisation%20prescribing%20procedure.pdf [accessed 01 March 2014]. Tuomilehto, J., Schwarz, P. & Lindström, J. (2011) Long-Term Benefits From Lifestyle Interventions for Type 2 Diabetes Prevention Diabetes Care 34 (2) pp.5210-5214.
1. What is the difference between a. and a. Which K, S, and A pertain to the care you provided to the patient you have chosen? Why do you need to be a member? K- Describe the limits and boundaries of therapeutic patient-centered care. S- Assess levels of physical and emotional comfort.
According to section 149(b) of national law, tribunal has authority to exercise any power under subdivision 6 of National Law if the practitioner admits it in writing to tribunal. Section 149C (1) (a) and (b) of national law empowers tribunal, if it is satisfied a practitioner is not competent to practice the practitioner’s profession, or a nurse is guilty of professional misconduct, to suspend or cancel the registration.
“Code Blue”, that the last thing anyone wants to here at the beginning or end of a shift, or for that matter at any time during their shift. With the development of rapids response teams (RRTs), acute care nurses and ancillary departments have a resource available to their disposal when need in uncertain situations. Many times nurses struggle to maintain a patient deteriorating in front of them all the while make a multitude of calls to the physician for orders or concerns. Having a set of “expert” eyes assisting you in these times helps alleviate stress and encourages collaboration amongst staff. (Parker, 2014)
This past July the Office of Health Promotion at Syracuse University hired Kristelle Asiaka as its first the mental health specialist. Asiaka is currently working on establishing what exactly that means.
“We can’t turn away from a patient’s pain just because it’s difficult” (chapman, 2015, p. 88). I know the path of least resistance is taking a path of ignorance. Easy, is to ignore or neglect the true pain patients experience in times of crisis. As caregivers I believe we all want to heal others or we wouldn’t be in the field of nursing, but there are only handfuls willing to be present during the healing process because sharing one’s pain hurts. As a surgical nurse, I find being genuinely present takes hard work on my behalf, not only mentally but emotionally. On a unit where patient’s needs and conditions are changing at astonishing rates, being present requires mental strength in order slow down enough to recognize the value presence
I have been a registered nurse for the past six years. I started my nursing career in a long-term care facility where I worked for a year and half . I always wanted to challenge myself so l left long-term care and went to work in the intensive care unit for four years where I saw how people with diabetes are suffering when the disease in not managed well. I am currently working in post anesthesia care unit(PACU) where I recover many patients with diabetes complications post-surgery. I am committed in the innovation in order to provide an effective care for the people suffering from diabetes. For many years the disease has been killing people and introduction of the control tools will help in making the condition manageable. The innovation
Mental health is on the rise and many children and young adults do not know where to turn to. It is said that “one in four people will experience mental health problems during their lives (Peate, 2013, p. 374).” Mental health problems can be experienced at any age but are usually predominant in children and young adults. According to the center for disease control and prevention, the definition of mental illness is “disorders generally characterized by dysregulation of mood, thought, and/or behavior, as recognized by the Diagnostic and Statistical Manual, 4th edition, of the American Psychiatric Association (DSM-IV) (“Mental,” 2016).” School nurses and their teams are the most effective because they are able to recognize the problem and help
The impact of aggression and violence in mental health units is substantial. Effects that have been documented include physical injury, emotional and psychological harm, compromised patient care, and financial expense to the organization. In a review of literature, physical injury to inpatient mental health staff is high and poses a strong threat to staff and other patients (Foster, Bowers, & Nijman, 2006). Although the rates of victimization that occur between patients are low, it is an increasing concern. In these acts of aggression, both verbal and physical violence can occur.
Schulze, M. B., & Hu, F. B. (2005). PRIMARY PREVENTION OF DIABETES: What Can Be Done and How Much Can Be Prevented?. Annual Review of Public Health, 26(1), 445-467.
Nursing is a noble profession where nurses are the front line carer of the patient. To provide competent patient care, nurses use their critical thinking skills in making a decision. In their professional practice, nurses and nursing students have the responsibility to comply with the guidelines provided by NMBA (Nursing and Midwifery Board of Australia). The given case study deals with the responsibility and accountability of nurses and nursing students regarding privacy and confidentiality.
Individuals with mental illnesses have been successfully treated in the past through different methods including psychotherapy and medication. However, an ethical dilemma presents itself when individuals with severe mental illness refuse to receive treatment for their disorders. In recent decades, the use of forced medication has emerged as “one of the most controversial issues in mental health policy in recent decades” (Swartz, Swanson, & Hannon, 2003, p. 406). The medical community is torn between whether it is appropriate to grant these patients’ wishes or if it’s best to continue on with the treatment they recommend. Despite frequently being faced with this ethical dilemma, society still has not reached an agreement regarding how to proceed.
In the real world deciding on what you want to do for the rest of your life can be scary and most certainly confusing. There are over thousands of different careers and lifestyles that could suit you. How do you know if you have chosen the right one? The idea of patients with mental disorders being kept in institutions did not become popular until the 17th century (“Psychiatric Nurses” Volume 5 150). A career such as Psychiatric Nurse Partitioning has its pros and cons, but the journey to becoming one is something that will miraculously change your life.
Since, seclusion is a matter conflicting between patient's rights and safety, this issue becomes one of great concern for mental health professionals. If seclusion becomes necessary, then it is important that throughout the seclusion the patient receives a high level of nursing care in a way which maintains their
Satterfield, DW, Volansky, M, Caspersen, CJ, Engelgau, MM, Bowman, BA, Gregg, EW, Geiss, LS, Hosey, GM, May, J & Vinicor, F 2003, ‘Community- Based Lifestyle Interventions to Prevent Type 2 Diabetes’, Diabetes Care, vol.26, no.9, September, pp.2643-2652, viewed 10th May 2011.
Psychiatric and mental health nursing is a unique specialty of nursing that strives to promote the mental health of clients. Psychiatric mental health nurses work in partnership with their clients to manage their mental illness. In Canada psychiatric mental health nursing is guided by seven standards of practice, which provide guidance for nursing practice to ensure that safe, competent, and ethical services are delivered to the clients (Canadian Federation of Mental Health Nurses [CFMHN], 2006). Of these standards, standard five, which addresses the nurse intervening through the teaching-coaching function, will be the focus of this paper. The purpose of this paper is to identify standard five from the Canadian Standards of Psychiatric and Mental Health Nursing (2006), describe five of the indicators within that standard, apply them to clinical practice and reflect on the importance of each indicator through literature.