I attended two meetings at my practicum site -Keiser University, Sarasota. The first was a meeting cum training for Assessment Technology Institute (ATI) proctored exam which was conducted on 05-26-15. The meeting was attended by the dean, seven faculty members, and a student representative. The second meeting that I attended was a faculty meeting conducted on 06-02-2015 in classroom no: 209 which began at 02:00 pm. The meeting was chaired by Ms. Neely Terry- ARNP- Nursing educator. All the eight nursing educators attended the meeting.
Business of the Meeting
The ATI meeting was modulated by a nurse educator from ATI, who provided training on the new techniques that are integrated to the ATI system and discussed with faculty regarding ways to improve the ATI proctored exam. The main topics covered under the training were; student, faculty, and administration benefits of ATI assessments, dosage and calculation assessments, the contents covered under integration resources heading such as videos on different topics, PDF files, active learning template, how to enable proctored training and contents under pharmacology made easy headings. The agenda of the meeting was to
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provide training on new techniques under ATI and clarify faculty and students questions regarding the ATI proctored exams. The agenda was met at the end of the meeting. The meeting was scheduled for two hours, but the discussions after the training took an addition 30 minutes. The faculty and the trainer had a good rapport and there was a great deal of interaction between each other throughout the meeting. There were no unexpected occurrences. The outcomes of the meetings were; familiarizing with the new ATI techniques and suggesting ways to improve the ATI proctored exams. The ATI training is provided yearly and if there are any new changes. Therefore, unless there is a new change in the techniques the next ATI training will be held in 2016. The meeting was chaired by Ms. Neely Terry- ARNP- Nursing educator. The director could not attend the meeting since he was absent that day. All the eight nursing educators attended the meeting. The meeting was a round-table conference. The faculty meetings are conducted every month at the university. The agenda for the meeting was to discuss the policy and procedures regarding the attendance, grading system, and standards of appearance. During the meeting, Ms. Neely summarized the didactic and clinical attendance policy and waited for the feedback from the faculty. The faculty members clarified their question regarding certain statements in the policy and Ms. Neely jotted down the concerns of the faculty and clarified some questions asked during the meeting. The faculty discussed regarding the standards of appearance of the students, in length and requested to revise some specific policy statements. The faculty suggested that the student passing percentage should be increased from 76% to 80% on all course elements and write-ups should be given to students coming late (10 minutes or more). The agenda of the meeting was met with outcomes to be discussed with the dean. The meeting started at 02.00pm and was adjourned at 05.30pm. The time limits were respected throughout the discussion of each section. During the meeting, each faculty presented their views and shared their experiences with the students in the clinical setting. Usually, the Dean the dean modulates the meeting. The unexpected occurrence was that the dean could not attend the meeting since he was absent that day. The date for the next meeting will be decided by the dean. Perception of the Meeting My perception of the meeting was that the meeting was well modulated. The agenda was successfully implemented. There was equal involvement of all the seven faculty members and the student representative. The faculty shared their experiences on the ATI proctored exam and the student representative also shared his view regarding the proctored exam. I introduced myself to the educator and the other faculty and also shared my clinical experiences during the meeting. I helped few faculties with the computer navigation since they were having trouble and the educator helped the other faculties’. The faculty members were impressed and thanked me for helping out. I also provided suggestion regarding the best timing to conduct ATI exam and the dean took it into consideration. The faculty meeting was also a new experience for me and I shared a lot of clinical experiences with the other faculty members.
Every faculty member involved in the discussion and provided suggestion regarding the attendance policy, standards of appearance, grading system etc. At the end of the meeting, my preceptor briefed on the Basic Adult Healthcare Committee, that she had attended the previous week. The faculty also discussed the SIM charting. One of the faculty explained SIM charting which is the virtual clinical charting that is expensive but beneficial. The faculty shared new knowledge’s and experiences. Therefore, the meeting was very productive and provided a vast amount of knowledge to every member. I shared my views regarding the student perception in the clinical
setting. The ATI training and faculty meeting were a new experience for me, and I gained a lot of new knowledge from both the meetings. I had the opportunity to observe an ATI proctored exam which allowed me to experience what I had learned in the training. The extra half-hour spent was very useful since the faculty was sharing their experience and the trainer provided additional information on the basics of ATI. The faculty meeting helps the faculty members to share their experience and gain new knowledge and also be updated on the institutional policies and procedure. The educators being lifelong learners should attend such training and gain knowledge regarding the innovative technologies.
I consider my care staff to be my patient care coordinators, treatment coordinators, and assistants. Doctor’s and Hygienists also need to be meet with to understand their philosophy and what I can do as a Manager to make there day run as smooth as possible. As a leader the staff needs to understand my philosophy, their expectations of other and what I would expect of them short and long term. Further 1:1 meetings in the following 30 days would be set up to further address after observation is completed.
Some of the patients had children, which really broke my heart because I have kids and I couldn’t imagine being away from them for any period of time. In relation to the lecture content covered in this week’s lectures, I felt they related to clinical when describing the layout and description of the milieu. For example, I was able to see how the doors were securely locked, and the nursing station was behind an encasement called a bubble. In addition, we discussed the different type of therapies that were conducted on the floor.
It is true that as medical students we may never have to make decisions regarding the treatment plan of patients and that we will always be supervised when carrying out procedures. The chances of inflicting harm on patients is quite slim as a result of this but in the rare cases that it happens we should abide the duty of candour and inform our supervisors immediately. Since the role of a medical student is quite trivial in a multi disciplinary it is often the responsibility of the team leader to inform the patient of the error (4). When working in groups in medical school if we make a mistake or fail to do something that was expected of us to do we must not hesitate to own up to it. These are the situations in which we can develop the quality of candour before walking in to clinics and hospitals as
I enjoyed taking this class. I did not know what to expect at first, but this class has proven to be challenging and very informative. I have learned a lot about the pharmacological principle of different drugs, which I will use in my practice as a family nurse practitioner. Each week we were given different case study, which we had to find a differential diagnosis based on our patient’s sign and symptoms and also choose the correct pharmacological agent to treat our patient. This was a time-consuming process to come up with the correct diagnosis and treatment. I learned about different pharmacological agents to treat different diseases. I also learned about different medication dosage, side effect and the mechanism of action for different drugs. I was introduced to a different database, such as Epocrates and Micromedex to look up different drugs. The case scenarios gave me the practice that I needed to become familiar with different medications, their action, dosage, side effect, adverse effect and their mechanism of action. By taking this class I am better prepared to meet the MSN program outcome.
Time sure does fly; in the blink of an eye, yet another 7.5-week class has come and gone. Just like life, it is scary to think that in just a few short years I will be graduating college and be in search of a future career. The magnitudes of readings, assignments, PowerPoint lectures, and videos have all contributed to the valuable knowledge I have gained since taking this course. Nothing that was presented or required was seen as invaluable towards my progression of career development. This career development course has allowed me to do some self-exploration, career research, and help me understand what influencing factors were related to the job market. Ultimately, this class helped me gauge and find a suitable career path, which will forever shape my future.
It is quite obvious that morals, ethics and common courtesy are not enough to encourage the respect of patients in the educational atmosphere, as is seen in the story. I believe it is the responsibility of the medical school to encourage their teachers to demonstrate ways to connect with patients rather than just teaching the anatomy of health care. Teachers are supposed to be role models for students and if they are not taught to treat patients with respect, the only way they can learn that kind of skill is the hard way; through the loss of patients because of their feelings of irrelevancy at the doctor’s office, or through the complaints of people who are unsatisfied with their quality of health care.
At the same time of this occurrence there were other things that went on pertaining to transference and counter transference. The Intern and I definitely had some type of strong transference and counter transference going on. There was a clash of personalities between the intern and me. We totally did not get along. I felt uneasy and that she did not want me there in the room with her. Why? I thought that maybe she felt challenged. I don’t know, but I felt I asked the patient questions that she forgot to ask. I also gave her my opinion about treatment principle, which I do not think she appreciated. With my previous interns, I was very much part of the intake and treatment process. The interns and I would ask questions. If one forgo...
Drug administration forms a major part of the clinical nurse’s role. Medicines are prescribed by the doctor and dispensed by the pharmacist but responsibility for correct administration rests with the registered nurse (O'Shea 1999). So as a student nurse this has become my duty and something that I need to practice and become competent in carrying it out. Each registered nurse is accountable for his/her practice. This practice includes preparing, checking and administering medications, updating knowledge of medications, monitoring the effectiveness of treatment, reporting adverse drug reactions and teaching patients about the drugs that they receive (NMC 2008). Accountability also goes for students, if at any point I felt I was not competent enough to dispensing a certain drug it would be my responsibility in speaking up and let the registered nurses know, so that I could shadow them and have the opportunity to learn help me in future practice and administration.
As a result, I always felt that I am actively participating in patients’ care. She allowed me to perform patient examinations most of the time and encouraged me to build up a good rapport with the patients. I think my past experience and medical knowledge was helped me lot during the history taking because I was able to go through history taking in a systematic manner and at the same time I could think of possible differential diagnosis. Furthermore, working in a medical clinic as a physician assistant also helped me a lot because one of the responsibilities delegated to me is taking patients history, however, this time it was different that I had to work out and actively think about a possible cause for patient concerns. The weakness I observe during history taking was sometimes I am little quick that might hurt the doctor-patient relationship, So, I am planning to improve my listening skill with less interruption to patients, I believe that might help the patient to express their concerns freely. Also, I am determined to listen to patients concerns in a non- judgemental manner to get the unbiased clinical
The room was filled with questions and insight from all staff, including the circulating nurse, CRNA, surgeon, residents, and interns. The briefing prior to the operation included introductions of everyone, jokes, and then patient information. While observing, I found it very hard to tell what rolls each person had in the care of the patient, because everyone was treated with equal respect, and there did not appear to be a hierarchy within the room. When discussing each person’s role in patient care, each member regarded to their coworkers with a very high level of respect, and I saw this as a key towards success in the care of the patient. The use of the briefing prior to the surgery showed teamwork and collaboration in understanding what was needed for the patient, as well as preparing for any complications that may rise; there were a lot of questions and explanations during this time.
Delegation is the method of giving decision-making authority to lower-level employees. For the process to be successful, a worker must be able to obtain the resources and cooperation needed for successful completion of the delegated task. Empowerment of the workforce and task delegation is closely interrelated. Empowerment occurs when upper-level employees share power with lower-level employees. This involves providing the training, tools and management support that employees need to accomplish a task. Thus, the employee has both the authority and the means to accomplish the work. Even though authority can be delegated, responsibility cannot; the person who delegates a task is held responsible for its success in the end. Thus the assigned worker is liable for meeting the goals and objectives of the assignment (Camp 2006).
The internship that I acquired during the summer of 2010 at the Greenwood Sports and Industrial Rehabilitation Center (GSIRC), allowed me to gain an immeasurable amount of experience during my tenure at this facility. Within this period, the exposure to new concepts within the physical therapy industry allowed me to observe and work hands on with patients of all ages and disabilities that exposed me to various treatment plans and programs to restore client’s mobility. The essential Physical Education and Exercise Science (PEES) courses taken at Lander University were beneficial to my academic knowledgebase, which prepared me and developed me for the opportunity within the physical therapy discipline. Working as an intern taught me the responsibility of time management and working within a lean schedule that allow me to further develop my skill set. This reflection paper will illustrate my classroom experience, internship experience, and learning experience.
The module composed of seven classical themes, consisting of topics such as Gibbs cycle, language for debates, changing NHS culture, mind maps, leadership for academic skills, communicating in difficult situations, health education, presentation skills, etc. A presenter’s appearance
This is the area when the clinical instructor will evaluate the students’ ability to complete skills and use nursing judgment. During the evaluation of these skills, the clinical instructor will make a decision to pass or fail a student. For example, if a first-year student who is giving his or her first heparin injection asks “should I aspirate?” before giving the injection is acceptable for this student. Medication administration is a skill a student does not practice until their second semester, so this still a learning experience for this student.
Usman and discussed my learning objectives with him. Mr. Usam briefed me about SICU layout. Then I selected one patient, who was assigned to Ms.Musrat the attending nurse. I told her that I would not disturb her in patient care. My patient Mr. Asif Elhi was conscious but confused about his state of health.