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Reflection about community health nursing
Reflection on community health nursing
Reflection on community health nursing
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Community Health Nursing Clinical
LESSON PLAN
WHAT YOU SAY AND WHAT STUDENT SAYS BACK TO YOU WHAT YOU DO/WHAT STUDENT DOES WHAT YOU SAY AND WHAT STUDENT SAYS BACK TO YOU WHAT YOU SAY AND WHAT STUDENT SAYS BACK TO YOU
Skills to be taught, equipment, objectives, delegation, safety concerns, safety nursing dx., evidenced based practice CLINICAL MANIFESTATIONS INDICATING NEED FOR SKILL
SKILLS TO COMPLETE SKILL
EXPECTED OUTCOMES
UNEXPECTED OUTCOMES AND WHAT TO DO ABOUT THEM
“The spleen plays multiple supporting roles in the body. It acts as a filter for blood as part of the immune system. Old red blood cells are recycled in the spleen, and platelets and white blood cells are stored there. The spleen also helps fight certain kinds of bacteria that cause pneumonia and meningitis (The Spleen (Human Anatomy): Picture, Location, Function, and Related Conditions", 2010)”
Equipment:
Stethoscope
Hands
Gloves
Observational skills
Objectives:
Student will be able to identify and demonstrate how to perform a spleen assessment.
Delegation:
Spleen assessment can not be
delegated to unlicensed assistive personnel.
Safety Concerns:
If the proper assessment is not performed, an enlarged spleen may be missed diagnosis or the underlying disorder may not be discovered.
Safety Nsg Dx:
Risk for infection as it relates to the immune system being compromised as evidence by low white blood count.
Evidenced Based Practice:
Pain in the abdomen is one of the highest reason a patient visits the emergency room “(An Evidence-Based Approach to Abdominal Disorders, 2004).”
Client is complaining of abdominal discomfort.
Client is experiencing swelling on lower left side...
... middle of paper ...
...of the patient’s spleen.
References
An Evidence-Based Approach to Abdominal Disorders. (2004, August). Retrieved November 23, 2013, from http://www.researchandmarkets.com/reports/1946705/an_evidencebased_approach_to_abdominal_disorders
Dillon, P. M. (2007). Nursing health assessment: Clinical pocket guide (2nd ed.). Philadelphia: F.A. Davis Co.
Gulanick, M., & Myers, J. L. (2011). Nursing care plans: Diagnosis, interventions, and outcomes (7th ed.). St. Louis, Mo: Elsevier Mosby.
Smith, S. F., Duell, D., & Martin, B. (2008). Clinical nursing skills: Basic to advanced skills (8th ed.). Upper Saddle River, N.J: Pearson Prentice Hall.
The Spleen (Human Anatomy): Picture, Location, Function, and Related Conditions. (2010, April 29). WebMD Retrieved November 22, 2013, from http://www.webmd.com/digestive-disorders/picture-of-the-spleen
Education is imperative in improving quality and safety in patient care. Nurse educators must now implement a curriculum that is designed to teach pre and post-license nursing students the skills, knowledge, and attitude that is necessary to ensure the safety of the patients. Obtaining knowledge in how to
Introduction The College of Nurses of Ontario (CNO) is the governing body of all registered nurses in Ontario and is regulated. The CNO provides expectations and guidelines to follow, which need to be met by each Registered Practical Nurse (RPN) individually. As a nursing student, I am taught about the CNO and the importance of referring back to the guidelines while caring for patients. While gaining experience in the nursing field through my clinical settings, I have realized as a nursing student there are areas I need further development in. In this paper, I will address two of my learning needs and my goals for each.
For this practice guideline, the original development panel of six members included; a Chief Nursing Officer, Charge Nurse, Clinical Nurse Specialist, Clinical Practice Facilitator, a Professor from a School of Nursing, and an Education Coordinator. The revision panel members included; a Chief of Nursing & Professional Practice, an Assistant Lecturer from York University, a Clinical Nurse Specialist, Clinical Practice Facilitator, a Nursing Professional Development Educator, an Internist/Geriatrici...
Patient safety is always the primary goal any hospital, nursing unit, and health care team. As the main caregiver, a nurse’s responsibility is to keep the patient safe, and free from injuries while the patient is hospitalized (Smith, 2012). The definition of nursing competency lack a direct universal definition, and technique and ways nursing supervisor and managers can evaluate patient care that was provided by a novice nurses (Smith, 2012). As of now, there is not an exact avenue that can help a novice or new graduate nurses to transition into a competent nurse so that patient care is not compromised (Smith, 2012). The author has chosen the topic of Roger’s nurse competency because nurse competency has been the greatest challenges
The nurse must be committed to integrating these safety practices in her care for the clients. Critical thinking skills are also essential. The use of critical thinking enables the nurse to identify any current or potential problems that might jeopardize the patient safety. In addition, the nurse must also have the resources and supplies available to deliver safe care. For example, the nurse used the family assessment questionnaire provided to her to do an assessment on the safety of the home environment. She also needed supplies like hand sanitizer and disinfectant
It is important that students have the ability of being competent in a clinical setting. To be deemed competent in skills according to nursing regulations and requirements. This is a challenging factor for many students, as they enter transition period. This is due to students feel they do not have the desired clinical competency that promotes the skills and authorities of a registered nurse (Harsin, Soroor & Soodabeh, 2012). Clinical research studies have found that students do have the required expected levels of knowledge, attitude and behaviour’s. However, the range of practical skills aren’t sufficient for the range of practice settings (Evans, 2008). This research has also found that other evidenced based studies found that competency in nursing skills is still lacking (Evans, 2008). These skills are lacked by students and newly graduated nursing how are in the first or second year of
Ackley, B. & Ladwig, G. (2010) Nursing diagnosis handbook:an evidence based guide to planning care. Maryland Heights, MO: Mosbey.
K. Lynn Wieck, RN, PhD, FAAN, is the Jacqueline M. Braithwaite Professor, College of Nursing, The University of Texas at Tyler, Tyler, TX, and CEO, Management Solutions for Healthcare, Houston, TX; Jean Dois, RN, PhD, NEA-BC, FACHE, is the System Director for Quality and Nursing, CHRISTUS Health System, Houston, TX; and Peggy Landrum, RN, PhD, is Clinical Professor, College of Nursing, Texas Woman 's University, Houston,
Doenges, M. E. & Moorhouse, M. F. Nursing Care Plans 3rd ed. 1993 F.A. Davis Company, Philadelphia
O’Brien, B. L., Anslow, R. M., Begay, W., Pereira, S. A., & Sullivan, M. P. (47-57). Fall. Nursing Administration Quarterly, 26(5), 47-57.
Also, includes examples of nursing hands off that will be implemented, such as including the patient at the bedside. Having small trainings to provide information that will be needed to implement this, being sure all the important parts are cover, such as vitals, assessment, labs, and medication. Using online aids to help assist, providing additional information to those who need it.
...f infections acquired during the hospital. Many of these studies have indicated that these infection control interventions will decrease the number of sick or dying patients related to hospital acquired infections and lower the medical cost by decreasing the stay of each patient in the hospital.
Spark Ralph, S. & Taylor, C. M. (2011). Nursing diagnosis reference manual (8th ed.). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.
Potter, P. A., & Perry, A. G. (2009). Fundamentals of nursing (Seventh ed.). St. Louis, Mo.: Mosby Elsevier.
Nurses are one of the most valuable resources in any healthcare organization (Longest, Rakich, & Darr, 2006). Nurses play an important role as members of the multidisciplinary healthcare teams. Nurses help organizations to achieve its mission and vision and meet its goals and objectives. Nursing care is vital to the provision of the healthcare delivery system in promoting health and wellness, preventing illness, restoring health, caring for disabled, and helping dying patients and their families (Catalano, 2006). The promotion of quality of nursing care and the safety of nursing practice takes place through nursing education and ensuring clinical practices meet evidence-based practice, accreditation, and certification requirements (Ironside,