March 22nd, 2018, Competency 2B.1: When attempting to do a gastrointestinal and nutritional assessment on one of the resident’s my dyad partner and I were assigned to, the resident started telling us a story of her past. The story became very detailed and somber, and unfortunately the resident had dementia, so she began repeating painful moments of her past over and over. While my dyad partner and I were actively listening, we realized that we needed to try to street the conversation in another direction, so we began trying to talk about the flowers she had, or the bird feeder that was outside her window. And while the resident would try to steer the conversation back into the direction of her past, she did not get offended or upset anytime we tried deflect the conversation, so while we did our assessment on her, we would talk more positive topics. While it is important to listen and engage in what a resident is saying even if the subject is difficult, sometimes dementia can cause unfortunate mental loops where a deflection is necessary – not because my dyad partner or I are uncomfortable in hearing theses stories – but because it is painful for the resident to continually re-engage in these memories. …show more content…
March 22nd, 2018, Competency 2A.3: When providing perineal care for the resident’s I was taking care of today, I made sure to wash my hands beforehand, use gloves during the wiping, and ensured a safe, stable posture for myself, and a safe, comfortable posture for my resident.
I made sure to discard any perineal wipes that had fecal matter on them, and take the garbage out immediately after the assessment so the smell would not remain in the resident’s room. I also made sure to wash my hands after the care despite wearing
gloves. Reflection on Action: 1. Reflect on three ways your care skills grew from this experience. • I felt a lot more comfortable this week with the accelerated pace of working with a care-aide and feeling that I had more control; however, my care-aide started off her greetings to her residents with introducing Serena and I, which helped a lot. • I was able to assist a resident eating for the first time today. Every resident prior has been independent and I was just observing, so it was nice to be able to help a person eat and drink today and get some experience in doing so. • I believe that I learned how to divert a conversation better after assessing a patient with dementia today that was telling a depressing story and repeating herself. 2. Reflect on what you may do differently when you encounter a similar client care situation in the future? When assessing my patient with Serena today she was very positive at first, but then she began telling us a depressing story of her past, which proceeded to get more and more dark. We both listened deeply, as it seemed important to her; however, she began to repeat herself and parts of her story began to get far-fetched. I felt that I listened for a bit too long before realizing I should try to divert her attention to another topic. While listening and not trying to escape an uncomfortable conversation is important as a nurse, it is necessary when dementia is present and they are caught in an unfortunate loop. 3. What additional knowledge have you identified you need when caring for clients experiencing challenges with nutritional and elimination needs? While this is more on tissue integrity and cleaning, when performing perineal care on my first resident today, I wiped her vulva from back to front during for the first swipe until I was corrected by Serena. This is something I never really thought of before as a man, yet when I think about it logically, it seems both obvious and important. Not something I will forget again. 4. Reflect on your values or feelings as a result of this experience. I felt a lot more comfortable this week working with a care aide this week. I felt more in control, and I was able to assist with getting
Lisa Genova’s grandmother, who was 85 years old, had been showing signs of dementia for years; but she was a smart and independent woman who never complained, and she navigated around her symptoms. Her nine children and their spouses, as well as her grandchildren, passed off her mistakes to normal aging. Then they got the phone call when Lisa’s grandmot...
3.2 list different techniques that can be used to facilitate positive interactions with an individual with dementia
The story of Miss. Julianne took me to my childhood. When I was 13-14 years, my Nana was also suffering from dementia at that point. I was too young at that point to understand his situation, now in nursing I am learning about different diseases and how patients react to those particular situations, I can relate more to his pain and understand from what he was going through. As in the story Miss Julianne forgets things, as she said, “Where are my dentures?” (Lenar, K., 2016,), and she blames others, “and
care to the residents suffering from dementia. Banner et al (2009 as cited in Lee J.et al.2012)
Slight Reminder of Credentials – In taking care of my mom, who was diagnosed with AD. I have learned first-hand that caring for a person with Alzheimer’s disease can be very stressful.
Dementia is the loss of a person’s mental skills from their daily routines. The symptoms of dementia could easily be over looked, they include forgetting things, daily routines are hard to complete, misplacing things, depression, aggravation and aggression, emotion are high, even feeling like someone is a threat to their life (Web MD,2012). Caring for someone with dementia can be difficult if with resources like healthcare, living facilities, nursing homes and medicine is involved, but sometimes healthcare and facilities do not provide the proper care. This disease is very common in the elderly community past the age of sixty-five. Finding out that a loved
Butler, R. (2008). The Carers of People with Dementia. BMJ: British Medical Journal , 336, 1260-1261.
Nerney, C. (2014, April). Dementia. Lecture conducted from Massachusetts’s College of Liberal Arts, North Adams, MA.
For instance, I have been working with my patient for about 2 years now and she does not still know me. She tends to ask me the same questions frequently, just minutes a part. My client name is Margaret and she is 95 years old. Margaret does not know the year or she lives at times. There are some days that she insists of going home, even though she is in her house. There are times when she wants to cook and speak upon an imaginary stove that is next to her. Sadly, it seems as Margaret remembers a few things from the past rather than from the presence. Margaret memory loss is very difficult for her children because they have to repeatedly remind her everything.
One of the most common problems in elders is dementia. The Alzheimer’s Association describes dementia as a range of symptoms rather than just one single specific disease. The symptoms of dementia range from memory loss as well as a decline in thinking skills to severe symptoms that lead to the decline of that person’s ability to perform activities of daily living (What
(2014) shed light on two key components for infection control, which includes protecting patients from acquiring infections and protecting health care workers from becoming infected (Curchoe et al., 2014). The techniques that are used to protect patients also provide protection for nurses and other health care workers alike. In order to prevent the spread of infections, it is important for health care workers to be meticulous and attentive when providing care to already vulnerable patients (Curchoe et al., 2014). If a health care worker is aware they may contaminate the surroundings of a patient, they must properly clean, disinfect, and sterilize any contaminated objects in order to reduce or eliminate microorganisms (Curchoe et al., 2014). It is also ideal to change gloves after contact with contaminated secretions and before leaving a patient’s room (Curchoe, 2014). Research suggests that due to standard precaution, gloves must be worn as a single-use item for each invasive procedure, contact with sterile sites, and non-intact skin or mucous membranes (Curchoe et al., 2014). Hence, it is critical that health care workers change gloves during any activity that has been assessed as carrying a risk of exposure to body substances, secretions, excretions, and blood (Curchoe et al.,
Introduction This assignment critically discusses dementia, a widespread disability among older adults today. It provides an introduction to dementia and analyses its prevalence in society. The various forms of dementia are elaborated with descriptions of dysfunctions and symptoms. Nursing Assessment and Interventions are provided in the further sections which discuss actions nurses should take while evaluating patients and treating them.
“Difficult, depressing, and tragic” are a few of the descriptions generally associated with illness. Those who suffer from dementia, especially, undergo a realm of these characterizations. With this adversity in mind, most people generate a basic understanding based on education rather than personal experience. It is this preconception that can prevent us from gaining a true insight of one’s reality.
...s and hoses, control buttons, switches, hand pieces, and X-ray units (Collins). After every patient’s visit, the operatory is to be sterilized and disinfected. All areas that were that were not covered with a barrier, or if the barrier was compromised, must be wiped down with surface disinfectants similarly used in hospitals. OSHA requires disinfectants to be potent enough to fight against HIV and HBV infections (Collins). If there is any blood present on a surface, tuberculocidal type disinfectant should be utilized.
Competency-based education is perceived by some as the answer, by others as the wrong answer, to the improvement of education and training for the complex contemporary world (Harris et al. 1995). Popular in the United States in the 1970s in the performance-based vocational teacher education movement, competency approaches are riding a new wave in the 1990s with the National Vocational Qualifications (NVQs) system in England and Wales (begun in 1986), New Zealand's National Qualifications Framework, the competency standards endorsed by Australia's National Training Board (NTB), and the Secretary's Commission on Achieving Necessary Skills (SCANS) and the National Skills Standards initiative in the United States. Competency standards are propelled by a strong political impetus as the way to prepare the work force for the competitive global economy. At the same time, a growing chorus of critics argues that the approach is conceptually confused, empirically flawed, and inadequate for the needs of a learning society (Chappell 1996; Ecclestone 1997; Hyland 1994). Much of the debate is taking place in Britain and Australia, where there has been more time to examine the impact of the competency approach, and this publication therefore focuses on literature from those countries. However, the issues are relevant to vocational education anywhere. This publication looks at the claims of both sides in an attempt to locate the reality of competency-based education and training (CBET).