Before the clinical start, I did my regular preparation for the following clinical days on week 3. I thought I was well prepared for the clinical, I knew the client’s mental and medical conditions. But I was more focusing on the client’s mental illness and not his medical illness, so when the nurse came to me and told me that client W was experiencing shortness of breath, I was a bit shock because I was not expected the unexpected events. Brief Introduction To The Clinical Situation On my first day of second week clinical, it was the first day of having two clients in one shift. Client W and I were on our way to the dinning room and another client stopped me and asked to put his jacket on, so I told my client that I would meet him in the dinning room. After I did that, I was on my way to the dinning room and the nurse A told that client W was experiencing difficulty breathing and we need to give him his 0900 buffers. He was having audible wheezing lung sound and his respiratory rate was rapid. So we had to give the client three different puffers, SalbutaMOL Sulfate is a bronchodilator to allows the alveoli in the lung to open so that we can administer the next two buffers, ipratropium to help reverse airway obstruction due to his COPD and Advair diskus for his asthma. Client W was doing much better after received those puffs, his respiratory rate was stable and he was not wheezing the way he was before the received his puffer medications. We suggested he should be lying down for at least 30 to 60 minutes after the medication administered, just so he could get some rest for his lung. For some reason, he was up and walking around the unit and experiencing some wheezing but he would turn better as soon as we brought him back to his room and stayed at the bed side with him, his breathing became much better with Fowler’s position in his bed. And then after administered the 0900 medications, he asked for Tylenol for his “severe” headache which lots of nurses had told me that just probably his seeking for attention behaviour. Because he would be better as soon as you talked with him and bring him back to his room and told him to lay down and have some deep breathing technique.
In the video presentation of How Difficult Can This Be? The F.A.T. City Workshop, Richard Lavoie is able to simulate several of the difficulties that a student with a learning disability has to face at school. Some of the difficulties experienced by the students are intrinsic to the disability itself, but many other difficulties are directly related with the emotions that the student experiences when attending a class, and as a result of his or her interactions with teachers and classmates. Both the United States law and the education system, have the opportunity to make a huge difference in the learning experience of every student with disability. Students with disabilities need to be guided to a path to education that is both feasible and accessible for them; with achievable goals, and by being provided what they need in order to succeed, and to be able to overcome any obstacles.
What comes into one’s mind when they are asked to consider physical disabilities? Pity and embarrassment, or hope and encouragement? Perhaps a mix between the two contrasting emotions? The average, able-bodied person must have a different perspective than a handicapped person, on the quality of life of a physically disabled person. Nancy Mairs, Andre Dubus, and Harriet McBryde Johnson are three authors who shared their experiences as physically handicapped adults. Although the three authors wrote different pieces, all three essays demonstrate the frustrations, struggles, contemplations, and triumphs from a disabled person’s point of view and are aimed at a reader with no physical disability.
Disability is a ‘complex issue’ (Alperstein, M., Atkins, S., Bately, K., Coetzee, D., Duncan, M., Ferguson, G., Geiger, M. Hewett, G., et al.., 2009: 239) which affects a large percentage of the world’s population. Due to it being complex, one can say that disability depends on one’s perspective (Alperstein et al., 2009: 239). In this essay, I will draw on Dylan Alcott’s disability and use his story to further explain the four models of disability being The Traditional Model, The Medical Model, The Social Model and The Integrated Model of Disability. Through this, I will reflect on my thoughts and feelings in response to Dylan’s story as well as to draw on this task and my new found knowledge of disability in aiding me to become
Shakespeare, T. (1993) Disabled people's self-organisation: a new social movement?, Disability, Handicap & Society, 8, pp. 249-264 .
The relationship between disability and biomedical model is very complex; to understand the concept one needs to understand the biomedical model and the definition of disability. disability is a term that describes a person’s inability to perform daily activities. Biomedical model states that a disability is caused by a disease, disorder, mental or physical condition that deprives a person of the basic necessity of life. Furthermore, the medical model views a disabled person as functionally limited as it defines the norms for human functioning. From these two definitions, it can be concluded that both disability and the medical model are interlinked in ways of how a person’s inability to function have an impact in the interaction of society.
As suggested earlier, however, the physiological component of disability is distinguished from disability under the motion of impairment. Tom Shakespeare explains that key to the Social Model of disability is a “series of dichotomies,” one where “impairment is distinguished from disability.” For example, the Social Model accepts that deafness is a physiological impairment that person’s participation in society is limited, to some physical extent. And, even assuming if society was to completely accept individuals with disabilities, without prejudice or categorization, there would nonetheless be physical limitations. Nevertheless, the crucial assertion under the Social Model is that “disability” is, by definition, a social
The social model defines disability as a social construct that creates unwanted barriers for individuals, and a public concern, (Smart & Smart, 2006). Examples of these barriers include “inaccessible education systems, working environments, inadequate disability benefits, discriminatory health and social support services, inaccessible transport, houses and public buildings and amenities, and the devaluing of disabled people through negative images in the media, (Thomas, 2007, p. 13). Swain, et al (1993), states that “disability is not a condition of the individual. The experiences of disabled people are of social restrictions in the world around them, not being a person with a ‘disabling condition,’” (as cited by Lutz & Bowers, 2003).
The purpose of this essay is to reflect and critically study an incident from a clinical setting whilst using a model of reflection. This will allow me to analyse and make sense of the incident and draw conclusions relating to personal learning outcomes. The significance of critical analysis and critical incidents will briefly be discussed followed by the process of reflection using the chosen model. The incident will then be described and analysed and the people involved introduced. (The names of the people involved have been changed to protect their privacy) and then I will examine issues raised in light of the recent literature relating to the incident. My essay will include a discussion of communication, interpersonal skills used in the incident, and finally evidence based practice. I will conclude with explaining what I have learned from the experience and how it will change my future actions.
People who have physical disabilities often experience negative situations and connotations that they must overcome to thrive in society. People who offer narratives about their disabilities often give the most accurate representation about the challenges those with disabilities face. Ms. Marenge, reported that one of the hardest things about leaving the rehabilitation center after becoming paralyzed was living in a house that was inaccessible, and having to rely on her family to carry her up and down the house (Casey Marenge, 2011). Similarly, a student with muscular dystrophy, says that she wishes more places were wheelchair accessible, because when they aren’t she feels that society is holding her back, and she can’t reach her full potential. Alisha also reported that t making friends is hard because some kids would ignore her at school because of her situation and she is often separated from the mainstream students at school. Alisha, doesn’t want to be defined by her disability, however, she believes that many people who look at her only see her wheelchair (Alisha Lee, 2011). Despite the many negative ways people who suffer from physical disabilities are affected, it is important to note that they don’t always feel bad for themselves, and that having a disability doesn’t stop them from loving
middle of paper ... ... The priority for this patient was to establish that she was fully aware of what the procedure involved and the possible risks and complications. I feel that the pre-assessment form used within the unit is far too fundamental, if elements of the roper et al activities of daily living were to be incorporated this would help in achieving a much more in-depth holistic nursing assessment enabling for the best quality and level of care to be given to all patients arriving in the unit. Whilst I feel a full nursing assessment is not fully necessary for a day case unit, as previously stated I feel that the communication element is an excellent way of ensuring a better holistic approach is achieved, it will also help to achieve better documentation and communication between all staff members.
Disability is thus not just a health problem. It is a complex phenomenon, reflecting the interaction between features of a person’s body and features of the society in which he or she lives. Overcoming the difficulties faced by people with disabilities requires interventions to remove environmental and social barriers. People with disabilities have the same health needs as non-disabled people – for immunization, cancer screening etc. They also may experience a narrower margin of health, both because of poverty and social exclusion, and because they may be vulnerable to secondary conditions, such as pressure sores or urinary tract infections.
On my first day of week three clinical at 0830, client W and I were on our way to the dinning room and client B asked me to put his jacket on, so I told client W that I would meet him in the dinning room. After I helped Client B, I was on my way to the dinning room and nurse A told me that client W was experiencing difficulty breathing and we needed to give him his 0900 inhalers earlier. He was having audible wheezing and rapid respiratory rate. Therefore, we had to give client W his inhalers, SalbutaMOL Sulfate, which is a bronchodilator to allow the alveoli in the lung to open so th...
Persons with disabilities are exposed to societal barriers which affect them greatly in terms of belonging in society. It is important to examine social policies surrounding persons with disabilities to educate people along with eliminating the issues altogether. Persons with disabilities confront discrimination daily, nearly everywhere in society because of new and old negative stigmas. Prejudice is most often seen in persons with disabilities towards women, employment, housing, recreational activities, education along with politics and multiple more matters. Discrimination against women with disabilities, employment and housing will be examined thoroughly throughout this paper. Thun states women are at a greater disadvantage when labelled
After the handover, I was asked by my mentor to attend to a patient who is bed ridden to have her personal care done with the assistance of one of the health care assistant staff. The patient was recently admitted to the ward and she looks sc...
The word “disability” is an efficacious one, as far as words go. It manages to convey both a technical definition (“lack of adequate potency, vigor, or physical or mental capacity; incapacity”) as well as a general sense of the lack of glamour or romanticism found in the world of disabilities (Wai Au and Man David, 2006). Maybe it is because we as a society are preoccupied with both body image, expeditious fine-tunes, and disabilities are an affront to both (Wai Au and Man David, 2006). People with disabilities incline to survive in the world that is largely made for the “able-bodied” and it is perceive that they still want to live a life which is no more different from ordinary people (Rao, 2004). However, society has viewed this population