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Roles and responsibilities of nurse
Roles and responsibilities of nurse
Role of registered nurse
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haven't had an experience where I was the patient getting the terminology told to me. I have done my clinical at the hospital where the nurses and doctor were talking to me and I didn't know all the terms. I just shadowed a nurse in the ER and helped do simple things. I cleaned rooms for the next patient or if the patient was simple enough, I did vitals. The nurse would go over the patients condition with me and what to do to improve it. I didn't know everything they were saying. So, I had to ask the nurse/ Doctor to explain what that was in a different way. Like if a patient came in with a history of a myocardial infarction and if I didn't know they could tell me it is a heart attack. I could help future patients by knowing and understanding
The primary concern for Mr. Miller would be preventing further ischemia and necrosis of the myocardial tissues, preventing serious complications such as cardiac dysrhythmias and heart failure, as well as relieving his chest pain that radiates to his left arm. Preventing further ischemia and necrosis of the myocardial tissue will help prevent the development of heart failure due to myocardial infarction, whereas relieving his pain will help reduce his episodes of shortness of breath, and will also help to reduce any anxiety and restlessness he may be having from being in pain and short of breath.
For my first clinical observation, I was assigned to the trauma unit and it was not what I expected it to be. I thought the trauma unit would be fast pace and there would be nurses and doctors rushing everywhere, however, I did not see any of that. Instead, it was quite peaceful and this was probably because my clinical observation was from 10-12 p.m. When I met up with my senior nurse, she showed me a binder that contained all of her patients’ diagnoses, lab reports, treatments, and vital signs, which was a lot to take in because most of the terms she used, I had no idea what they were. After looking at the reports, she showed me a patient who had gunshot wounds on his back and abdomen. I could tell he was in a lot of pain by the tone of
The teach-back method is an evidence-based practice used in patient education. Clinicians use teach-back to educate patients about health information and enable them to “subsequently evaluate whether learning has occurred” (Tamura-Lis, 2013, p. 267). Teach-back checks for patient understanding of medical diagnosis, treatments, and instructions regarding disease complications (Tamura-Lis, 2013, p. 269). Patients become knowledgeable about their disease process and consequently, teach-back promotes clarification and prevents communication errors. It is important to hospital-based nursing because it optimizes patient learning and comprehension (Tamura-Lis, 2013, p. 270). Ultimately, teach-back helps improve quality care, safety, and patient satisfaction (Tamura-Lis, 2013, p. 271).
This assignment is a case study that aims to explore the biospychosocial impacts of a myocardial infarction on a service user. It will focus on the interventions used by healthcare professionals throughout the patient’s journey to recovery. To abide by the NMC’s code of conduct (2015) which states that all nurses owe a duty of confidentiality to all those who are receiving care, the service user used in this case study will be referred to as Julie. Julie is a 67 year old lady who was rushed to her local accident and emergency following an episode of acute chest pain and was suspected to have suffered from a myocardial infarction. Julie who lives alone reported she had been experiencing shortness of breath and
Whittemore R. (2000). Graduate student scholarship. Consequences of not "knowing the patient". Clinical Nurse Specialist. 14(2), 75-81.
It is important to evaluate which learning style your patients prefer in order for them to best understand what needs to be done for the maximum appropriate outcome. Licensed practical nurses are advocates and that’s someone who supports and supplies information to their patients. Advocacy often involves standing up in support of a patient and their rights. This is especially true when patients are not able to protect their own rights. When filling the role of counselor, Licensed Practical Nurses can help patients and families explore ideas and feelings towards healthcare and illness (8 Roles of the LPN). Some patients have a difficult time accepting a disease or its treatment options. As a practical nurse you consult with RN supervisors regarding patient care and assessments. In some settings LPN 's communicate directly to physicians. Communicating information to the proper people assists in increasing the effectiveness of care plans (Role). As practical nurses we are only one part of a patient care team. Other important members include RN 's, CNA 's, physicians, physical/occupational/speech therapists, dietitians, volunteers, and more (8 Roles of the LPN). With such a large team, every member has their own scope of
In the recent past, nursing has come to the forefront as a popular career amongst students across the globe. The demand for nurses has kept increasing gradually over the years. In fact, the number of registered nurses does not meet the demand of the private and public health sector. This phenomenon has resulted in a situation where the available registered nurses have to work extra hours in order to meet the patients’ needs. With this in mind, the issue of nurse fatigue has come up as a common problem in nursing. According to the Canadian Nurses Association (CNA), nurse fatigue is “a feeling of tiredness” that penetrates a persons physical, mental and emotional realms limiting their ability to function normally. Fatigue does not just involve sleepiness as has been assumed before. It involves utter exhaustion that is not easily mitigated through rest. When nurses ignore the signs of fatigue, they risk the development of chronic fatigue and other health problems that may not be easily treated. Additionally, fatigue may cause nurses to lose more time at work as they may have to be away from work for several days to treat it. The issue of nurse fatigue has permeated the nursing profession to the extent of causing errors in the work performed by nurses. Fatigue causes a decrease in a nurse’s ability to make accurate decisions for themselves and their patients. It is therefore important to find ways to curb nurse fatigue such that it is no longer a problem. Nurse fatigue is a danger to the patients, organizations and to the nurses themselves and must be mitigated adequately.
Many nurses face the issue of understaffing and having too much of a workload during one shift. When a unit is understaffed not only do the nurses get burnt out, but the patients also don’t receive the care they deserve. The nurse-patient ratio is an aspect that gets overlooked in many facilities that could lead to possible devastating errors. Nurse- patient ratio issues have been a widely studied topic and recently new changes have been made to improve the problem.
Responsibilities of nurses in patient education are helping patients learn health-related behaviors to achieve the goal of optimal health and independence in self-care. It is also the responsibility of the nurse to assess the patients’ learning needs, readiness to learn, and learning styles. Needs and problems of individual patient and family are very important (Wingard, 2005). Some patients need information to understand more about their health condition and how to overcome or prevent the complication of disease. The others may interest in improving quality of life with current diseases. Patients’ problems include patients’ culture, race, ethnicicy, religious orientation, socioeconomic status, age, gender, educational background, literacy level, and emotional state (Wingard, 2005). Next, nurs...
In the past two decades, there has been a push for appropriate staff to client ratios. However, measuring client needs and nursing efforts have been around since 1922 (Lewinski-Corwin, 1922, pp. 603-606). The earliest recorded effort was by the New York Academy of Medicine. Superintendents and nurses from ten training schools documented the time spent providing bedside care. From complied information, the researchers revealed each client required an average of five hours and four minutes of care in a 24-hour period. From these observations, they evaluated staffing issues in New York City. At that time, none of the hospitals were sufficiently staffed (Lewinski-Corwin, 1922, pp. 603-606).
For this reason, it is imperative that individuals improve communication among these stakeholders. In the course of 4days in a hospital, a patient can come into contact with about 50 different employees including nurses, technicians and physicians. As a result, for effective clinical practice, critical information MUST be passed on with complete accuracy. According to Rosenstein & O’Daniel 2008, some of the obstacles to Interprofessional Collaboration and Communication include Gender, hierarchy, differences in languages and jargon, the diverse levels of preparation, qualifications and status, the complexity of the care, the historical Interprofessional and Interprofessional contentions, differences in professional routines and agenda, the emphasis on quick decision-making, the fear of diluting one’s professional identity among others. Additionally, those who have the most barriers tend to be physicians and nurses. Despite their numerous interactions in one day, they have differing perceptions about their responsibilities and roles concerning the requirements the patient may have so they end up having different goals for the patient. Due to the ethnic diversity
Patients Safety is the most crucial about healthcare sector around the world. It is defined as ‘the prevention of patients harm’ (Kohn et al. 2000). Even thou patient safety is shared among organization members, Nurses play a key role, as they are liable for direct and continuous patients care. Nurses should be capable of recognizing the risk of patients and address it to the other multi disciplinary on time.
...using words your patient is used to and will understand. Clarify your message with body language, tone of voice, facial expression touch and gestures.
Oxygen was first admitted to the client with chest pain over 100 years ago (Metcalfe, 2011). Chest pain is a large bracket that can contain many different conditions, but for the purpose of this analysis it is focused manly upon a myocardial infarction. A myocardial infarction is mainly referred to as a heart attack, and occurs when one or more coronary arteries leading to the heart reduce or completely stop blood flow (Tuipulotu, 2013 ). Administering high concentrations of oxygen to patients with chest pain is now embedded in guidelines, protocols and care pathways, even with a lack of clear supporting evidence (Nicholson, 2004 ). High concentration of oxygen means that up to 60% is administered (Knott, 2012). More recent research has suggested that the use of oxygen in this scenario is unnecessary and can lead to unwanted side effects, especially in normoxic cardiac patients (Moradkham & Sinoway, 2010 ). The aim of this comparative analysis is to dismantle and understand both the benefits and risks of the commonly known practice of administration of oxygen to the client with chest pain. Through completing this analysis using recent and appropriate evidence a more improved practice can be given and understood.
For my clinical observation experience I went to the Emergency Department at JFK Medical Center. The first emergency nurse I was assigned to was responsible for six beds. When I first arrived the nurse explained to me that she prioritizes her care based on urgency and airway problem. Since the rest of her patients were stable, she went to perform a focused assessment on a new patient assigned to one of her beds. This patient came in because he had fallen in the bathroom. As soon as she was finished assessing this patient, she went to the