I was assigned at the University of Tampa (UT) for my NGR 6947 (fall semester) practicum. Initially I contacted my preceptor, Dr. Cindy Parsons, via email for introducing myself, thanking her for being my preceptor, and getting a telephone appointment to go over the practicum curriculum. The appointment was fixed for 08/26/15, Wednesday at 11:00 am. We had a 30 minutes phone conference, during which I went over my schedule and the practicum assignments. Since I have already completed my NGR 6940, I was able to explain thoroughly my goals and expectations to the preceptor. She promised to send me the syllabus, her curriculum vitae, and the clinical schedule via email. On 08-28-15, I received the syllabus and we were able to work on the …show more content…
practicum contract via telephone (30 minutes).
On 09-04-15, Friday, I went for to the UT for the introduction and orientation to the student`s clinical rotation (7am-1pm). We met in the Nursing Skills Lab. There are 8, fourth semester Bachelor in Nursing (BSN) students for the clinical rotation. The main topics covered were introductions and orientation to PMH clinical, role of PMHN-Communication/therapeutic relationship, therapeutic milieu and interdisciplinary care and safety. I introduced myself to the students and got acquainted with the faculty and students. After the orientation, me along with Dr. Parsons went to the faculty room, went over the syllabus, guidelines, post-conference components, and post recordings. I signed a permit form that allows me to shadow Dr. Parsons at the St. Joseph`s behavioral center, Tampa. On 09/18/15, Friday, I went for the student`s clinical rotation at St. Joseph`s behavioral center, Tampa (7am-2pm). Dr. Parsons oriented me to the entire building, we went for rounds to supervise student`s. The behavioral center has three units; pediatrics, acute care, and progressive care. We rounded three times in each unit, clarified student`s questions and spent time in each unit with the students and the unit staff. At 12 pm, we gathered the students for
a post conference. During the post-conference, Dr. Parsons asked them about their experiences. The students shared their experiences and concerns. We also shared the different findings that we came across during our rounds. Dr. Parsons and I talked regarding the importance of therapeutic communication. Our next clinical will be on 10/02/15. On 09/25/15, there will not be any clinical posting, but students will be going for a community observation experience. On 09-22-2015, 8am-1pm, I went to a psychiatry clinic in Valrico, as part of a community observation experience. I went in the morning and got a quick orientation of the clinic. The clinic has one psychiatrist, one social worker, four ARNP`s and three office staff. I was able to observe one of the ARNP`s during her appointment with her patient. I was also able to observe the certified social worker during his therapy session with the same patient. Since the psychiatrist was out of town, I was not able to meet him. The office staff gave me a clear picture of the daily routines of the clinic.
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.
I enjoyed interacting with the patients, and my nurse. Karie, was amazing. She explained to me everything she did. The routine for each patient was very similar, and this repetition helped me anticipate what Karie needed and helped me feel fairly confident in assisting her with the new patients and their needs. On the other hand, I was extremely disappointed that I was not given the opportunity to administer an intravenous (IV) line. Karie was willing to allow me the opportunity after I watched her place an IV in three different patients, but her fourth patient was transported from a different hospital with peripherally inserted central catheter (PICC) line in place. It was beginning to get late in the day and the patients coming in was slowing down, so Karie told the nurses at the nursing station that I needed to practice IV’s, but no one had any to give. Although I was disappoint that the opportunity to insert an IV into a patient did not arise, I did gain much knowledge regarding the ODS unit. I am now familiar with the physical layout of the unit and what takes place with patients that go there. I know the role of the nurse. I was also given an opportunity to practice nursing diagnoses on a
Gender biases are a problem in many schools and gender equity has been used to help remove those biases. Equity refers to having equal expectations and treating students of different sexes and cultural backgrounds equally. Gender biases have been a problem in education for years. In the past boys and girls have had different expectations when it comes to education. Boys have generally been taught to take leadership roles and girls to take more passive roles. In recent years gender equity has helped remove gender biases from the classroom, giving boys and girls a more equal type of education.
A mismatch1 exists between Jo’s values and expectations of clinical placement, and those of the staff, patients and supervisor. Jo values learning, knowledge, academic achievement, and research. She is not oriented towards the patients’ experience, and lacks empathy.3 She believes the placement is progressing well, and sees no reason for the meeting. She shows poor
The main aim of this reflection is to demonstrate that I provided this care. During my training as a student nurse, I have been involved with many patients with complex needs of a with the support of a mentor, however this was, primarily, the first time since qualified and on completion of my registration that I became responsible and accountable for my practice.
According to Paul (1999), reflective practice has become a dominant paradigm in second language teacher education in recent years. Further, Biggs (2003) cited that learning new technique for teacing is like the fish that provides a meal for today which same as reflective practice that acts as the net that provides the meal for the rest of one’s life. To begin with, reflective practice has been a major movement since the eighties in teacher education (Calderhead, 1989; Cruickshank &Applegate, 1981; Gore, 1987; Zeichner, 1987). Even more, research acknowledges a number of potential benefits that arise from reflecting on ones’ teaching both for pre-service and in-service teachers (Bailey, 1997; Cruickshank, 1987; Mckay, 2002; Oterman and Kottamp,
She told me that this particular client’s doctor was most likely going to be coming in and order that her catheter be removed and take her off the normal saline 0.9%. She said that she should be starting to get up and moving today. After I had introduced myself to my client and took her vitals I talked to her about her daily goals and what I would be doing today with my assessments. When I came back to my patient to do my head to toe assessment, I asked if she would like to move to the chair when we were done, she said she would try but she it was very painful to sit up because that put pressure on her incision line. I asked if she would like her pain medication that she didn’t want earlier, because I discussed that by the time I finished with my
Overall today was extremely busy. There was a total of 21 patients seeking therapy. For each patient that was seen throughout the day, I prepared hot packs and ice packs and monitored them throughout each exercise session. Aside from supervising patients, I was able to start my Needs assessment with patients. I selected 8 patients based on their age and frequency of visit, in order to gather accurate and efficient information overtime. I was able to interview patients during their 8 minutes hot pack session, and then I introduced myself and stated the purpose of this study/intervention. Each patient was very engaged and responded to each question appropriately. I did not hand out brochures on this day because I felt it would be beneficial to
I was able to meet all my objectives; I studied for the med. calculation exam, therefore improving my skills. It’s important to understand and correctly calculate medication to avoid med. error which can be dangerous. I studied very hard for my pathophysiology exam hence I received a good grade on the first exam. And lastly, I am beginning to implemented strategies to aid me in communicating with my resident more; however I want to continue to prefect these skills. My resident doesn’t talk a lot but I need to make sure I am able to continue to communicate with him as I need to know how he’s feeling.
Upon my exit from the Rehab Center, I consider my interaction with the patient who had spin my new world upside down. Thrown completely off guard, I realized two things: sickness can change people into something you, or even they, might not expect, and the second, I don't take things personal. No one wants to be sick or in the hospital by any means, and as a nurse student it is part of my education and professional obligation to hold my anxiety and disappointments of my patient’s odd behavior. Finally I promised to myself to deal with people at their worst, and always have positive attitude toward them and try to heal them back to their best.
Day two: on arrival to 3N at 530 am our clinical instructor handed as the RN patient report to see if anything had changed from yesterday. My second day was less stressful than my first because I had an idea of what is required. I was assigned to stay the same patient. I was more comfortable providing patient care and medication administration without feeling much pressure because I got to review my patient’s medication over the night before my second day. On my second I was also a little bit more settled than my first day, I was able to spend more time caring for my patient. I had completed safety check on my patient and witnessed the dose of insulin and heparin with another RN nurse before administering, double checking medication and
Today is the second session that I had counselor with this particle client. He came in to see me for the same problem that he had before. But except this time client had be doing a little than before. Before I started with the interview I had use the five stages and dimension of the interviews a client. I want to have an empathic relationship with my client, and gathering story and find the strength of my client is part of getting to know my client. This time I had set a realistic goal that my client can work toward without feeling that he is not in control of making the decision. The next is stage restoring finding what is not working now and trying to find an alternative that will work then take the action of letting the client go or
My experience so far at my site was going well, I am getting to know some of the clients and reading more information as it relates to some of the activities they like participating in during the week. So far during my practicum, I got to observe staff do group with the client and learn how to do the room checks that happen everyone. I got a chance to talk with some of the clients; this gave me the excellent insight into their lives and some of the main things they care about overall, I also got to here form the group about what their future is going to be as it relates to getting discharged construct the diversion facility. The way I will move forward as it relates to my career is developing
I was fortunate enough to have went into my patient's room to answer a call light prior to rounding. The patient had many questions and had a pain of 10 on the 0-10 scale. As I went to inform my primary nurse she was just about to go into the patient's room and was shocked to see that a student nurse was placed with this patient. She informed me that I had a, "difficult" patient. Because I was able to already go into the room and meet the patient for myself, what the nurse had said did not really have a large impact on my view of the patient. Then a few minutes later my instructor came and asked if i would like to be reassigned a new patient since she had also heard I had a "difficult" patient. I had compassion for my patient, respected her
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.