In this video, the supervisor talks to a student, Jo, about problems arising during clinical placement. The supervisor appears to have used the Subjective Objective Assessment Plan1 format to plan her intervention. She has collected subjective data from ward staff indicating a lack of empathy with patients. She has gathered objective information on specific instances of behaviours2 to assess the problem, develop an action plan, and then implement it. 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 When Jo asks for an appropriate timeframe, the supervisor asks what she thinks, whether the amount of time will be same for everyone, and how she could ascertain what was appropriate for individuals. Jo identifies that, while Mrs Phillips answered questions, she often looked away, and said she was tired. Asked for other approaches leading to better outcomes3 for both Jo and Mrs Phillips, Jo identifies that she could have asked if there was a better time, or seen her more often for shorter periods. The supervisor prompts Jo to consider the amount of information she gave Mrs Phillips, and how she could have managed better. Jo identifies asking if she wanted it, providing write information, and giving her websites. The supervisor reinforces this approach empowers
Nurses are able to reflect upon their past experiences of work and build and improve this ensuring their level of competence and skills is in line with NMC guidelines. Improving the quality of care provided to patients is an ongoing process and requires practitioners to contently reflect and improve their practice. (Howatson-Jones, 2013) One way in which reflection can improve the quality of care is through the use of professional supervision, as stated by (Daly, Speedy and Jackson, 2014) a focus for supervision should be enhancing a nurse’s skills and ability to reflect on practice. It should reflect on the standard of care provided and highlight areas for improvement such as further training. This, in turn, leads to a greater self-awareness of practitioners’ own abilities. The process is not about finding faults, but to improve and learn to ensure the quality of care is high and professional for all patients. Being self-aware is a skill important to reflection and the provision of quality of
Supervisors are ultimately both ethically and legally responsible for actions of their trainees (Corey et.al, 2011). Supervisors should specify the responsibilities and expectations of both parties in the supervisory relationship in order to avoid boundary issues (APA, 2014). The supervisees and supervisor expectation for the supervisory relationship should be discussed and agreed upon. Ethical considerations need to be address to provide behavioral guidelines to supervisors, to protect supervisees from undue harm or neglect, and to ensure quality of client care (Corey et.al, 2011). The style/quality of interactions between supervisor and the practicum student is important in establishing a collaborative working relationship that encourages self-reflection and evaluation for the supervisees. As a result, the supervisor must make time to evaluate, give feedback, and process information after supervisory
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.
Nursing students at State University need better clinical experiences and better clinical sites. Clinical sites that have nothing to do or preceptors who don’t want to educate should be cut out and replaced with better sites. Ideally each clinical should allow nursing students to gain experience in critical skills and patient ca...
...tem where students are not merely evaluated on their academic performance but also graded based on interviews and group assignments would improve the medical body. This new balance in the admission of students might provide a new generation of physicians that are better able to create and maintain relationships with their patients. In the United States the need for socially intelligent doctor’s has been recognized as well and recent policies of the AAMC (American association of medical colleges) highlight the expanding influence of the biopsychosocial model on medical education. Behavioral and social science foundations for future physicians, the structure of the Medical College Admission Test (MCAT) will change in 2015 and will include a section on psychological, social, and biological foundations of behavior, accounting for one quarter of the exam questions.
The functional assessment is how the family interacts with one another. This part of the assessment is divided into two subcategories; instrumental and expressive functioning.
This piece of work will be based on the pre-assessment process that patients go through on arrival to an endoscopy unit in which I was placed in during my second year studying Adult diploma Nursing. I will explore one patient’s holistic needs, identifying the priorities of care that the patient requires; I will then highlight a particular priority and give a rational behind this. During an admission I completed under the supervision of my mentor I was pre-assessing a 37 year old lady who had arrived to the unit for an upper gastrointestinal endoscopy. During the pre-assessment it was important that a holistic assessment is performed as every patient is an individual with unique care needs as the patient outline in this piece of work has learning disabilities it was imperative to identify any barriers with communication (Nursing standards 2006).
The first stage of the nursing process is assessment. This is a continuous process from hospital admission to discharge. It is about compiling objective and subjective information related to patients, through skills of communication, observation and clinical knowledge and interpretation for decision making (Baath 2011). Objective data is collected from past medical records, physical examination and laboratory tests, while subjective data is the client’s views on their state of health (Corkin and Cardwell 2011). This information gives a comprehensive understanding on the health status of the patient. It also develops the basis for care planning and forms the remainder of the whole process, making it a crucial stage (Nazarko 2011).
Describe a case where you have assessed the behavior of an individual and determined a course of action based upon your assessment. Explain the situation, behavior you interpreted, the course of action decided upon and the reaction of the person and results.
Clinical placements allow student nurses to put theory into practice with real patients and actual clinical situations. Every placement will challenge student, improve communication skills, build own knowledge and foster own reflective practice. It is one of the most interesting and exciting aspects of training to be a nurse. I personally believe that, students must be responsible for their own learning opportunities and understand the outcomes they need to achieve on placement, discussing any queries with their clinical supervisor. I always look for learning opportunities. I approach my clinical supervisor for her guidance to perform any new skills fall into my scope of practice.
I believe placing student nurses in the clinical setting is vital in becoming competent nurses. Every experience the student experiences during their placement has an educative nature therefore, it is important for the students to take some time to reflect on these experiences. A specific situation that stood out to me from my clinical experience was that; I didn’t realize I had ignored the patient’s pain until I was later asked by the nurse if the patient was in any pain.
Assessment is the accurate collection of comprehensive data pertinent to the patient’s health or the situation (“American Nurses Association,” 2010). Assessment is the first step in the nursing process and the most important. Assessment is the accurate collection of the patient’s health date including both subjective and objective information. Subjective data includes information that can only be described or verified by the patient. This may include chest pain, headache, or body aches. Objective date is data that can be observed and measured. This type of data is obtained using inspection, palpation, percussion, and auscultation during the physical exam. Objective data can also be provided through diagnostic testing. This is important for proper diagnosis, planning, and intervention. Examples of this may include vital signs, warm and moist skin, and coughing up yellow colored sputum.
For this project, I was assigned the role as the researcher and I covered Section 1: Overview/ Analysis and Section 2: Research. I responded to all text messages in a timely manner. I completed my assigned tasks in a timely manner. I contributed ideas to the project whenever I could. I assisted Gladys with the editing of the Final paper.
In many cases, the additional time and cost to conduct a quantitative analysis is not justified. Some risks with qualitative consequences, e.g. reputation damage, must be transformed into a quantitative amount. Quantitative assessments may be required in some instances, due to regulations, industry norms, or high-risk environments (ISO/IEC, 2009). It is important to be aware that while quantitative assessments look extremely precise, they are only as accurate as the data used to generate the estimate.
Formative assessment. The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. To be more specifically, formative assessments help learners’ identify their strengths and weaknesses and specific areas that need improvement. Unlike summative assessment, formative assessments assist educators’ to recognize and immediately address student’s challenges. Formative assessments’ are regarded as low stakes, which means that they have little or no value (Frey, N., & Fisher, D. 2011; Yu, H., & Li, H. 2014).