Assessment And Nursing Interventions For A Patient Discussion Paper

Learning Outcomes

Self-reflection is an integral tool for learning as it allows criticism of learning experience (Epstein, Siegel & Silberman, 2008). Once such analysis is present, it is possible to devise a plan of action in order to improve any areas for incapability. In the current scope of analysis, judgments regarding professional practice and capability to make comments regarding own performance has been undertaken. Such criticism allows comparing learning and practical experience in accordance to the RN standards for Practice. At the end a plan for action has been suggested which can allow improvisation of any areas in which capability has been seen to be less or absent.

Most integral areas of reflection in clinical practice relates to making judgment regarding to understanding as a student. At the beginning of the course, I was very excited and nervous about the subject as there was present vast number of subjects present. The course was distance learning and the topic was completely new topic (Henderson & Tyler, 2011). I was not aware of the content and the tasks that had to be undertaken and completed in the course. However, my learning outcomes provide that, I have been able to undertake my assessment. I had the opportunity to study to enhance my knowledge and share my opinions on the importance of making decisions in health situations. While making decisions related to the health situation, I understood that I knew the topic in detail. During the first session of Module 1, I produced four results and strategies for evaluation. Assessment And Nursing Interventions For A Patient Discussion Paper I know that my learning has led to the development of clinical decision-making skills through critical thinking and analysis to achieve better results for patients with inferiority. I undertook simulation strategy in order to make decisions related to patient situation. Some results s of the study was to obtain detailed information on the subject, decision-making process and clinical reasoning. Identify problems and problems in the decision-making process. Think critically and make the right decision. Clarification and consideration of decision-making efficiency.

I also have several learning outcomes for the semester. Some of which reflects that I have the skills and abilities to provide the patient with good management and care. I find obstacles to unnecessary communication, to the development of decisions and strategies. I am easily able to interact with patients and find suitable solutions to various outcomes. Every Friday of the week a blog was published on a modular network on various topics related to the topic (Levett-Jones, Gersbach, Arthur & Roche, 2011). I used clinical thinking, one of the most important tools to learn. This tool gave me the opportunity to gather detailed patient information, analyze and take appropriate measures to meet patient needs. It has also helped improve clinical skills and information that reflects actions. So, I could improve my knowledge of the topic, I am continuously promoting literature, books, academic articles and magazines to make decisions about your Moodle and UOW libraries. I have watched videos on patient assessment, physical examination, risk and decisive technology. Reflective learning is the key to analyzing assistance and improving skills and abilities. At the end of six months I was able to have a positive attitude towards the patient. I also have the opportunity to know the decisions and their importance in health care.

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Evidence

Only reflecting related to learning is not sufficient to understand detailed understanding related to a topic. It is necessary to provide evidence to such learning as well. During the session, I had the opportunity to learn how making healthy decisions are important at all levels of administration and level of health facilities (Clynes & Raftery, 2008). Nurses play an important role in the decision-making process to determine the patient’s outcome. Therefore, the decision-making process is important to ensure high-quality care and guidance for care providers and to assume the responsibilities, which we have learned in Module 1 earlier this year. I learned regarding importance of pattern recognition in decision making. This involves recognizing patterns in patients from previous experiences. In practice knowledge and skills, mutual cooperation, respect and mutual support, clear description of the work, good use of resources, are some of the most important things to make a decision about care (Wright, Moss, Dennis, Harrold, Levy, Furness & Reubenson, 2018). I had learned regarding simulation strategy, which I had been using for understanding of different concepts. Also in Evaluation 2, I had the opportunity to do a case study of a patient with asthma. We learned that the timeline is important to obtain detailed information about the state of health. It also helps identify the patient’s true health problem and develops the interventions needed for further treatment. Physy’s research is important for the diagnosis of the disease and proper care. The four main phases of the objective study include: inspection, palpation, percussion and excavation. I will be able to help the patient with morbidity with confidence and use my skills and knowledge in the future. I had taken guidance from senior nurses, where various nursing leaders guided me to undertake decision making methods.

In addition, I was given the opportunity to explore my abilities and my knowledge about the importance of the flag system (BTF) at NSW hospital to clarify the patient’s aging condition. I shared my thoughts about the guidelines used to prevent and combat major injuries. I also heard about my personal results from the study I did the first week of the session (Mann, Gordon & MacLeod, 2009). To achieve my personal learning results, I used some strategies. I participated in a discussion in focus groups, in controlled positions, always receiving coordinators; I received the same comments in the discussions of newspapers and groups. There was a spectrum of colors in the flag and the system is necessary to cater to patient care across hospitals. The flag allows implement five elements in NSW hospitals which includes Standard Calling Criteria, Governance, Clinical Emergency response system (CERS), Governance, Education and Evaluation. I learnt ways in which these elements enable delivery of patient care and responding to sepsis.

Judgment

At the beginning of the session I was apprehensive as I was a distance learning student. My apprehension was related to whether I would be able to complete my units in an efficient manner. After reading the subject of training and discussion of discussions and reports, I got a clear manual on this subject. I also received comments about my friends and got input and review on a discussion forum about various health problems (Ääri, Elomaa, Ylönen & Saarikoski, 2008). It helped me improve my skills and improve my skills. I saw the positive results of effective solutions for patients. In addition to the educational results that I have done with myself, I have learned about the methods of physical assessment. I have given myself the importance of thinking in practical development, which is a highly integral skill in clinical care. Moreover, I agree with the clinical evaluation of patients. The most important thing that I have learned is the importance of physical and health analysis. It helps to diagnose healthy problems. I have also learned that effective communication in healthcare is important for maintaining the quality of care. I have also learned that we are responsible for analyzing, interpreting and evaluating the quality of medical care.

In order to improve my learning, I have to follow the strategies I have observed. I will maintain a self-reflective journal such that I am able to track my progress. I will take advise from my professor through emails, in areas that I have not been able to make progress. My professor will be the ideal person, who will be able to guide me and conduct me through the process of becoming an effective person in professional field. I will also aim at my skill and knowledge enhancement through active participation in online group discussions, reading of the contribution, use of the clinical justification. I must also use my previous experience and knowledge in the field of patient care (Kaphagawani & Useh, 2013). I will try and gather more experience related to patient care such that my areas of knowledge I am able to enhance.  Furthermore, I need to improve my skills and my practical knowledge by constantly achieving my goals. I will be actively involved in group activities that will allow you to exchange opinions, reflections and knowledge. I will continue to evaluate the comments of friends and coordinators to improve my skills and knowledge. Not only do I have to read books, literature, scientific articles and journals that need to be taken into the decision-making process. However, I believe I am still convinced of implementing a clinical process that will improve, continue the practice and discuss with experts. Basically, I can provide high quality care in the future and support the required level of health.

Conclusion

Analysis related to my learning experience reveals several challenges and drawbacks that can be overcome with a plan of action. Moreover, I need to continuously add to my learning and practical experience such that I am able to emerge as a professional person in clinical nursing. Enhancement of knowledge and skills can take place by taking help from self-help books that are present in the library and also by referring to case studies that are available online. This will allow immense transfer of knowledge and development of practical skills related to clinical practice.

References

Ääri, R. L., Elomaa, L., Ylönen, M., & Saarikoski, M. (2008). Problem-based learning in clinical practice: Employment and education as development partners. Nurse education in practice, 8(6), 420-427.  Retrieved on 19^th October 2018, from https://www.sciencedirect.com/science/article/pii/S147159530700100X

Clynes, M. P., & Raftery, S. E. (2008). Feedback: an essential element of student learning in clinical practice. Nurse Education in practice, 8(6), 405-411.  Retrieved on 17^th October 2018, from https://www.sciencedirect.com/science/article/pii/S1471595308000206

Epstein, R. M., Siegel, D. J., & Silberman, J. (2008). Self?monitoring in clinical practice: a challenge for medical educators. Journal of Continuing Education in the Health Professions, 28(1), 5-13.  Retrieved on 16^th October 2018, from https://onlinelibrary.wiley.com/doi/abs/10.1002/chp.149

Henderson, A., & Tyler, S. (2011). Facilitating learning in clinical practice: evaluation of a trial of a supervisor of clinical education role. Nurse education in practice, 11(5), 288-292.  Retrieved on 20^th October 2018, from https://www.sciencedirect.com/science/article/pii/S1471595311000047

Kaphagawani, N. C., & Useh, U. (2013). Analysis of nursing students learning experiences in clinical practice: Literature review. Studies on Ethno-Medicine, 7(3), 181-185. Assessment And Nursing Interventions For A Patient Discussion Paper