Different Aspects Of Patient Care Nursing Essay

Different Aspects Of patient bang Nursing EssayTo help me reflect upon my coif from my front emplacement to my indorse placement, I ordain put on Driscolls model of reflection (Driscolls model 2000). Driscolls model uses three stages to help analyse practice what happened providing a description of the event, what pick up you intentional swelled an account of how you felt at the period and what you have learned after revisiting the hump and finally your proposed actions for the future and how you are going to implement what you have learned from reviewing the vex (John Driscoll, 2011).Throughout this assignment I pass on be demonstrateing contrary aspects of preserveed role role care which have occurred during my time in my premier(prenominal) and plunk for placement. To maintain persevering confidentiality within my assignment I had to bring forward fancy from affected role roles, making them fully aware of why I ask their consent and how their information would be use, interest the NMC code of bounce You must respect peoples right to confidentiality (NMC, 2008). During my assignment I will not be using the patients real names receivable to confidentiality but, I will be addressing them using Patient A and Patient B.Firstly, I am going to reflect on practice using Driscolls reflective model. The first stage is to describe what happened during my contract. While on my second placement, myself and a protect had to bed bath patient A in a side room. The patient was in the side room due to having clostridia Difficile (C-Diff) which was found after sending a loose stool sample. I had already gained consent from patient A for myself and the nurse to give a bed bath in accordance with the NMC code of conduct (NMC, 2008) and following this I went to collect the correct equipment to perform the task. As patient A had Clostridium Difficile they needed to be closing off nursed. We isolate nurse to foresee the risk of bed c everyplaceing germs to other patients and staff (NHS, 2010). impertinent of the side room there were red proscenium walls and gloves which needed to be establish on before entering. to begin with entering the side room, it is essential to collect all equipment to avoid leaving the room unnecessarily. You need to shake off on a protective apron and gloves to baffle the risk of contamination to clothes and hands (Dougherty and Lister, 2011). one time in the side room, I explained to patient A what would happen. I raised patient A to be as independent as possible however, patient A could only do little due to reduced mobility. I made sure dignity was maintained at all times by exposing only the part of the body I was cleaning. As patient A was less mobile, patient A couldnt fully assist with rolling however, with support from myself and the nurse, we could roll patient A enough to clean the stomach and buttocks. To enable this to happen I put patient As arms across their chest and softl y rolled patient A onto their side, I provided support to patient A while the nurse cleaned and put clean sheets on the bed. During the task I communicated with patient A to ensure they felt comfortable, and to keep patient A informed of what myself and the nurse where doing.Driscolls model now asks me to analyse my tactile sensationings and what I have learned. Throughout the experience I felt confident in what I was doing as I had gained previous experience on my first placement however, when I was on my first placement at a surgical harbor I was asked to bed bath a patient with the aid of a Health care assistant, I felt actually anxious as I had never been in direct patient while away before and this was the first time I had been in a care environment. Although I had learned near the requirements of personal qualities and how to promote dignity and autonomy which is needed to assist with personal care in lectures at University, I had never put them into practice until my fi rst placement.During this event I have learned what isolation nursing is and why we need to implement it if a patient has contracted certain infections. At first, I did not shade comfortable with the concept of isolation nursing as I had never stick with across this type of infection prevention and control procedure before however, the nurse explained to me the sizeableness of move on a red apron and gloves before entering the room, and explained to me that I need to dispose of my apron and gloves in an orange clinical waste bag for incineration and to wash my hands thoroughly with soap and piss before leaving the room to remove and spores, and explained that I should not use my alcohol gel in this situation as it is ineffective at eliminating spores. Infection Prevention and control is a term used to protect people from infections. It is used in healthcare to prevent patients acquiring those infections associated with health care and to prevent the transmission of micro-organi sms from one patient to another (Dougherty and Lister, 2011).In the future, if I were to isolate nurse a patient, I discover I would be to a greater extent confident as I now understand the importance of infection prevention and control procedures such as wearing protective clothing to prevent spreading infections and the process of discarding contaminated waste.On evaluation of this experience, I feel that my communication skills on my second placement have improved greatly from my first placement, as I am now feeling more than comfortable with communicating with different people to help establish a therapeutic family relationship, as this is very important when delivering patient care. I believe I communicated effectively with the patient and a therapeutic relationship was recognised.I will now reflect upon Organisational Aspects of Care. During my first placement on a surgical ward, I had to pile m whatever observations including Respiratory Rate, Oxygen Saturation, Temperat ure, Blood Pressure and Heart Rate. On the surgical ward, direct after surgery the above observations needed to be taken every hour. During my second placement, which was on a medical ward, observations are taken every 4 or 8 hours depending on the needs of the patient however, if the Doctor or Nurse deems the patient to be at risk, the observations are increased.When carrying out all observations, it is resilient the patients Early Warning Score chart is available, as this is where all observations are recorded. This assessment tool is divide into sections relating to the types of observation you are fetching. Within the sections is a colour code to indicate if the arrangement is of no, low, mild or high concern. All observations need to be recorded, as anything that is not written down did not happen. When put down in official documents all information needs to be eligible and correct and needs to have the date and time it commenced (NMC, 2008).The first time I had to assist with taking observations, I was very anxious(p) as I had never taken them before and was unsure of how to approach the patient as I had not yet formed a therapeutic relationship with them. I found it difficult to take patients temperature as I was not sure how far into the ear canal I should put the tympanic probe however, I asked my mentor for advise and she said that what I was doing was correct which gave me more confidence the following(a) time.With regards to the patients Early Warning Score, I always record each result as soon as it has been measured to make sure I do not forget, or mistake it for something else. When recording any result, it is brisk to check if the patient has any parameters wane, most patients on my second placement had parameters set. Patients would have parameters set if the EWS parameters are not specific enough to the patient. Once all observations have been taken it is essential to set whether the patient has an early warning score or not. If the patient does have an early warning score, it is tyrannical to tell a staff nurse immediately as this could be a sign of something severe. Measures and documents vital signs and responds appropriately to findings outside the normal range (NMC, 2010)Another observation which I found difficult was external respiration rate. I learned at University to be discreet when looking at a patients respiratory rate, as, if the patient knows what you are ob part, they are more likely to alter their breathing rate, which gives you a false reading. On my second placement, I feel more confident with taking observations however, I still struggle with respiration rate. I now know that I can observe the patients breathing while checking their pulse however, if they start to scold or their chest does not make significant movement I find it takes me a while.When taking observations now, I feel much more confident with the layout of the Early Warning Score Chart and learned when it is necessary to inf orm my mentor or staff nurse. Over a period of time, my skills will larn sufficiently, and I will gain more experience percentage me to understand what is appropriate for the patient nevertheless, I feel as a first year school-age child nurse, my skill level when taking observations, recording them and my knowledge of an Early Warning Score assessment tool is what it should be.I will now discuss Nutritional and Fluid Management in accordance to Driscolls reflective model. While on my second placement, a medical ward, I had to care for patients who needed assistance with eating and drinking. During meal times, some patients required assistance with eating and drinking, such as cutting up their solid food for thought into reasonable sized pieces which they could independently manage. On one occasion I was asked if I could feed a patient, to which I agreed. I already had my apron on, so I approached patient B to ask if it was OK for me to assist them with their dietary needs, to wh ich they answered it was, I indeed proceeded to wash my hands to prevent contamination of infections (NMC, 2008), (NICE, 2012). I brought patient Bs dinner straight from serving to ensure it was hot and manoeuvred patient Bs table to a comfortable position for myself to avoid over stretching, and prevent spillage of food, then sat patient B upright in their bed to prevent choking and, made sure they were comfortable and presentable before starting to feed to maintain patient dignity and autonomy (NMC, 2012) .Throughout the meal time, I was careful not to rush patient B with their eating, and I encouraged them to drink plenty. I acknowledged when patient B wanted a rest, and when they were full, trying to encourage patient B to eat as much as possible before indicating the need to stop. Patient B had a food and runny chart as they were at risk of malnutrition. A food chart provides suitable evidence of a persons nutritional intake which acts as a valuable election for all members of a multi-disciplinary team dieticians and nurses to assess whether a dietary conductment plan is necessary for the situation patient (Freeman, 2002). It was my role, once patient B had finished their lunch to complete the charts accurately.All through the experience I was very nervous as I had never assisted someone with food and drink, and I had not yet developed a therapeutic relationship with patient B. On my previous placement, a surgical ward, most patients were independent with food and drink so did not require support, or monitor on a food chart due to the majority of patients having healthy diets, therefore I did not have a great opportunity to learn what they are, or how to fill them in correctly. However, on my second placement I had witnessed a health care assistant filling in a food chart, so I used my initiative to ask what they were and how you fill them in, so I knew what to do if a situation arose where I needed to complete it. As I had never assisted anyone with feeding before, I felt shortsighted and uncomfortable in case I put too much or too little onto the cutlery or fed the patient slower or faster than they would unremarkably eat.On reflection of this experience, I feel I communicated well with patient B to ensure I was appropriate with my actions and that I met their nutritional and fluid needs. I believe I completed the food and fluid charts accurately, leaving me feeling confident if a similar situation occurred. If this situation arose again, I now feel confident I know how to approach it, after gaining experience on my second placement with helping patients with food and drink. I now consider myself to have acquired the correct knowledge and skills to not feel inadequate as I previously had, and I now know what to do when assisting with feeds and completing the required charts, giving me more self-assurance when I approach patients.I will now reflect upon the skills cluster medicines centering comparing my first placement and my second placement as a first year student nurse. Throughout my two placements subcutaneous injections were commonly used. The injection I will be talking nigh is Tinzaparin because it was used on both the surgical and medical ward. Tinzaparin is a low molecular weight heparin and is used for the treatment and prevention of blood clots (British National Formulary, 2011).During my first placement a surgical ward, Tinzaparin was frequently used and I had previously notice my mentor contending the injection. after observing my mentor, she asked if I would like to spread the injection, to which I agreed. I had never given an injection only to a model when learning the proficiency in University, so I felt very apprehensive. Before giving the injection I would gain consent from the patient, explaining what I would be doing and where on their body I would be administering the injection as there are various places subcutaneous injections can be given. I would ensure I would not be gi ving the injection into the same sight as the previous day as this can affect absorption rate (Dougherty and Lister, 2011). The patient gave me full consent to give the injection into their abdomen so I would continue to prepare. Prior to giving the subcutaneous injection, I checked it was the correct drug, dose, patient, route, date and time and if it was sign by a doctor. If this was all correct, I would proceed to cleanse my hands to prevent contamination of medication. To administer the injection I would gently pinch the skin to lift the adipose tissue away from the muscle, removing the provoke sheath and inserting the needle into the skin on a 45 angle then releasing the skin. I would withdraw the needle quickly and apply pressure with a cotton wool ball (Dougherty and Lister, 2011). After giving the injection I would make sure all sharps were disposed of correctly and all enfranchisement was completed and countersigned by my mentor.When on my second placement administration of subcutaneous injections was common on the flush medication rounds. I now feel less apprehensive about giving a subcutaneous injection as I have had practice and my professional skills have developed however, I feel I need to increase my confidence, which will happen after I have given more injections. This is my first time in a health care environment I had never observed anyone giving injections before my first placement. I found giving an injection daunting, especially if the patient was underweight however, my mentor on my first placement said my technique was OK which calmed me down and gave me more self-esteem. I am definitely happier with the technique of administering a subcutaneous injection and I no longer feel as hesitant as I did on my first placement.On evaluation of medicines management, if I were to give a subcutaneous injection again I would feel less anxious as I now have practice and all relevant paper work completed to say I am competent. Even though the prac tice in placement has developed my skills greatly, I do not feel confident giving a subcutaneous injection to an underweight patient. I would communicate more with the patient, putting them at ease with my ability to administer the injection and I will continue to use the correct technique shown to me in University.After reflecting on my practice from placement one and two of my first year as a student nurse, I now know what I need to do to develop my skills throughout my second year as a student nurse. To show my development I will keep an up to date portfolio of my achievements to provide evidence of meeting the required competencies.To develop my skills as a second year nurse, I will continue to work closely with my practice mentors and pedantic mentors, seeking help and advice when needed to ensure I am professional and knowledgeable in my career. I will gain more experience as a second year, participating in different aspects of a nurses role to help further my development as a nurse. At all times I will work within my limitations as a student nurse and I will abide by University and work protocols to maintain a safe environment for myself, colleagues and patients.I aspire to nurse patients in a holistic manner, having a greater input into decisions about patient care, putting into practice all what I have learned by implementing the essential skills clusters. I will continue to treat all patients as individuals, maintaining their confidentiality and building therapeutic relationships to ensure I am promoting their health needs.