Evaluation Of A Clinical Evaluation Essay

This class was very challenging, interesting, and informative. First, students must push themselves to expand their knowledge and help themselves become more inquisitive, critical, reflective, and problem solve. As future professional nurse practitioner, we are striving for integrating clinical judgment skills. The knowledge gained in the textbook must be applied in the clinical settings without discrimination.

Standing (2011), defines clinical decision-making as a complex process that involves observation, gathering information, critical thinking, evaluating evidence, applying necessary knowledge, reflection and problem-solving skills. Every day nurses make important clinical decisions and these decisions have important implications for patient outcomes and deserve serious consideration. Therefore, it is important for nurses to have a better insight of the decision-making process, be able to deliver holistic care and meet essential and complex physical and mental health needs of the patient.

My chosen practicum will be teaching in the skills/simulation lab at NCMC. This paper will outline how the experience will enhance my knowledge and develop skills necessary to fulfill the role of nurse educator. The goals, objectives, and timeline will be discussed in this paper. The project that will be developed during the practicum experience will be a debriefing philosophy and evaluation tool to assess student learning with emphasis on critical thinking skills.

The last week of classes for NURS1005 were a series of clinical skills activities. These activities refreshed the student’s minds on what they will be doing on placement and how to do it. We got assessed on three clinical skills; taking and recording vital signs, blood glucose levels and doing a urine analysis. I’ve chosen to reflect on taking vital signs and how I performed them. Reflection is a very important part of learning from experiences which is essential in nursing. Nursing practises continue to change and it is easier to go with and to add to that change if you are reflecting on your practise. This essentially makes nursing practises better for the patients. I have reflected on the process of how I took the vital signs during my clinical skills activities. I was very nervous but believe I performed them well due to how I was taught, what I have read and seen and the vital signs signified how my peer was acting which was healthy and within a normal range. Even though I felt I did them well, there were improvements that could and have happened since. Most of the improvements are minor in comparison to the strengths I have but it is important to recognise improvements when needed so you are giving the best and accurate care. I was aware of these improvements needed and tried to strengthen them during my clinical placement which helped me learn different ways of doing processes and also the rationale behind the processes.

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

This essay is going to explore the nursing process with regard to the prevention of pressure ulcers.

Yet, current educational methods on measuring and evaluating clinical skills lack robustness and academic standardization. The gap between academic coursework and field internship performance remains challenging. Previous reports (Badger & MacNeil, 1998; Emlet, 2010) have provided strong justification for the use of standardized patient methodology, especially in an era of research-informed practice with an emphasis on client

Teaching and learning in the clinical setting is not a new concept and the teaching of clinical skill to nursing student ranks high on the current agenda of nurse education (Pfeil, 2003). Therefore, has be the duty of teachers to continue to provide ongoing guidance during teaching and learning taking place. According to While (2004), the mentor is required to feel personally and professionally confident when assessing the student’s performance. This allows the development of the students will become better and more effective.

Lily was a 65 year old lady with stage 5 CKD, she had recently begun hemodialysis treatment three times a week as an inpatient and had been responding well to treatment. During dialysis treatment on the morning of the first day, Lily’s observations showed that she was: tachycardic, hypotensive, tachypnoeaic, had an oxygen saturation level of 88% and was becoming confused and drowsy. It became apparent that Lily had become hypovolaemic. The hypovolaemic shock seen in this patient was of a particular critical nature due to the fact that her dialysis treatment had moved her rapidly through the first two stages of shock with her compensatory mechanisms failing very quickly (Tait, 2012). It was also much harder to identify the early signs of

The purpose of this journal is to reflect on my experience and skills gained during my clinical placement at Ben Taub Hospital. On my first clinical day, I was excited and nervous at the same time. My first placement was in the PREOP/PACU area. I was assigned to help a patient who had been in the PACU area going on 2 days. Normally, once the patient comes from surgery they are only in the PACU area for a short period of time before they are discharged home or given a bed in another area of the hospital. This particular patient still had not received an assignment for a bed. The physicians would make their rounds to come check on him daily. The patient was a 28-year-old Hispanic male, non-English speaking, he had a hemicolectomy. He had a NG tube, urinary Foley catheter, and a wound vac. My preceptor had just clocked in and she needed to check on the patient’s vitals and notes from the previous nurse. Once she introduced me to the patient and explained while I was there, she then asked me to check his vitals. (Vital signs indicate the body’s ability to regulate body temperature, maintain blood flow, and oxygenate body tissues. Vital signs are important indicators of a client’s overall health status (Hogan, 2014). I froze for a quick second. I have practiced taking vitals numerous of times and I knew I could do it correctly. I started with the temperature first, when I was quickly corrected on a major mistake I had made by my preceptor. I HAD FORGOT TO WASH MY HANDS and PUT

Critical thinking and clinical judgment are important skills that professional nurses use in every day clinical setting. In 2012, a mix method qualitative study by Dr. Jeanne Mann was done to evaluate the effectiveness of educational strategy to develop clinical judgment skills in nursing students. In this study, the population was identified as volunteered Level II baccalaureate nursing students from a Midwest nursing program. The variables identified in this article are the relation between critical thinking and clinical judgment. The title of the article clearly indicated the focus of the study and created an interest in reading the research due to nurses utilize their ability to critical think and

The purpose of this paper is to provide a synopsis of the importance of assessment and diagnosis in the counseling process. In the first two sections, the roles of assessment and diagnosis as they relate to case conceptualization and treatment planning will be explored. The potential implications of misdiagnosis will be the focus of the final section.

When the patient first came in I think I did quite well as I welcomed

This report will discuss the health assessment of a client who presented to my PEP facility, Clinic 275. Clinic 275 is a confidential and complimentary walk-in sexual health service which provides medical consultation/advice, testing and treatment for sexually transmitted infections (STIs) (SA Health 2016a). Ultimately, this paper will illustrate how an ongoing health assessment, history taking, provision of client education and care options of certain STIs are fundamental to guiding the planning, implementation and evaluation of care for specific people. All information regarding the client, who will be referred to as R, was permitted for use by the facility and will maintain confidentiality in accordance with the guidelines of the Government of South Australia (2015, p.7; Nursing and Midwifery Board of Australia 2016).

Today I had a great day at the clinic. For the morning section, I had Omar Lora as my patient. Last time when he came, I collected all my assessment data. Today I updated his medical history, dental history, vitals, and EIOE, then I completed filling out the gingival assessment, the treatment plan, and the SAOP. Finally, I was ready to have my assessment data checked. It went really well, and I learned ways to helped me be more efficient with my time management, for example, I did not know how to have my radiographs up in the other monitor while I was doing my assessments. It was a little time consuming having to open and minimized the window every time I needed to look at the radiographs. Also, I discovered that having a piece of paper out and taking