...Gibbs Reflective Assignment On Non-Verbal Communication With A Patient With Demenita Introduction This assignment is a reflective account of my first experience when assisting a patient to eat lunch. For the purpose of this assignment I will refer to this patient as Mrs C to maintain confidentiality and comply with the NMC code (2008). It will discuss the importance of non-verbal communication when providing effective nursing care to the elderly. Description Thoughts and Feelings Evaluation I felt this first experience was very rewarding and a big learning curve for me in caring for others. I was delighted that I had been able to support Mrs C to eat nearly all of her meal which she clearly enjoyed. The ‘protected mealtime’ policy ensured that I had time to dedicate to assist her and as she did not have the ability to feed herself, without my help she would have eaten very little or nothing at all. In order to communicate with Mrs C, I modified the usual rules of communication. I did not speak to Mrs C in an inappropriate way or use elder talk which may have damaged her self esteem and confidence (Argle 1994). I talked to her as I would address any adult but put more emphasis on non-verbal communication which according to Caris Verhallen (1999) is the main way in which humans communicate, in order for her to receive my message, extract the meaning and give me feedback. By holding Mrs C’ gaze I was maintaining communication and encouraging engagement and interaction...
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...go to contents page > School of Health and Social Care www.brookes.ac.uk/schools/shsc mentoring a resource for those who facilitate placement learning Developed by The Practice Education Group (PEG) students and mentors School of Health & Social Care Oxford Brookes University Specific contributions by Pam Sharp, Tim Ainslie, Anna Hemphill, Stephanie Hobson Clair Merriman, Paul Ong, Judy Roche go to contents page > Definitions Placement learning “is a planned period of learning, normally outside the institution at which the student is enrolled, where the learning outcomes are an intended part of a programme of study. It includes those circumstances where students have arranged their own learning opportunity with a placement provider, with the approval of the institution…” (Quality Assurance Agency QAA (2001), Section 9 pg 4, Code of Practice for the assurance of academic quality standards in Higher Education Institutions) Accessed on 24.6.05 www.qaa.ac.uk/academicinfrastructure/codeOfPractice/section9/PlacementLearning.pdf Facilitation roles Those who facilitate placement learning undertake a variety of roles which may include support, assessment and facilitation of learning. There is a wide range of role titles that describe these roles including: Assessor, Mentor, Practice Educator, Preceptor, Clinical Teacher, Associate Mentor, Clinical Educator or Practice Teacher. 2 Version 1 September 2005 © School of Health and Social Care, Oxford Brookes...
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...please e-mail pubpermissions@ons.org. FEATURE ARTICLE Building Comfort With Ambiguity in Nursing Practice Kalli Stilos, RN, MScN, CHCPN(C), Shari L. Moura, RN, MN, CONC(C), CHCPN(C), and Frances Flint, RN, MN Current nursing literature recognizes the need to honor the concept of ambiguity. Nurses experience uncertainty with handling or honoring complexity and ambiguity when confronted with times of struggle. Traditional models of care fall short as patients and families define their expectations of the healthcare system. Nurses bear witness to the discomfort caused by the unknown in their daily practice. They are challenged to address their feelings, unsure of what to anticipate, what to say, or how to respond to their patients. Uncertainty diminishes the opportunity for meaningful dialogue between nurses and other people. Nurses attempting to ease the discomfort of ambiguity by providing patients or families with reassurance, offering advice on how to fix problems, or avoiding talking about situations often express dissatisfaction. Nurses should be invited to explore ambiguity and seek understanding through dialogue and nursing knowledge. Encouraging nurses to define the meaningfulness in nursing practice that embraces human science theory will help relieve some of the ambiguity that exists in current practice. This article will explore the concept of ambiguity, highlight how nursing theory based on human science can support practice, and propose recommendations for practice...
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...AN INDEPENDENT VOICE FOR NURSING Work Engagement, Moral Distress, Education Level, and Critical Reflective Practice in Intensive Care Nurses nuf_237 256..268 Lisa A. Lawrence, PhD, RN Lisa A. Lawrence, PhD, RN, Instructional Faculty, Nursing Department, Pima Community College, Tucson, AZ Keywords Critical reflective practice, education level, moral distress, registered nurse, work engagement Correspondence Lisa A. Lawrence, PhD, RN, Nursing Department, Pima Community College, Tucson, AZ E-mail: llawrence@pima.edu AIM. The purpose of this study was to examine how nurses’ moral distress, education level, and critical reflective practice (CRP) related to their work engagement. The study is relevant to nursing, given registered nurse (RN) documented experiences of job-related distress and work dissatisfaction, and the nursing shortage crisis. A better understanding of factors that may enhance RN work engagement is needed. METHODS. A non-experimental, descriptive, correlational design was used to examine the relationships among four variables: moral distress, education level, CRP, and work engagement. The sample included 28 intensive care unit RNs from three separate ICUs in a 355-bed Southwest magnet-designated hospital. RESULTS. There was a positive direct relationship between CRP and work engagement, a negative direct relationship between moral distress and work engagement, and CRP and moral distress, together, explained 47% of the variance in work engagement. Additionally...
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...appropriate conclusions supported by the data. The concept of profesional journal as a means of developing reflective practice has become a popular topic in classrooms, professional journals, conferences, and continuing education programs (Boud & Walker, 1998). Many other names for profesional journal appear in nursing literature, including log, journaling, narrative pedagogy, dialogue journals, reflective practice, and reflective writing. Whatever people says, reflective profesional journal requires writing, a great deal of it. However, journals are an integral part of the teaching/learning in many nursing programs as well as in allied health programs and education in general. The purpose of this essay is to review the literature related to profesional journal and reflective practice and how it can be beneficial in the teaching/learning process. Reflective practice is a means of self-examination that involves looking back over what has happened in practice in an effort to improve performance or to encourage professional growth (Ruth-Sahd, 2003). Profesional journal is a method that is frequently used in nursing education as an active learning technique to enhance reflective practice. Why is reflective practice so important? The literature cites numerous reasons for utilizing profesional journal/reflective practice in the academic setting. According to Pinkstaff (1985), students find that ideas become clearer...
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...for patients. Nurses, as holistic coaches, can assist individuals in finding meaning in their healthcare experience by listening acutely and creating therapeutic, caring, and collaborative environments of care (Hines, 2012). Being knowledgeable in these practices will improve patient’s feelings of empowerment, in their healthcare choices, and allocate them the voice needed to become active members in making healthcare decisions appropriate for them. Changing nursing practices, to reflect these positive outcomes, will improve nurse-patient relationships and enhance both the patient and healthcare workers’ experiences in dealing with the complexity of healthcare concerns existing today. Challenges in Implementation Changes With this in mind, providing effective holistic care to patients will necessitate nursing educational practices to be reevaluated. Incorporation of the basic principles of holistic nursing will need to be emphasized by educators through all levels of nursing...
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...Individual: Organizational Model Effectiveness Patton-Fuller Community Hospital is a virtual healthcare organization that provides hospital services for a community. The organization consists of your usual staff such as doctors, nurses, CNAs, and your support and ancillary personnel. The current organizational structure in place constitutes of variety of directors, executive officers, and the like. For being a community hospital, there are a lot more supervisory and executive roles than there needs to be for a small hospital. A community hospital is defined as a small business entity that provides general practice services to the surrounding community that has a small population (Primrose, 1998). After carefully reviewing, the organizational structure could be trimmed down in a variety of ways depending on what the focus is of the community needs are. For example, say that this community hospital is located in a retirement community; the organizational structure would have to be composed of a large amount of nursing, respite, and hospice care due to the age of the population. However, if the community hospital were to be located in a college town where the age group is more or less in the young adult range, then the organizational model would need to follow nursing, pediatric care, and more of a general practice approach. Furthermore, the organizational model is directly reflective as to what the population the community is serving. In stating that...
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...Module 2 DQ 1 How does knowledge of the foundations and history of nursing provide a context in which to understand current practice? Identify at least three trends in nursing practice demonstrated by the interactive timeline. How have these trends influenced your perspective of nursing practice? Having knowledge of the foundations and history of nursing helps one to understand how nursing evolved and developed as a profession throughout the centuries. Basic knowledge about the history of nursing is necessary to understand what nursing is today. The study of nursing history helps the nurse better to understand the issues of autonomy (being self directed), unity within the profession, supply and demand, salary, and current practice. Learning from the role models of history, nurses can increase their capacity to make positive changes in the present and set goals for the future. The major reason for studying history is to learn from the past. By applying lessons learned from history, nurses will continue to be vital force in the health care syste (White, 2005 p.41). One of the trends in the nursing practice demonstrated by interactive timeline is the decision making process. Nurses make decisions every day that affects the health of the individual, family and community they serve. They continually reinvent themselves and their practice at the expense of their history. In 1939, nurse historian Mary Roberts wrote that “trends and events of today are the results of past...
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...Contents Introduction ………………………………………………………………….Pages 2-3 Discussion…...…………………………………………………………………Pages 4-14 Conclusion …………………………………………………………………...Pages 15-16 References ………………………………………………………………….Pages 17-20 Introduction This essay aims to explore the processes of teaching, training and mentoring of adults. The setting in which this will be explored and linked to, will be one of nursing, although it is recognised that the fundamental theories explored may be applied to any setting where the teaching, training and mentoring of adults occur. The essay will explore the writer’s understanding regarding the role of a mentor within the workplace and the theoretical ties surrounding mentorship and how these are linked into the writer’s role of a mentor. Any names or areas of work mentioned in the essay have been changed in order to maintain confidentiality, clause five of the Nursing and Midwifery Council (NMC) Code of Professional Conduct: Standards for Conduct, Performance and Ethics (NMC 2004). The term ‘mentor’ is defined by the English National Board (ENB) and the Department of Health (DOH) to “denote the role of the nurse, midwife or health visitor who facilitates learning and supervises and assesses students in their practice setting” (ENB & DOH 2001a P6). Nicklin and Kenworthy (2000) define a mentor as someone who by example and facilitation guides, assists, and supports the student in learning new skills, adopting new behaviour and acquiring...
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...[pic] Reflective Practice EDU 2071-N Critically Evaluating Reflective Practice. Leigh William Adams. M1106275 D.O.S: 10/12/2015 Word count: 2000 Introduction. This essay will look at the use of reflective practice in a vocational construction setting, it will look at various practitioners’ theories and how they may be implemented into the current strategy. Reflective practice can be an essential tool in vocational based professional learning settings where people learn from their own experiences, rather than from formal learning or knowledge transfer. It may be the most important source of personal professional development and improvement. It is also an important way to bring together theory and practice; through reflection a person is able to see and label forms of thought and theory within the milieu of their work. The essay will also look at the use of reflective practice with learners at a behavioural school. Each section will cover different topics, section one will cover the understanding of critical reflection, section two will show how critical reflection is used for behaviour, section three shows its use in the construction industry and section four will briefly cover other authors and their respective models. Section 1. In order to be effective teachers must be reflective; they must continuously review their practice, discuss it with their colleagues, consider their learners’ responses and seek to develop...
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...Nursing has been struggling to be recognized as an academic discipline ever since the 1960s, when the American Nurses Association published a position paper that supported baccalaureate education as the entry level to practice (McCance & McKenna 1999). Previously, most nursing education took place in hospital schools (diploma programs), and the profession was very much under the control of medicine. Now, there's a lot to be said in favor of diploma programs, mostly the fact that diploma graduates usually have much more clinical experience, and are therefore more technically skilled than other entry-level graduates. However, the biggest disadvantage of these schools was that they did not teach nursing theory. Florence Nightengale was incorporated somewhat but the majority of the curricula were medically based. Nurses depended heavily on physiology, sociology, psychology, and medicine to provide academic standing and to inform practice (McEwan and Mills 2014). Some of the nursing classes were taught by the physicians, namely physiology and pathophysiology, and anatomy. Therefore, nurses were taught and trained to be the handmaidens of the physicians. In many circumstances, they were taught precisely what their doctors wanted, and how to anticipate and execute their doctors’ orders. They were also taught how to care for their doctors' patients. The regulatory and professional organizations in nursing education have required that critical thinking be essential to all nursing...
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...Virginia Board of Nursing The Use of Simulation in Nursing Education Introduction This document provides information and guidance to schools of nursing (both PN and RN) in Virginia on the use of simulation in lieu of direct client care hours in the fulfillment of the clinical hour requirements for nursing education programs. As of April 2008, all RN nursing education programs approved in Virginia shall provide a minimum of 500 hours of direct client care supervised by qualified faculty, and all PN nursing education programs approved in Virginia shall provide a minimum of 400 hours of direct client care supervised by qualified faculty [18 VAC 90-20-120.E]. This document will outline the essential components and major concepts that are necessary when using simulation in lieu of direct client care. Background in Simulation Technological innovations are advancing practice across all domains of education and industry, and the same is true in nursing education. Simulation is gaining popularity as a means to provide innovative learning experiences and foster a richer understanding of didactic content. As nursing programs prepare to integrate simulation into nursing education, the Virginia Board of Nursing has prepared this outline of major concepts that need to be addressed when preparing and integrating simulation into nursing curricula. Simulated experiences provide the student with the opportunity to be involved in patient care experiences they may otherwise...
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...Winston-Salem State University The School of Health Sciences Division of Nursing RN-BSN Option [pic] NURSING 2312 Dynamics of Professional Nursing FACULTY: Steven K. Pierce RN, MSN, APRN, CNE Winston-Salem State University The School of Health Sciences Division of Nursing RN-BSN Option Course Number: Nursing 2312 Course Title: Dynamics of Professional Nursing Placement: Level II Credit Hours: 3 Semester Hours Pre-requisites: Completion of General Studies requirements and nursing support courses or special permission. Faculty: Course Description: This course is designed to introduce the registered nurse student to concepts inherent in baccalaureate nursing education. The philosophy, conceptual framework, program purpose and objectives will be discussed. Emphasis will be placed on the nursing process, as well as knowledge and skills that bridge prior learning experiences with current professional nursing practice. Course Objectives: 1. Describe the characteristics of professional nursing practice. 2. Interpret the relationship of the major concepts and theories threaded throughout the nursing curriculum to professional nursing practice. 3. Relate to professional nursing practice philosophical beliefs about man, environment and health. 4. Evaluate how nursing theory guides nursing practice. 5. Analyze how the professional...
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...and other groups can collaborate to improve health status and service delivery. Health agencies and organizations include researchers, medical unions, patient advocacy organizations and other associations within the health industry (Freshwater, 2002). APNs are health professionals who emphasize self-care and wellness, manage their workload, and provide diagnosis and treatment of health disorders (Johns, 2000). APNs always focus on the impact of diseases and medications on the patient and the society as a whole. APNs are registered nurses with advanced credentials; they are also certified by the relevant certification bodies (Hoyt, Proehl & Jean, 2012). The common places where APNs work include schools, clinics, health centers, physician offices, hospices, and nursing homes. APNs also work in the business environment to promote the health of the employees’ (Johns, 2000). Far too often, APNs, health care agencies, and health professional do not work together. A consistent and combined effort is needed across the profession; the government cannot afford to health care professionals who ignore each other credentials. The first way through which health organizations and...
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...and other groups can collaborate to improve health status and service delivery. Health agencies and organizations include researchers, medical unions, patient advocacy organizations and other associations within the health industry (Freshwater, 2002). APNs are health professionals who emphasize self-care and wellness, manage their workload, and provide diagnosis and treatment of health disorders (Johns, 2000). APNs always focus on the impact of diseases and medications on the patient and the society as a whole. APNs are registered nurses with advanced credentials; they are also certified by the relevant certification bodies (Hoyt, Proehl & Jean, 2012). The common places where APNs work include schools, clinics, health centers, physician offices, hospices, and nursing homes. APNs also work in the business environment to promote the health of the employees’ (Johns, 2000). Far too often, APNs, health care agencies, and health professional do not work together. A consistent and combined effort is needed across the profession; the government cannot afford to health care professionals who ignore each other credentials. The first way through which health organizations and...
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