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In this essay, reflection on the nursing care of an adult patient will be done to meet the goals for the improvement of analytical thinking skills such as being able to identify problems that might arise, being aware to new or different ideas, and anticipating the consequences of one’s actions.
60 year old Mr.X was brought to the out patient department with cough and easy fatiguibility on and off since 6 months, breathlessness since 2 months and worsening of breathlessness since 2 days. He was accompanied by his wife and son. Mr. X, a retired teacher, was a chronic smoker. He was a known patient of hypertension and appeared obese. He used to exercise regularly until 6 months prior to coming to hospital, when he developed exercise induced cough and breathlessness which he thought was due to asthma. Initially, his symptoms responded to inhalers, but later the symptoms continued to persist. He was on amlodipine for hypertension. The problem which has been identified to discuss in this essay is breathlessness.
A detailed history was taken in Mr. X to evaluate causes of breathlessness. The history included history of chest pain, edema, giddiness, exertional breathlessness, breathlessness in lying down position, vomiting and epigastric pain. Cough was present through out the day and was productive. Mr. X had only exertional breathlessness. The breathlessness was graded according to the Medical research Council Dyspnea Scale (table-1).
On examination, the patient appeared mildly pale. He had no fever. Pulse rate was 100 per minute, respiratory rate 30 per minute, blood pressure 140/90mmHg and saturations were 89 percent in room air and 94 percent with 3 liters of oxygen through rebreatheble mask. Examination of other systems were unremarkable. Electrocardiogram was normal. The initial investigations which were sent were complete blood picture and arterial blood gas analysis. Complete blood picture was normal
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This paper explores the pros and cons of evidence-based practice in nursing. It analyzes the concepts of clinical expertise, patient preferences, and caring in the context of evidence-based nursing. It also examines the impact of these practices on the art of nursing as a practice.
This research paper is focused on the role of theory and practice in nursing. Moreover, there is an option to estimate the role reflective practice plays in theory generation. A modern nurse is positioned as a knowledge developer and a professional with theoretical knowledge and practical skills.
Yet, studies indicate that there is a persistent gap between theory and practice. According to Landers (2000), after nurses come from school for training, what they experience as they practice their profession is different from what they learn in school. In this regard, as Rolfe (1996) identifies, there is an urgent need to close this gap in order to ensure that theory is linked to practice.
Centuries ago, while the science of medical care was in its technical evolution stage, the prime area of reference was only the provision of health care. However, in today’s world, where the scientific world has come of age in its standing vis-à-vis disease care and prevention, subsidiary issues have emerged that are considered to be of prime importance in the realm of health care.
Mentoring is the chosen approach to be used in pre-registration programmes to ensure that the next generation of nurses, midwives and health visitors are able to competently carry out their tasks. This is especially true in today's clinical setting as more and more nurses are needed to care for an aging population.
In many cases, specific limitations are made (e.g. not to take on more staff without the approval of a superior). Registered nurses pay a special attention to delegation and collaboration with unregulated care providers and their role in healthcare.
In general, delegation is the process whereby an individual (nurse) transfers to some other individual (unregulated care providers) the duty of carrying out some particular action and, at the same time, taking some particular decision.
Lovelady (2000) also found that simply memorising the features and operation of equipment often results in inefficient handling of it in the ward, as the learning is not remembered in longer term. Hence the student should be taught in contextualised manner to develop cognition and comprehension.
Ida Jean Orlando determined that there were three steps in the nursing process. These steps after much observation of patients, nurses and medical records became a major concept in her theory, The Dynamic Nurse-Patient Relationship which she coined in 1972. Her theory is seen somewhat differently by different researchers and theororists.
itional campuses or representing a significant addition to the dynamic changes in nursing education and patient care (Carlton, Siktberg, Flowers & Scheibel, 2003, p. 165). With distance education, a nurse does not only have to quit a job and reduce workload hours to earn an