Learning During the Practicum - Essay Example

?MSN LEARNING OUTCOME’S APPLICATION DURING THE PRACTICUM (POSTPARTUM DEPRESSION) The rationale of learning during the practicum was to develop an understanding of the needs of the patients diagnosed with postpartum depression, as well as to identify the importance of early diagnosis of PPD, and to create and assess application of an effective needs assessment tool in my institution. According to WHO, one of the leading cause of disability, effecting around 19.4 % women, is postnatal depression; Whereas, infants of depressed mother also show delayed development in psychological, motor, and cognitive areas (Langwith, 2012). Moreover, PPD produces detrimental effects on the relationship of the mother with the baby, as well as with rest of the family. Needs of the PPD women are not usually met at the earliest point because of its delayed diagnosis. While delayed diagnosis leads to criticality of depression. This delay occurs due to the barriers such as social stigma towards mental illness as well as knowledge deficiency regarding the situation. Other objectives included assessing and identifying high risk group of PPD and developing a health education program for improving early detection and treatment of PPD. Women with complex needs such as alcoholic or drug abusers, domestically or sexually abused women are considered at highest risk, and require multidisciplinary care throughout pregnancy and after birth (Logsdon et al., 2010). To enhance safe and effective patient care, is only possible through application of evidence based nursing practices. Therefore, the literature search on the needs of postpartum depression patient and its early detection led to the conclusion that for ensuring safe clinical care it is responsibility of the prenatal nurses and childbirth educators to assess, educate, and support (if needed) every women regarding the symptoms and sources of help for PPD (Logsdon et al., 2010). Through this search it was analyzed that the institution needed an effective PPD assessment tool, which looked for the symptoms prior to the childbirth to determine women at highest risk as well as assessed postnatal women. Thus, the essence of the learning objective was learnt during this practicum, which emphasized on the importance and validity of evidence base practices. The tools that are normally used for PPD detection are Edinburgh postnatal depression scale (EPDS), which is a 10 item self assessment questionnaire and focuses on the feelings of past seven days. However, the tool is highly validated. Other tools are also used, but are not as sensitive and validated as EPDS. However, the best assessment tool should include questions regarding risk factors such as social factors and quality of relationship with family members, abuse or history of depression prior to birth. By the end of the practicum it was clear that the application of prenatal psychosocial screening tool had better results in early detection of the PPD (McDonald et al., 2012). An informed decision making is possible after incorporating sound knowledge into it. Therefore, a review of current patient centered policy was undertaken as policy can be an important factor in the provision of quality patient care. It was found that the current regulations required healthcare providers to submit annual data regarding screening of PPD and for this current screening method and data reporting requires to be expanded. The policy aims to utilize the information to provide optimal intervention for the patients (Mass.gov, 2013). Another objective of the learning program during the session was the evaluation of teaching methods to the new mothers regarding the symptoms of the PPD. It was found during the literature search that an individualized teaching plan is required that is based on women’s existing knowledge of the PPD. Treatment seeking behavior of women is facilitated when communication between nurses and new mothers take place. This requires empathetic tone of the nurse, explicit observations of teaching styles, social persuasion as well as nurse’s self efficacy in advising and teaching the patient (Logsdon et al., 2010). MSN learning outcomes were integrated and applied during the practicum. The practicum required the identification and integration of new conceptual model for PPD. The identified theoretical framework was Social exchange theory (SET). SET covers all the activities that are functional dimension of social support and interactive process. This change process required handling with the resistance that is spread among the staff (Leahy-Warren, McCarthy & Corcoran , 2011). For this purpose, appropriate leadership and advocacy skills are required to make positive impact on profession. These skills require initiatives such as bringing individuals together and address the issue or concern with factual knowledge. Therefore, by outlining the risks and benefits associated with the concept, I was successful in convincing the nursing leaders to advocate with the nursing staff to teach new mothers regarding symptoms of PPD. One way of improving professional learning is through improving professional relationships. Therefore, this practicum improved relationship between student and a mentor. Through this valuable information is shared among the staff, and professionalism is improved. Teamwork also aids in informed decision making and improves health outcomes. This in turn improves evidence practice in hospital settings (Joint Commission Resources, 2005). Moreover, nursing practice is based on ethical principles. Therefore, at every step of assessment nurses required to introduce themselves, the nursing procedure, and aware patients of confidentiality issues around disclosure of the information (Chaudron et al., 2007). The screening tools require obtaining verbal and non-verbal consent of the patient, covering both ethical and legal considerations (Hunter & Rawlings-Anderson, 2008). Moreover, nursing is a profession that deals with variety of ethnic groups and hence, barriers such as language, social or religious backgrounds can affect the quality of care. Such barriers need to be addressed and dealt with for delivery of safe and effective care. Misdiagnoses associated to postpartum depression are common, which leads to psychological and social problems in the society by affecting the immediate family of the depressed mothers. However, with development of more sensitive and cost effective screening tools this problem can be overcome. New screening tools require social and psychological factors to be included in the assessment criteria. Moreover, conceptual models like social exchange theory are found to be affective in aiding the women diagnosed with PPD. However, hospital settings require effective teaching setups under appropriate leadership of mentors that enable the transfer of sound knowledge regarding the symptoms and treatment of PPD. Refrences:Top of Form Chaudron, L. H., Szilagyi, P. G., Campbell, A. T., Mounts, K. O., & McInerny, T. K. (January 01, 2007). Legal and ethical considerations: risks and benefits of postpartum depression screening at well-child visits. Pediatrics, 119, 1, 123-8. Top of Form Hunter, J., & Rawlings-Anderson, K. (January 01, 2008). Respiratory assessment.Nursing Standard (royal College of Nursing (great Britain) : 1987), 22, 41, 18-24. Top of Form Joint Commission Resources, Inc. (2005). From front office to front line: Essential issues for health care leaders. Oakbrook Terrace, Ill: Joint Commission Resources. Bottom of Form Top of Form Langwith, J. (2012). Postpartum depression. Detroit: Gale, Cengage Learning. Top of Form Logsdon, M. C., Foltz, M. P., Scheetz, J., & Myers, J. A. (September 01, 2010). Self-efficacy and postpartum depression teaching behaviors of hospital-based perinatal nurses. Journal of Perinatal Education, 19, 4, 10-16. Top of Form Leahy-Warren, P., McCarthy, G., & Corcoran, P. (January 01, 2011). Postnatal depression in first-time mothers: prevalence and relationships between functional and structural social support at 6 and 12 weeks postpartum. Archives of Psychiatric Nursing,25, 3, 174-84. Top of Form McDonald, S., Wall, J., Forbes, K., Kingston, D., Kehler, H., Vekved, M., & Tough, S. (January 01, 2012). Development of a prenatal psychosocial screening tool for post-partum depression and anxiety. Paediatric and Perinatal Epidemiology, 26, 4, 316-27. Mass.gov.(2013). Health and Human Services. Available Online: http://www.mass.gov/eohhs/gov/departments/dph/programs/family-health/postpartum-depression/reqs-and-activities-relating-to-postpartum-depression.html. [Accessed 26thJuly 2013]Bottom of Form Bottom of Form Bottom of Form Bottom of Form Bottom of Form Bottom of Form Read More