Clinical Diversity Analysis on a Nursing Subject - Essay Example

Clinical diversity analysis on a nursing Introduction Nursing, according to my understanding, is the protection, encouragement and support ofhealth. Thus it is the duty and responsibility of a nurse to uphold these core principles while helping prevent illness and injury, soothing a patient’s suffering by diagnosis and treatment. Nurses are therefore challenged with different tasks in the various sections of health care. Such responsibilities include performing of physical exams and health histories, provision of promotion of health, counselling and education, administering treatment as well as tending to injuries and wounds, conduction of research in support of improved practice and patient outcomes. With this in mind, it is necessary that nursing students equip themselves both theoretically and in practice. A nurse must be thorough in all aspects of health care because a patient’s recovery rests on their hands. In the field of nursing, care has its provisions in various settings; it mainly depends on the convenience of the patient and the availability of resources with the inclusion of the population demand. This paper is centred on reflection in consideration to my learning experiences as the semester comes to a close. The purpose of reflecting is to identify how far I have come in as far as training and knowledge in this chosen field is concerned. There are difficulties and obstacles I have had to overcome for me to pass the qualification necessary to proceed with my training. This paper will be looking into reflection upon the topic; what learning and practice experiences did I expect before embarking on my second year? What was the outcome of the topic, learning and practice? The paper will also feature the various challenges and barriers faced during the course of the semester as well as the outcome of such adversity; how does such challenges influence my continuing professional development as I pass on to the next year of training and in my nursing career in general? During the semester, the lecturer involved the students in rigorous learning activities in a bid to make the learning experience enjoyable and friendlier to the students. For instance, the lecturer made use of tutorials which were made available to the students. Tutorials were a great way of giving the students a chance to learn on their own. When students learn on their own they develop a better understanding of the patient. Additionally it challenges the student to think harder while also giving an opportunity for the student to conduct research on the given topic to enhance understanding. There were also workshops that we attended as part of the course. The workshops gave us an opportunity to imitate an actual hospital situation. There was also the engagement of students in the clinical intensive, which needed a lot of order and organization on the part of the student. However, I was able to complete my clinical intensive during the mid semester break. For me to finish it early and before time, I had to prepare myself properly both mentally and physically. During the past semester, I was able to learn and implement the clinical skill guidelines which are a requirement for any nurse in Australia. I was able to make use of case world and it was able to provide me with good and comprehensive data about the patient; their problems and the history. Since I qualified to attend PEP, I was also privileged to work for more days than most of my colleagues. Most students got twenty five days while I got two placements that lasted for thirty days. My experience at PEP was that I need to become a more organized person. I was glad that I was also able to put to use many of the skills that I had learnt while in class. The learning teams in which I was placed were great. My team mates were serious, focused and resourceful. For this reason we were able to learn a lot of things due to the cooperation of every member of the team. As it is expected, there were also various challenges that I encountered during the semester. The challenges threatened to come in the way of my learning. In the same way, there were other factors that had a great motivational influence in my performance, hence promoting my learning experience. Simon Jones was the only patient I had to attend to and look after. My expectation was that I would have the opportunity to interact with different patients with various conditions on a weekly basis, thus enriching my nursing experience. Contrary to my expectations, the patient was experiencing the same complications almost on a daily basis, hence the same diagnosis. However, the experience was good for me as I was able to observe the progress of the condition of the patient. I was also able to monitor the expected medical and nursing goals while trying to avoid any anticipated complications. Learning Outcomes from Mr. Jones Case Mr Simon Jones was the patient under observation in our training this past semester. He has been diagnosed with bowel cancer. The topics’ content was provision of integrated care using an approach that centres on the patient, in a holistic perspective. Using Mr. Jones case helped me to find discussion points with my peers during the learning teams. My team and I were able to brainstorm on the best possible ways to provide integrated care for my patient. His case also helped me to prepare effectively for tutorials and the workshop that were organized. The condition of Mr. Jones was characterised with various phases that improved my understanding on the issues related with his bowel cancer. I was also able to develop the relevant skills required in aiding Mr. Jones achieve his recovery. My main challenge while taking care of my patient was in understanding the depth of the condition of Mr. Jones. To do that, I first had to familiarise myself with the structure and function of the gastrointestinal system as a POD requirement. The anatomy and physiology of the gastrointestinal system is very complex and this made me quite hesitant in participating in a group discussion with my peers during the first week. I was unsure that I was well prepared for any tutorial or group discussion. However, my tutor was very understanding and gave me confidence and reassurance that I had the capability of taking care of my patient well. My tutor also helped me to simplify the functioning of the gastrointestinal system and explained to me with patience. The best thing about my tutor was that in my tutorials I was able to learn many practical things that affect many nurses in their jobs. My tutor was very friendly and understanding yet managed to remain very professional in our sessions. Although at first I experienced difficulties filling the SA Health Forms, I eventually got used to the process. In fact, I ended up enjoying the process and found it easier that I initially perceived it. What is more, filling of SA Health Forms equipped me with very essential skills in nursing, as this prepared me in taking records on health information, an essential requirement for any nursing professional. Besides, the interaction with my peers and trainers was very essential s it helped me acquire an ideal inter-personal relations in a diverse health care environment. Some of the key skills that I acquired, relating to inter-personal relations, include teamwork, interpersonal relationships, and basic nursing skills that are needed in operating in a multidisciplinary environment. Most importantly, I enjoyed honing my teamwork skills, because I must say improved in leaps and bounds. Before this course, I was a bit shy hence not effective in team roles, but the practice left me more confident, not to mention improved my leadership skills. For sure, I found working in an integrated and coordinated quite challenging, but with effective communication, teamwork and cooperation seemed to make things work seamlessly. The case of Simon helped me gained more knowledge regarding the preoperative processes for elective surgery. That having been said, I am currently more conversant with colonoscopy and laparoscopy procedures. I am now able to apply this knowledge in diagnosis and treatment of bowel or abdominal cancer. As a nurse, I have also become aware of the complications that occur during perioperative care; therefore, I am able to take caution during surgery. In addition, the case of Mr John has been instrumental in equipping me with better planning for treatment, as well as use Therapy. In the course of my encounter with the patient, I have realised that it is very critical to involve, not only the patient, but also his/her family members, because they help in suppressing the patient’s anxiety. Apparently, when the patients are surrounded by people who love and care for them, their stress level becomes low, which is very important for a healing process. Reflexion about the learning modalities The learning modalities in this course have been remarkable. I have, for example, learned how to think and write for my course. There are very few things in life that we are born knowing how to do well (some say we have to learn everything) (Subotzky and Prinsloo, 2011). My success has been partly determined by how well I have learned how I need to think and write for my course, such as learning about being ‘critical’, using other people’s theories, and how I refer to these theories. Some of the effective ways of doing this include, which I have learned during this year, include: using the guidance from books or the internet, seeking advice from tutors, as well as using the student skills development and tutors. In addition, I have learned the art of making regular time available for study. Although some researcher have argued that student’s success can be predicted by the number of hours they spend studying? (Ren and Hagedorn, 2012), I am convinced that this is not entirely true because student’s success is also predictable by their ability to make regular time available their studies (Sun and Rueda, 2012). I have learned that it is important to create times, spaces and places, even at home, for dedicated study time where I can focus my thinking (Selwyn, 2011). This is likely to involve letting friends and family know that there will be certain times when study needs to come first. Also an important aspect of studying involves building a supportive network at home, at placement as well as at the University. Friends, family, tutors and students, all have a vast set of skills and I have found them very helpful. According to research, building these supportive networks is crucial to someone’s success (Subotzky and Prinsloo, 2011). Learning who can help, and then actively using these connections as resources are crucial to study success. I have realized that one of the most useful support networks is at home from the ‘family’ - they can help by recognizing someone’s need for regular time slots dedicated to study. Taking time to reflect on how to improve your performance as a student is also an essential skill I have learned in the course my second year studies. Reflecting on how to do things better is not just a key tool of improving my performance in the university. It is also crucial to learning how to maximize what I get from my studies, and my performance as a student (Subotzky and Prinsloo, 2011). Being and keeping motivated as a nurse, just like any other profession, is essential. My own motivation to succeed as a student is a key driver of my success (Masjuan and Troiano, 2009). Therefore, I have realized it is useful to be clear about the strongest drivers for why I are studying – and remind myself of my own motivations whenever I feel that my drive is dipping. Learning how to use the course site and other learning technologies has also come in handy. Interestingly, I found that the extent to which I find my course relevant, useful and engaging relates to how well I believe I can use the course site and other technologies used in the course (Sun and Rueda, 2012). Therefore, the message that I have found important is: spend time and access the resources open to you (such as your tutor, our Helpdesk and the e-resources librarian), to learn how to use this Portal! Believing that I can succeed at university study has also been a useful modality. Another surprising influence on my success is my self-belief (Subotzky and Prinsloo, 2011). The good news is that my level of self-belief is only one influence on my success; even if I don’t really believe I can succeed as a student, I still can. Paying attentions to the above strategies have overpowered any lack of self-belief and boosted me to success! Evidence based practice is an alternative research method as it does not follow the usual theoretical and qualitative methods usually used. It involves asking focused questions and getting as much precise information as possible. I have learned that using the best available evidence and most current will help to make decisions about patients as individuals. This leads me on to person centred care. In placement I have found that it helps to find out as much information as possible about a patient before even engaging with them, so one knows how to communicate and plan for care (Wigley and Bailey, 2011). Conclusion Overall, everything I have been taught has given me a strong knowledge base in the field of nursing. I feel I can now go into practice confident that even if I do not have the answers, I know where to find them, and my limits of competence as a new student; shown to me through experience based learning and reflection. My values or beliefs about nursing have/are changing, and I am prepared for them to change further as I develop in my profession; this may be due to the location of my work but also as knowledge and technology develops. On placement I have started to identify when it is appropriate for me to give my opinion or say something that might help a patient along with my mentor. Also with jobs on the ward, stepping up and admitting that I am not sure of the task, or need guidance, even when embarrassing is something I have learned to deal with. We must now consider coming to conclusions with health professionals and with patients, enabling preferences to care plans; listening to their thoughts and assisting in problems that are fed back through patients. An example I can use from placement Mr. Jones Case. We had to put his views and preferences forward and work together with other care teams to make sure that he got what he needed, including and consolation. As nurses, we were entitled to supporting him, allowing him to feel independent and give him information to our best knowledge. I am now better equipped to facing challenges that comes with nursing profession. Working with clinical diversity can be considered as a window of opportunities. With the challenges being encountered by the diverse student body, it can also be seen as a learning opportunity. Academic investment in students with diverse cultural backgrounds is considered a good nursing investment. Thinking outside the box in regards to attaining diverse student needs is quite challenging, and there are no pearls of wisdom to easy the challenge. However, progress is made when thinking in the box and out of the box is merged, and then it is safe to say that some of the students needs have been addressed with both innovation and creativity, hence improving the educational climate of all students. Nursing educators are tasked with acculturating students into the culture of professional nursing practice, and paying attention to perils, pitfalls, as well as pearls of working with more diverse students will allow nursing educators to influence the future of the nursing profession. References Masjuan, J. M., & Troiano, H. (2009). University students’ success: A psycho-sociological approach. Higher Education, 58(1), 15-28. Ren, J., & Hagedorn, L. S. (2012). International Graduate Students’ Academic Performance: What Are the Influencing Factors?. Journal of International Students, 2(21), 135. Selwyn, N. (2011). Education and technology: Key issues and debates. Bloomsbury Publishing. Subotzky, G., & Prinsloo, P. (2011). Turning the tide: A Socio-critical model and framework for improving student success in open distance learning at the University of South Africa. Distance Education, 32(2), 177-193. Subotzky, G., & Prinsloo, P. (2011). Turning the tide: A Socio-critical model and framework for improving student success in open distance learning at the University of South Africa. Distance Education, 32(2), 177-193. Sun, J. C. Y., & Rueda, R. (2012). Situational interest, computer self‐efficacy and self‐regulation: Their impact on student engagement in distance education.British Journal of Educational Technology, 43(2), 191-204. Wigley, L., & Bailey, G. (2011). Making Person Centred Care A Reality. BMJ supportive & palliative care, 1(1), 77-77. Read More