Written Critique of My Learning Outcomes and How I Met My Three Domains of Clinical Practices - Essay Example

Written Critique of My Learning Outcomes and How I Met My Three Domains of Clinical Practices Student’s Name: Instructor’s Name: Course Code and Name: University: Date of Submission: Written Critique Introduction Clinical practice is described as a model of practice, which includes those actions with and on behalf of clients, specifically those actions accomplished while the client is around and with the consent of the client. There are numerous learning achievements that are gained through clinical practice. The purpose of clinical practice learning is to allow scholars come up with the domains of competence, and turn out into safe, thoughtful, capable decision makers willing to acknowledge individual as well as career responsibility for evidence based nursing (Epstein & Hundert 2002, p. 230). This paper aims at providing a written critique summary of my learning achievements. It involves reflections on current gaps in the achievements, prospect professional advancement outcomes, in addition to how I have, met the three domains of my clinical practice, which are newborn evaluation, normal and abnormal heart sound, as well as clicky hips. Written Critique of Learning Outcomes in Meeting my Domain of Clinical Practice Newborn assessment regards to head to toes outward examination of a newborn to ensure there are no abnormalities or pathology in the infant. It involves biochemical screening as well as particular screening (Epstein & Hundert 2002, p. 230). Heart sounds are those voices generated by the beating of a heart and the ensuing flow of blood, which could either be normal or abnormal. A clicky hip is a well-known phrase employed for situations that involve congenital displacement of the hips and development dysplasia of the hip. Newborn assessment, abnormal and normal heart sound in addition to clicky hips, is the three domains of clinical practice that have been met (Majnemer & Snider 2005, p. 70). There are numerous learning achievements that can be achieved as a clinical practitioner, especially when majoring in various domains. Clinical practice education is very important for any individual practicing as a clinician. Through this education, individuals get to learn new things pertaining to a specific domain. There are numerous requirements for any clinical practice domain, which differ depending on the specialization (Nygaard, Holtham & Courtney 2009, pp. 187). In regards to newborn assessment, normal and abnormal heart sound and clicky hips, the learning objectives are almost alike. This is because the three domains require for an individual to carefully assess the condition of the newborn child, or the other individuals being examined. Thus, when practicing, there are numerous learning achievements that have been attained (Mamede, Rikers & Schmidt 2012, pp. 170). Learning Achievements One of the learning achievements attained is clinical reasoning. Clinical reasoning involves the ability to realize and describe the predicament, evaluate and deduce information as well as deal with restrictions or information and individual restrictions. Newborn assessment is very crucial and requires attention to every detail (Best & Rose 2005, pp. 224). It is through these assessments that various abnormalities in children can be detected and treated early before it is too late for the child. Clinical reasoning is greatly applicable in this domain, since one has to have the ability to reason critically as to what signs are acceptable or those that are not (The Scottish Doctor 2012, pp.1). Through this attainment, it also becomes easier to clinically assess other clinical practice domains like heart sound and clicky hips. The two are difficult to detect, and mere observation does not result in the expected results, as it could be misleading. However, through clinical reasoning as a learning outcome, the skills in evaluation and deducing of abnormalities are attained. A second learning achievement is critical thinking. Critical thinking is very significant as it assists in adopting an inquisitive, as well as questioning attitude in application of rational procedures (The Scottish Doctor 2012, pp. 1). Critical thinking also enables one to detect irrationality in themselves and others. It is a very important achievement for individual value judgments as well as those of the sick individuals. In the three domains of the clinical practice, there are numerous aspects of evaluating a patient, when one will be required to critically evaluate a patient. For instance, there are those signs, which might appear alarming yet very normal. In such scenarios, critical thinking will be applicable in helping to determine what signs in the patients are normal and which ones require medical attention. Through critical thinking, it becomes possible to assess newborns by questioning every assessment (Mcdonald 2002, pp. 195). Similarly, heart sound can be normal or abnormal, while clicky hips are not easily notable. The domains call for applying rationality on the normalcy or vice versa. Thirdly is the learning achievement of dealing with uncertainty and mistakes while making decisions. This enables one to appreciate the fact that uncertainty prevails as well as realize the causes of uncertainty, which include oneself, the surrounding, the sick individual, in addition to lack of adequate, knowledge (The Scottish Doctor 2012, pp. 1). This achievement has been greatly applicable in my clinical practice domains because, they enable one to employ cognitive as well as intellectual approaches when tackling uncertainty, for instance, in diagnosis of an illness in newborns, an abnormal heart sound or clicky hips. Decision making is very significant, specifically when dealing with patients, since some cases require immediate decision making. When faced with uncertainty, one is probable to feel emotional and lack the needed courage. However, through the learning achievement, it becomes possible to control ones emotions while practicing in clinical practice. Some clinical cases might be devastating not merely for the patient, but for the clinician, as well. As a clinician, one has to be able to deal with unexpected medical cases, which enables them analyze and explain the conditions to those affected (Schub & Pravikoff 2012, pp. 2). As noted, newborn assessment, heart sound and clicky hips, call for articulate attention in diagnosing. To be in a position to critically diagnose any abnormalities in patients, clinicians should have ample knowledge of what is normal or abnormal. In studying the three domains, another learning achievement has been statistical comprehension as well as application. This regards to the ability to think as well as communicate quantitatively. In clinical practice, the achievement is greatly applicable in the selection and application of suitable statistical tests, with comprehension of the underlying rules, in addition to their strengths and, weaknesses (Delany & Molloy 2009, pp.50). The three domains in the clinical practice require application of tests, and while applying the tests, a clinical practitioner should be able to understand the results of the tests conducted. Reflections on Gaps and Future Professional Development Outcomes Reflection on experience is the fundamental method for learning as well as an enhancement of professional practice. Reflection creates a basis for practitioners to evaluate their individual clinical reasoning achievements, and detect those strategies that are lacking. There are numerous learning achievements attained through clinical practice in the domains of newborn assessment, normal and abnormal heart sound and clicky hips. However, despite the achievements, many gaps are still evident resulting in the need for future professional development and education needs. Research and scientific methodologies is one of the key areas that require prospect development. There is a need for knowhow on quantitative as well as qualitative methodology, involving the disparities amid the methodologies, and their significant application (Nelson, Batalden & Lazar 2007, pp. 223). Such knowledge is very important and will come in handy in prospect practice in the clinical domains selected. This is attributable to the fact that clinical practice involves numerous methodologies, which ought to be critically evaluated by the clinician. Such evaluation can only be attained through quantitative and qualitative measures (Fazlollah 2011, pp. 992). Bearing in mind that methodologies differ in regard to the domain of clinical practice, more research and education, is required so as to precisely determine, which quantitative or qualitative methodology will be applied to newborn assessment, heart sound and clicky hip. When similar methodologies are applied, then the assessments lack the needed accuracy in diagnosis of normal and abnormal conditions. Evidence-based medicine is an explicit manner of gathering a significant answerable question, interpreting novel knowledge, and determining how to apply the knowledge in a clinical setting. Competency is explained through tactic other than explicit knowhow. Tactic knowhow refers to knowledge that we are aware of though cannot explain, involving the informed application of heuristics, intuition as well as pattern realization (Chapman & Orb 2000, pp. 40). The evaluation of evidence-founded clinical skills is hard since numerous heuristics employed by novices are replicated through shortcuts. Individual knowledge is applicable knowhow acquired via experience. Clinicians employ individual knowhow when they observe a sick individuals demeanor, resulting in a provisional diagnosis, prior to obtaining the particular information to validate it (Ulfvarson & Oxelmark 2012, pp. 705). Since experience does not merely result to learning and proficiency, creativity and resourcefulness in the clinical sector is an important aspect of future education. Conclusion Learning achievements are very important as they ensure that one meets the domains of clinical practice. The three domains of clinical practice are newborn assessments, normal and abnormal heart sound and clicky hips. These domains call for expertise from the clinical practitioners, achieved through education that enhances the learning objectives. The achievements notable in this case involve clinical reasoning ability, critical thinking, capability to tackle indecision and mistakes, in addition to statistical comprehension and, application of clinical practice. These learning achievements are significant as they enhance the ability to detect, analyze and interpret a condition. Reflection on experience gained ensures that more skills are obtained in the domain of practice. It is noted that future study should be conducted in the application of qualitative and, quantitative scientific, applications. List of References Best, D & Rose, M 2005, Transforming practice through clinical education, professional supervision and mentoring, Elsevier Churchill Livingstone, Edinburgh, New York. Chapman, R & Orb, A 2000, ‘The nursing students’ lived experience of clinical practice,’ American Education Journal, vol. 5, no. 2, pp. 1-50. Delany, C & Molloy, E 2009, Clinical education in the health professions, Elsevier Australia, Chatswood, N.S.W. Epstein, R & Hundert, E 2002, ‘Defining and Assessing Professional Competence,’ The Journal Of the American Medical Association, vol. 287, no. 2, pp. 226-235. Fazlollah, A 2011, ‘Nurses' experiences of uncertainty in clinical practice: a descriptive study,’ Journal of Advanced Nursing, vol. 67, no. 5, pp. 991-9. Majner, A & Snider, L 2005, ‘A comparison of developmental assessments of the newborn and young infant, Mental Retardation & Developmental Disabilities Research Reviews, vol.11, no.1, pp. 68-73. Mamede, S, Rikers, R & Schmidt, H 2012, The Role of Reflection in Medical Practice: Continuing Professional Development in Medicine, Netherlands, Springer. Mcdonald, M 2002, Systematic assessment of learning outcomes: developing multiple-choice exams, Boston, Jones and Bartlett Publishers. Nelson, EC, Batalden, PB & Lazar, JS 2007, Practice-based learning and improvement: a clinical improvement action guide, Oakbrook Terrance, IL, Joint Commission Resources, Inc. Niroshan, A 2009, ‘A unifying theory of clinical practice: Relationship, Diagnostics, Management and professionalism,’ Quality in Primary Care, vol. 17, no.1, pp. 37-47. Nygaard, C, Holtham, C & Courtney, N 2009, Improving students' learning outcomes, Portland, or, Copenhagen Business School Press. Schud, E & Pravikoff, D 2012, ‘Clinical Ladder: Strategy in Professional Development,’ CINAHL Nursing Guide, Cinahl Information Systems, pp. 2. The Scottish Doctor 2012, Learning Outcomes for Decision Making Skills, and Clinical Reasoning and Judgement, Viewed from . Ulfvarson, J & Oxelmark, L 2012, ‘Developing an assessment tool for intended learning outcomes in clinical practice for nursing students,’ Nursing Education Today, vol. 32, no. 6, pp. 703-8. Read More