Introduction
This reflective essay explores my experience at the ER with a specific cardiac resuscitation case and highlights the roles of clinical leadership and education in the circumstance. It was my first instance as a Cardiopulmonary Resuscitation (CPR) leader in the absence of a professional physician. Due to my lack of good leadership, the resuscitation did not proceed well for the first few minutes. I stumbled over my remarks because I was so stressed. As a result, I disagreed with one of the group’s participants because he complained that my tone was too authoritative. But the doctor showed up there on time and spared me the anxiety. After the procedure was done, I had a small discussion with the new staff and the trainees to mention some negative and positive things about how I handled the procedure before the doctor’s arrival and what ought to be improved for the next cases. A section of the team suggested that I ought to have been more composed and professional in handling the situation.
However, most concurred that I had a solid grasp of CPR techniques, which was essential to save the patient’s life. They advised me to be polite, manage my nerves and control my tone so that nobody will misunderstand me. I acknowledge that I handled the problem with nerves and tension, which had a significant impact on how the team members responded. I will evaluate the scenario using the Gibbs Reflective Cycle. It is a well-known framework used in several educational situations (Ezezika & Johnston, 2022). The model has been shown to be useful for improving student reflection by motivating students to think about and reflect on their feelings.
Overview
A CPR emergency happened once when I was working as a novice in the morning shift at the emergency room. Since there was no emergency medicine (ER) expert at the time, I formed the team, and we began practicing CPR as I had received training in ACLS and FCCS (Fundamentals of Critical Care Support). I assumed charge until the doctor showed up. I distributed the work among the team members and carried out the process while we awaited the doctor. The team consisted of two old staff nurses, two new employees, a nursing intern, and a paramedic intern. This was my first actual procedure and formal role as the CPR leader without a professional present, so I was a bit anxious. In essence, I was in control and accountable for any mistakes that were made. The patient was also a young man who was only entering his early youth. Therefore, I was concerned that the young patient would pass away in our care. Fortunately, the doctor arrived shortly after, and I was able to give him the case. The doctor had more knowledge and handled the situation with greater professionalism and poise than I did. After about twenty-five minutes, the patient’s pulse returned, so we terminated the resuscitation.
Feelings
Prior to the ER specialist’s arrival, I was quite nervous and apprehensive. I felt under pressure to help the patient survive again. As a result, I gave commands to other team members irresponsibly, which nearly resulted in a misunderstanding between me and another team member. Since they are not adequately prepared to operate in the extremely demanding conditions of emergency departments, new doctors are at a greater risk of experiencing stress and a lack of job satisfaction. I was extremely anxious throughout the procedure. My primary concern was what would happen if I misled the team by prescribing a faulty procedure, which may cause the patient to pass away or worsen his condition. I was very relieved when the doctor showed up, and I immediately began to focus and cooperate with the process.
Evaluation
The clinical duties and education of the team members engaged in the operation are crucial for successful emergency operations. Additionally, effective leadership is crucial for job. distribution and coordination among team members. According to Husebø and Olsen (2019), clinical leadership is crucial for delivering safe, superior care and treatment for patients with urgent medical requirements and coordinating healthcare services in the Emergency Department. The good news about this circumstance is that my training in ACLS and FCCS had prepared me quite well for executing CPR operations. So, even though I was hesitant, I was able to offer the appropriate advice. Due to the background theory, we activated the silent code blue; hence the doctor arrived in time to save the situation.
Analysis
The lack of strong leadership before the ER expert arrived was the cause of the team’s subpar response. The team members questioned my directives since I didn’t seem confident. Additionally, I used phrases carelessly, which caused turmoil and seriously hampered the operating procedures. However, I have understood the true value of strong leadership in emergency operations. According to Husebø and Olsen (2019), frontline healthcare staff needs to be clinical leaders with the necessary degree of ability in order to provide safe, high-quality treatment in the ED. I have also appreciated the distribution of roles and a good knowledge and skills of the procedures involved.
Conclusion
Due to the lack of strong leadership during the first five minutes, we did not do many CPR techniques. Since the team members questioned my emergency CPR skills, therefore, there was a lack of collaboration. Fortunately, we were able to use the silent code blue to request assistance because of the previous knowledge, and the specialist got there in time to rescue the patient. Following the specialist’s outstanding leadership, we were able to effectively recover the patient. Additionally, his thorough understanding of the processes and the way he divided up the clinical responsibilities among the team members greatly contributed to the operation’s success.
Action Plan
CPR operations are performed to save the life of a patient whose heart has stopped beating. The procedure increases the rate of patient survival by two or three times. The procedures for saving a life in the emergency room, require strong leadership skills for proper coordination of the team and quick response. Therefore, I will enroll for the Nursing Leadership and Management Course. I am aiming to acquire the critical skills on how to engage with other people and how to manage myself. I believe the program will help me improve my negotiating, peer and team management, dispute resolution, strategy, and other critical leadership abilities. Furthermore, it will enhance my understanding of my leadership qualities and room for improvement. In addition, I will recommend that the hospital organize team building activities so that the understanding among the healthcare workers can improve. This will go a long way in easing operations that involve teamwork.
Lessons Learnt and the Benefits of Enrolling for a Master’s Program
Being a novice nurse in the Emergency Department helped me gain the skills necessary for handling practical clinical work. Firstly, it enabled me to ground the theoretical knowledge I had learned in class. The class education had only provided me with abstract nursing principles, which needed a little sharpening by practical experience. I improved my understanding and changed my perceptions of a demanding situation. Secondly, the program enabled me to understand the importance of soft skills such as leadership, effective communication, and teamwork for a successful clinical operation. The one-time chance to be a team leader motivated me to enroll in a leadership training program later to improve team management, dispute resolution, and other critical leadership abilities. Lastly, the program improved my competency in responding to acute situations. By the end of the program, I felt very confident and overcame my previous feelings of being overwhelmed during such situations.
I hope to gain a lot from studying the Master’s Program in Emergency and Disaster Nursing several years after the situation. A master’s degree in emergency nursing will give me the knowledge and abilities to evaluate, coordinate, manage, and treat patients during medical crises. As an emergency nurse, I will typically be able to care for patients who need quick medical attention to prevent severe illness or death. The course will prepare me to manage various emergency circumstances in a hectic work environment. I will be able to learn how to handle crises such as heart attacks and strokes, gunshot wounds and vehicle accidents, acute alcohol and drug poisoning, and mental and behavioral disorders by being put in an emergency department and a critical care setting.
References
Ezezika, O., & Johnston, N. (2022). Development and implementation of a reflective writing assignment for undergraduate students in a large public health biology course. Pedagogy in Health Promotion. Web.
Husebø, S. E., & Olsen, Ø. E. (2019). Actual clinical leadership: A shadowing study of charge nurses and doctors on-call in the emergency department. Scandinavian Journal of Trauma, Resuscitation and Emergency Medicine, 27(1), 1-9. Web.
Stassen, P., & Westerman, D. (2022). Novice doctors in the emergency department: A scoping review. Cureus, 14(6). Web.