Detailed information for Scenario and Anecdotal note
Objective: To provide organized care that promotes client well being
During the clinical experience placement in the South Eastern University nursing unit, Cameron was observed to be disorganized in taking the relevant records of the patient, a 67-year old female admitted with a diagnosis of GI bleeding. From the instructor at the beginning of the video, it is evident that the patient’s emergency room documentation and missing orders had already been filed. Upon being provided with the vital data about the patient, he does not inquire of the reason for the patient’s pending laboratory tests. Some of the vitals that needed proper clarification entail blood pressure which is 186/45, respiration which is 21, OTUSA which is 95%, and her temperature, which is 36.4 degrees Celsius.
The disorganization of Cameron continues throughout the clinical day, with the student making various trips back and forth between the nursing unit and the patient room without valid reasons. Assessment is done but in a flustered manner as Cameron was still behind schedule for assessment plans. Similarly, the student fails to create a good rapport between him and the patient, thus making it difficult for him to carry out an organized assessment. Cameron lacks confidence in the type of medication that the patient will need when asked by his instructor about the provision of blood units. The student also lacks a proper documentation system for the patient’s records on matters related to hemoglobin content.
Cameron also makes unnecessary movements in the hospital, thus making him waste much time that would be used in addressing the patient’s needs. Similarly, various incidents of confusion from the student would result in poor patient outcomes (Othman et al., 2019). For instance, after completing the blood check, he was about to hang the blood units even before analyzing a set of vital signs of blood pressure. The patient also appears to have a hyperactive valve cell; her AIV is in the left AC and has a value of 18 gauge with an average ceiling running at 125ml/hour. Throughout the provision of the patient’s vitals, Cameron appears to be focused on recording the assessment rather than asking other questions on the patient’s progress. Therefore, the student will be required to explore the healthcare setting for full implementation of the solutions suggested below.
However, the student carries himself with much decorum and respect for Mrs. Phyllis, which is evident from how he introduces himself to the patient. He gives the patient preference for the type of treatment she would prefer. The student also possesses relevant nursing anecdotes that highlight the profession of nursing strength. For instance, the student adopts efficient communication skills with the patient while focusing on patient-centered care (Schuelke et al., 2019). In addition, the student possesses empathy, which has helped create a trusting connection with Mrs. Phyllis by focusing on the patient’s point of view. With such an approach, the student has gained a deep insight into how Mrs. Phyllis is coping and her general feeling. The student has also demonstrated self-awareness which has significantly helped him incorporate excellent personal management and achievement in his service to Mrs. Phyllis.
Action Plan
Despite proving to be an excellent upcoming nurse, Cameron also illustrated various weaknesses that need to be addressed to fully attain the required skills and knowledge related to the nursing profession. A sample action plan that has been developed to address his weakness has been tabulated below:
Non-Compliance Plan
Suppose the student does not comply with the above action plan to improve his nursing experience; there will be minimal chances of passing this course. Similarly, any inability to comply with the said action plan may result in emergency safety challenges, such as setting priorities and carefully correlating care with previous courses’ knowledge. In addition, non-compliance in addressing his confusion weakness may result in risky situations resulting in the patient’s death.
Legal and Ethical Consideration
Like any other medical professionals, nurses are forced to work in an environment prone to drastic changes concerning pressure in containing cost, advancement in medical sciences, and advancement in technology (Farmer & Lundy, 2017). With such rapid changes, nurses have to make the relevant decisions regarding the ethical and legal implications of any situation that they engage themselves in. Some of the critical legal and ethical considerations evident in this scenario entail the balance of providing excellent medical care to the patient despite high pressure, thus ensuring proper utilization of time and resources (Ingham-Broomfield, 2017). This is evident from the fact that the nursing student is forced to work under pressure from the pains of the assigned patient to ensure efficient and proper patient care for Mrs. Phyllis.
Another ethical consideration that has been made in providing guarding of the patient privacy, which has been manifested from the way the nursing student closes the curtains before beginning the necessary assessment and proper documentation of the patient situation without any form of leaks to the public via social media platforms (Koskenvuori et al., 2019). In addition, the nursing student does not leave the patient’s paper charts in public places and only engages with the patient directly without involving other third parties. The nursing student also tries to avoid any conduct with the patient that would suggest any form of sexual misconduct as it is against the law and ethics in the nursing profession (Farmer & Lundy, 2017). He tries to request the patient to do different kinds of stuff that entails sensitive parts, such as the abdomen.
References
Farmer, L., & Lundy, A. (2017). Informed consent: Ethical and legal considerations for advanced practice nurses. The Journal for Nurse Practitioners, 13(2), 124-130. Web.
Immonen, K., Oikarainen, A., Tomietto, M., Kääriäinen, M., Tuomikoski, A. M., Kaučič, B. M.,… & Mikkonen, K. (2019). Assessment of nursing students’ competence in clinical practice: a systematic review of reviews. International Journal of Nursing Studies, 100, 103414.
Ingham-Broomfield, R. (2017). A nurses’ guide to ethical considerations and the process for ethical approval of nursing research. Australian Journal of Advanced Nursing, The, 35(1), 40-47.
Koskenvuori, J., Numminen, O., & Suhonen, R. (2019). Ethical climate in the nursing environment: a scoping review. Nursing Ethics, 26(2), 327-345.
Othman, E. H., Shatnawi, F., Alrajabi, O., & Alshraideh, J. A. (2020). Reporting nursing interventions classification and nursing outcomes classification in nursing research: A systematic review. International journal of nursing knowledge, 31(1), 19-36.