This week for clinical I got to preform my first dressing change on the surgical floor, as well as felt like there was a lot of issues going on between the nurses and students. I felt ignored and disregard by my co-assign and missed out on some great opportunities to practice my skills. When I started this semester I was excited to be able to experiences a new floor, while I did learn a lot from the Medicine floor I did have some bad experiences with the nurses. It made me self-conscious and want to avoid them. I already had a hard time asking for help or asking question and I think from these experiences it made it worse. However I have been slowly trying to get better, as I have built more confidences and am know able to do more skills …show more content…
She told me that this particular client’s doctor was most likely going to be coming in and order that her catheter be removed and take her off the normal saline 0.9%. She said that she should be starting to get up and moving today. After I had introduced myself to my client and took her vitals I talked to her about her daily goals and what I would be doing today with my assessments. When I came back to my patient to do my head to toe assessment, I asked if she would like to move to the chair when we were done, she said she would try but she it was very painful to sit up because that put pressure on her incision line. I asked if she would like her pain medication that she didn’t want earlier, because I discussed that by the time I finished with my …show more content…
Nurse in an educator role can demonstrate this standard by supporting nurses in developing skills” (Standards of Practice for Nurses in Ontario, 2002, p. 12). From my own person experience with this week and even from last semester I find that a lot of nurses do not uphold this standard. I find that while they may apply this standard to their colleagues they do not give student nurses the same respect. While not every nurse-student relationship is always disrespectful I have found that in my experience I have had a lot more co-assigns relations like this past week then the one described in this Best Practice Guideline. I find I can relate more with my situation and dealing with similar situations then remember having an actual approachable co-assign where I felt that I was being treated in a professional manner. This situation did not go the way I expected it, I was expecting to be able to do the skills. I had through I had done really well that morning dealing with my patients pain management, being there for the doctors report when my co-assign was with another patient and passing on the information to her. However I still felt that my co-assign didn’t review me as a competent
I thought it was a very big challenge being a brand new nurse in the hospital. I would say that I struggled with confidence and overall stress for the first 6 months. I quickly realized that very few patients fit inside a clinical box that I had learned in textbooks. I was very task oriented, just from being overwhelmed with work load, and it was difficult for me to critically think in the way I knew I was capable of. A lot of this improved with time and supportive mentors. (5)
After I walked in and heard his speech about what he liked and didn’t like, I tried to go about my normal routine and started his vitals. About ten seconds into taking his pulse he dumped his water glass on my shoes claiming I was “squeezing his wrist with the intent to break it.”. I spent the rest of the day listening to the sound of my wet feet sloshing as I walked. Even after my failed attempt at taking his vitals since he was my last patient of the day I was the lucky CNA responsible for taking him to physical therapy. I walked in and explained to him I was going to help him into his wheel chair and then take him down the hall to PT. He of course made everything a struggle. He refused to put on his shoes and tried pegging me in the head with one, he said about a dozen curse words and told me I was an awful person just like the rest of the staff. As I took him down the hall he kept putting on the breaks to his wheel chair and yelling awful things at me each time I took the breaks off. What should have taken me five minutes took twenty and ended with the Therapist on staff having a foam roller thrown in his
Week two in clinical was much better. Things ran more smoothly, I saw my strength and weaknesses. I still need to work on my nursing notes and some procedures. But as for time management; which was really hard for me to get together. I seem to be doing better at it. I think now I'm still nervous on starting procedures such as IV therapy or certain dressing changes, but I have a good clinical instructor that makes me feel like although we shouldn’t make mistakes, it is ok to learn from them when they are made. That doesn’t make me feel more anxious or nervous. I am also seeing how our theory class is relating to clinical due to us going over acid-base imbalances. Its hard to not learn and dump especially with how I had 6 months out of class.
Some things I need to work on are making sure I prioritize what should be done, and making sure I delegate any task that can be delegated, if I feel overwhelmed. As graduation comes near, I feel like I have learned so much more from being on this unit alone. I feel like I could take care of a couple of patients by myself, I improved on my medications, educating the patient, and providing adequate care for each and every patient. While on the unit, I got the chance to ask a variety of nurses different questions about their transition from new graduate to register nurse. I asked them why they choose this floor to work on , and a majority of them said because they precept on this floor and feel in love with neuro and the staff here. I also asked, how was your experiencing transferring from school to your first RN job, one nurse said that she only had the opportunity to orient for about three months before they put me on the floor because of a shortage of nurses. She did say that it was an excellent experience and she had a chance to learn so much. In addition, I asked them about the challenges they faced and how they overcame these challenges, they replied by saying that some of
On my first day of week three clinical at 0830, client W and I were on our way to the dinning room and client B asked me to put his jacket on, so I told client W that I would meet him in the dinning room. After I helped Client B, I was on my way to the dinning room and nurse A told me that client W was experiencing difficulty breathing and we needed to give him his 0900 inhalers earlier. He was having audible wheezing and rapid respiratory rate. Therefore, we had to give client W his inhalers, SalbutaMOL Sulfate, which is a bronchodilator to allow the alveoli in the lung to open so th...
The nurse will then install a IV access into the client for the medications during the procedure. Once the client is in the procedure room, the physician will go over their condition, reason for the scope, review the risks and answer any concerns. From there on, the client with administered a sedative and fentanyl. It was interesting to what the nursing move along with the physician, as if they had this whole routine set out for each direction the physician took. I enjoyed the educational part, as the physicians and nurses included me by explaining each part as they went along. It was beneficial as a lot of the information I gained linked to the stuff we are learning in Patho (and soon to be tested on). A question was raised as to the conversations that were had during the procedures. They discussed their weekend, other jobs, how bad their week is going…ect. Now I understand that the client is
“Teaching is like crossing new borders; you should approach it like you have something to learn and something to offer. “(Bob Cole, 2008) This metaphor applies to both the students and instructors. Instructors are not solely responsible for providing the classroom with all of the necessitates to succeed. Instructors do need to come prepared daily with a detailed plan of what they are going to teach; but, students need to come ready to participate and be open to learning as well. Both attendees of the classroom should come ready to interact with each other, providing a collaborative and stimulating learning environment.
If anything this experience has made me more confident in my abilities as a student nurse and in myself as a person. I feel like I have been in more disempowering situations than I have empowering, so it’s hard connecting this experience to previous times. If anything, this has taught me how a clinical setting should be in terms of nurse to nurse relationships. Others shouldn’t be made to feel isolated, inferior, or incompetent, especially because they are a student nurse.
I began working at a medical office for cardiology and fell in love with nursing and the human body. During my process I became a CNA and held two jobs working part-time at the hospital and part-time in the office. I feel that at this moment I am in the advanced beginner stage. Although the first stage, novice, fits a lot of new nurses. With the knowledge and skills I have acquired throughout my learning, I better fit in advanced beginner stage. I remember all the excitement and emotions of going into the hospital during practicum, and even my first few weeks at work. I was scared, and shy. I asked question after question. Even though I still ask questions, I find myself researching and asking “why” more often. I feel confident in the care I give my patients. I am able to answer questions with the knowledge that I have obtained throughout the years. I feel with my experience I have grown and evolved and became better. Not only as a nurse, but as a lifetime student of
Throughout the shift, we have a co-assigned nurse that will aid us in our duties for the day. I did what I was supposed to do and charted accordingly. After the end of the shift I thought that I did everything right, until one of my classmates told me that my nurse talked to her and stated that I did not do a good job and telling her that I did not know how to chart. Upon hearing this from my classmate, I did not say anything to my clinical instructor and just let it slide. I felt embarrassed and ashamed.
However I found her to challenging to work with in that she intiaonly felt as a second year I would be over my head with my abilities to care for the client’s I was assigned to. This point was reiterated a number of time in report, which lead me to feeling less confident in my ability to care for my assigned client. I cannot put all the fault on the RN, I was a little nervous about caring for a client with an unstable a-fib. Through out the day there were a number of occasions in which the RN I was working with questions about why I had not done drawn a conclusion from the salient data I had about my client and took action improve her care. One example was when I was sitting with my client after her nose bleed and she was coughing up blood clots. In reflection of this scenario, I can see why she asked me about why I had not talked to the physician about the morning occurrences with my client. I see now that speaking to the physician was very important to pass on the salient information (the thought just had not occurred at the moment). I will defiantly take more initiative in the future. I was able to recognize that in that moment I was thinking about two things: staying with my client and getting my charting done. I was so focused on those two things that did not allow me to
My day in the classroom this week was quite invigorating. When I walked into the classroom today, my CT told me that she would let me do the shared reading during literacy block to help get me comfortable talking in front of the whole class. I was a little nervous but excited when she asked me. I had performed shared readings in front of other college students but never in front of children which made me a little nervous, even thought I had been working with them for over 38 hours. Yet, when the occasion arose I sat in the front of the classroom with all of the students on the rug to read a book about moose facts.
High school it was, surrounded by people who are different in many ways but also confused with who they really are. A group of people who tended to be at the same stage in life according to Erickson’s psychosocial development. For me it was a bit challenging in regards to the fact that I felt alone being who I was. Everyone was caught up in a different lifestyle, so there existed many groups with peers who shared similar interest and having fun being who they rare. On the other hand, others trying to fit in. Being for the fact that they are different, perhaps they knew who they were but did not have peers who shared such similarities. I was among that group who was reserved, I became an introvert and felt lost so my ego pushed me to try and fit in.
As the days between registration and the first day of class dwindled down, the anxiety I was facing was just accumulating. My first ever class in college would be the subject I was weakest in. Intimidated and excited would be the words I would use to describe my first day of class; the class was like a person going to a new place for the first time, it would be a daunting and excitement filled moment. With each day passing in the class, I could feel my development in the mastery of the English language gain in size; each time I realized this, I felt as if I was moving from one previous destination to a new destination that led me to being closer to where I am. The first time I had gotten a feel for my writing capabilities was my first journal entry. We were required to
What is curriculum and what is my personal experience with curriculum as a student and as an educator? I would define curriculum as the content and material that is to be covered in a particular course as well as the assessment methods and activities used to ensure student learning and progress. As a teacher in NJ, much of the focus of curriculum has shifted to assessment techniques. The idea is to have data that supports student growth in your course now mandated by the state and coined the term student growth objectives or SGO’s. As a student I remember good and bad curriculum in both high school and college. As an educator I have been fortunate enough to write 4 different curriculum guides in various science content areas since 2006 so I have firsthand experience in curriculum writing and revisions. While I understand the basic intricacies of curriculum I hope to gain a much better understanding of how to improve curriculum to create the best possible learning environment and experience for my students with hopes of one day taking a role such as a supervisor or principal.