We have learned about lung sounds, bowel sounds, heart sounds in lecture and I got to listen for them on a real person today and it was different than the sim lab and neat. I also got to put an IV in today and when we were in sim lab we lectured over that and practiced. I was very nervous before entering the room, but the patient was grateful enough to let me a, student, stick her so I made sure when I entered that room my nerves could not be seen. When I practiced in sim, even on the arm, I was super shaky. Giving the IV today in clinical my hand was steady, and I stuck her once and I went a little too far through the vein, so my preceptor told me to back out a little and lower the needle toward the skin then advance and I got a flash of blood.
When I think about the moments leading up to my diagnosis I remember feeling weak, confused, shaky and sleepy. I did not notice that I had began sleeping throughout the day. My body was craving soft drinks like soda and juice but not food. Days would go by and I eventually fell into a deep slumber that I found myself only waking up from to use the bathroom. I knew something was wrong and that if I did not get to a hospital it would get worse. Nothing could have prepared me for the life changing diagnosis I would receive.
F. a 53-year-old male scheduled for a colonoscopy. Indication for the procedure is for a screening because the last colonoscopy done was in 2005. Vital signs included: temperature 98.6, respiration rate 18, heart rate 80, blood pressure 137/88, and oxygen 99% on room air. Lungs were clear bilaterally upon auscultation. I gave myself a pep-talk before entering the patient’s room and told myself to breathe/relax and focus on the IV angle and placement of the site I choose. I chose to place the IV in the patient’s left hand and I was successful on the first try! I was so excited and happy to place the IV, finally I said to myself (in my head, not out loud). What I did differently was raising the bed to my comfortable level, positioned the hand across the patient’s stomach, went flush with the skin when I poked, and once I got flash return, I advanced the needle a little further and pushed the catheter off. I occluded the catheter and attached it to the fluids, then covered the site with a transparent dressing over the insertion site, and then taped up the tubing around the site. This concluded my visit with this patient.
Imagine- you just saved a patient from a deadly bleed, but, your patient was no more than just a pile of rubber and metal pieces. These are, health care simulators, which simulate real life human abilities such as breathing blinking and communicating, to help medical perfectionals practice for real life situations.(About Simulation) These health simulators can add to our understanding of human behavior and abilities in medical situations. (About Simulation)Some healthcare simulators that many different professions use are patient simulators which help basic walk in hospital nurses prepare for different medical situations. Then there is a Mental simulator, which simulator different situations that might happen when working in a mental institute. Then there is Surgical simulators, which use video game technology and patient simulators to practice challenging
One fateful day at the end of June in 1998 when I was spending some time at home; my mother came to me with the bad news: my parent's best friend, Tommy, had been diagnosed with brain cancer. He had been sick for some time and we all had anxiously been awaiting a prognosis. But none of us were ready for the bumpy roads that lay ahead: testing, surgery, chemotherapy, nausea, headaches, and fatigue. Even loud music would induce vomiting. He just felt all around lousy.
On the 1st of November 2013, I performed my first simulation on the module, Foundation Skills for Nursing. This simulation was on checking for vital signs in patients particularly, measuring the blood pressure (BP) which is the force of blood vessels against the walls of the vessels (Marieb and Hoehn, 2010). We also measured the temperature, pulse and respiratory (TPR) rates of a patient. This simulation’s objective was to engage us in practising some basic observation techniques taken on patients in and out of hospitals and to familiarise us on some of the tasks we will be performing when in practise. I will be applying the “What”, “So what”, and “Now what” model of reflection in nursing by Driscoll (2000).
Simulated practice has been described as the “activities that mimic the reality of a clinical environment and are designed to demonstrate procedure, decision making and critical thinking through techniques such as role playing and the use of devices such as interactive vidoes of manikins” (Connor, 2014). This study is aimed to explore what is successful and what is not in nursing simulations. In this study it is mentioned human patient simulation is potential for student education in nursing. In addition, they indicated the importance of human simulation and describe it as a very valuable tool. In another finding, the authors indicate mannequins with the capability of interacting with the student are able to provide with real life scenarios thus allow for critical develop clinically. Interestingly, the researcher emphasized how this simulated mannequin was not used early on in nursing education instead a more traditional format used to be in place ex. Nursing skills taught at the bedside. However, the risk involved with this format of teaching for a new student with minimal clinical experience was potentially the risk of harming a patient. The beauty of simulated mannequins is “For students, there is no fear of harming a living patient.” Pressure to perform quickly and efficiently without mistake is loosened as students may repeat skills as many times as needed. They mentioned how a simulation laboratory is a controlled environment free from distraction and interruption. In addition, 25% their studies cite integration of simulation-based exercises into the curriculum as an essential feature of their effective use. The researchers emphasized and indicate how simulation-based education should not be an extra-ordinary activity, bu...
Which brings about the question as to just how effective is simulation training? According to Kneebone, Nestel, Vincent, & Darzer (2007), “To be effective, however, such simulation must be realistic, patient-focused, structured, and grounded in an authentic clinical context. The author finds the challenge comes not only from technical difficulty but, also from the need for interpersonal skills and professionalism within clinical encounters” (p. 808). Most mannequins do not have vocal ability or the ability to move, and therefore cannot provide the proper a spontaneous environment for learning. Therefore, acquiring critical thinking skills can be somewhat challenging, in this type of simulated setting.
The experience that I had in simulation was great. I expected it to be very different opposite of what I thought. I was nervous and anxious when simulation day was coming up. The scenarios that were performed taught me a lot of things and prepared me in the future nursing career. What I thought I did well is being clients advocate. In the scenario with Henry he had COPD and was having shortness of breath during the simulation. I stood there by him while my colleagues were preparing medications for him. I have learned that we as nurses cannot leave our client unattended especially when client is having SOB and is in distress. It is very important to put your client’s priorities first.
However, after my instructor left from the room, I reintroduced myself, and started a conversation, stating my objectives for the day. As I began to speak my actions while I administer vital sign, I was promptly damped by an expectedly attitude from my patient. Whenever I attempt speaking, I...
A career in medicine is one of the most prestigious careers to have not only in the United States, but in the world. A career that allows you to help mankind and help people survive in a world filled with diseases and harmful bacteria must be a true blessing. Enriching lives of others would not only benefit them, but would bring a deeper meaning into my life. If I had the chance to choose any career I wanted, why not choose a career that will introduce me to new patients and cases that I had to critically think to find the best care to help them recover? Why not choose a career with job stability and the ability to specialize in anything I wanted and be one of the people in charge to make the big decisions? My motivation in medicine started
With technology moving so quickly within the medical and nursing fields, it is vital to embrace new and innovative ways to learn how to care for a patient. A nurse or nursing student is faced with the ever growing challenge of keeping up with new technologies. A fairly new way to gain education and build upon skills is with the use of simulated based learning. With the use of a simulated nursing environment, a student will be able to increase their level of understanding of new skills and technologies; this great resource has three major forms of real-life reproduction, can be used in many different areas of nursing, provides a means to evaluate a student’s understanding and demonstration of a skill, and eliminates the potential for harming a patient. With all education, the ultimate goal of mastering a specific trade or skill is the desired end result.
I’m actually kind of shocked I could write about recovery because it is a topic with a special meaning to myself. But, I found it easier to write about my own experience with a negative event this time, and I believe it is because I grew as a writer. I saw the value the personal testimony adds to a piece, and thus I could add my own story.
This summer, I had contacted a family friend of mine who was a neuroscientist in Switzerland, asking him if he would be able to host a visit for me in order to tour several neuroscience labs there. He had agreed, but my parents were unable to come, so I was left to travel by myself for the first time. While this family friend of mine was able to host my stay, it was my responsibility to contact individual labs and inquire about tours and guided education opportunities. While visiting, I was sure to ask many questions about the current research and discuss other literature I had read with the scientists working there, including Dr.Lamy from the University of Fribourg, and Dr.Stuellet, who is doing schizophrenia research at the University of
Throughout my life, I have struggled with depression and anxiety. In the sixth grade, when I was eleven years old, I was sent to a therapeutic boarding school in Oregon to learn how to cope. After leaving that program shortly before my eighth grade year, I still struggled. My eighth grade year was filled with therapy and new medication, and yet there was no change.
It was dark that night, I was nervous that this dreadful day was going to get worse. Sunday, October 23, 1998 I wanted to start writing this to tell about the weird things i’m starting to see in this new neighborhood. Gradually I keep seeing pots and pans on the sink suddenly move to the floor. I would ask my sister but she is out with my mom and dad getting the Halloween costumes. When they got home I didn’t tell them what I saw because i've seen Halloween movies and I have to have dissimulation otherwise the ghost will come out and get me first. October 24, 1998 I think I got a little nervous yesterday with the whole ghost thing. 12:32pm, Went to eat lunch with the family today and I go to get my coat. I heard the words furious and madness,