Trainee Assistant Practitioner for Foundation for Practice

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The aim of this essay is a reflective account in which I will describe a newly acquired skill that I have learned and been able to implement within my role as a trainee assistant practitioner. (T.A.P.) for Foundation for Practice. I have chosen to reflect upon neurological observations on patients that will be at risk of neurological deterioration. Before I begin any care or assessments, I should have a good theoretical underpinned knowledge, of the skill that I am about to put into practice, and have a good understanding of anatomy and physiology, in order to make an accurate assessment of a patients neurological status. I will be making a correct and relevant assessment to identify any needs or concerns to establish the patient’s individualized care, and make observations to determine an appropriate clinical judgement. I will be using the Gibbs, G. (1988) model of reflection to reflect upon for this essay, as this six stage cycle will guide me through the process of description to the action plan, as I find myself to be an active/reflective learner and feel that I can relate to, and learn something that is of value to my practice, and future career and lifelong learning skills through this model of reflection. Throughout this reflective account I will refer to the patient as Mr X, in order to respect confidentiality and maintain his anonymity (NMC) (2008), and local trust policies and guidelines (2009). Gibb’s model (1988) first describes the event, so my description of the event is: Mr X was admitted to the medical assessment unit (MAU) from the A+E (accident and emergency) department, with a preliminary diagnosis of a T.I.A. (transient ischemic attack) and dysphasia. Ross and Wilson (1996) describe this as, caused by small... ... middle of paper ... ...the patient’s family more within the assessment after obtaining the patients consent, but my main aim in this case was to concentrate the assessment, solely on the patient, with little information from the family/loved ones. This is a vital skill to remember as patients family/loved ones can often feel unimportant and distant toward nursing staff, and no one knows the patient better than they do, and can tell you vital information. Therefore involvement of family/ carers or loved ones is sometimes crucial to patient’s further treatment and outcomes. For the final stage of Gibbs’ (1988), my action plan would be, to involve the family more, and to work within my skills log book to increase my competency level and to gain knowledge through literature, the internet, and my mentors and future modules and to keep my knowledge and skill up-to-date.

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