Critiquing Research Papers
Exploring the gastrointestinal disease profiles proves numerous conditions of the bowel and bladder to be affecting people across all ages Burch (2008, p45). These amongst others include; colorectal or bladder cancer, ulcerative colitis, Crohn’s disease, severe faecal or urinary incontinence and trauma (Smeltzer et al 2008,p934). In most cases however, surgical treatment of these conditions may require formation of a stoma (WCET 2010). A stoma is defined as an artificial opening on the abdomen to divert the flow of faeces or urine into an external pouch located outside of the body (Black 2008, p30). However created stomas can either temporary or permanent depending on the patient’s condition (Breckman 2005, p73). Despite the duration of time a client is meant to have a stoma, its creation carries a huge effect on clients’ quality of life (Simmons et al 2009, p70).Looking at reports by WHO, it is estimated that 100,000 people in the UK are living with stomas today (Williams and Ebanks 2003, p90). On the other hand, the Malaysian society of Gastroenterology shows an estimated number of 3000 clients living with stomas today (Arokiasamy 2005, p8). The huge difference in prevalence levels is still vague although some literature blames it on variation in developmental levels. For that reason, a rapid increase is expected Malaysia due to on-going development by 2020 (Handelsman et al 2011, p19).
Looking back at the assessment criteria of this work piece, it is essential to first set out my personal expectations on stoma care stretching back from my first practice session, to my last. This will not only require me to integrate a reflective theory but also provide a clear picture of learning styles used for development. Identifying my learning style for skills as mainly visual I aimed to mainly observe various people train the skill. However, since nursing is a practical hands-on carrier, practitioners need to take up more learning development through physical performance (Moscaritolo 2009, p20). For that reason, my development went as follows. First, I undertook physical performance on dummies in the skills laboratory. This was done a couple of times and with much ease compared to real life hospital situations where patients were involved. Next I observed and assisted clinical instructors, doctors, staff nurses and sometimes patients themselves as they changed stomas occasionally in the hospital setting. This would help me compare who performed the procedure best amongst them all as I aimed to acquire management skills from best expertise (Baxter and Boblin 2008, p347). Analysing the three involved people in stoma care, I noticed...
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