Reflection of Scenario

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A Reflection on Scenario One

This is a reflective essay, aims to discuss how I have managed to achieve the learning outcomes of scenario one in module two. The first part introduces the concepts I have learnt in this scenario and indicates how I have utilised the tutorials for learning, followed by a description of my practical and theoretical formative assessments. Thereafter this paper will reflect on my positive and negative learning experiences from scenario one including the details of the rest of the resources assisted me in achieving the learning outcomes. The final paragraphs bring my action plans for the future developments as well as a brief conclusion.

In this scenario, we focused on a 72 year old patient called Mrs. George, who had been recently diagnosed with diabetes. This is a disease when patients have a high level of glucose in the blood, due to the lack of insulin in the body (Jane et al.2005). Mrs George also suffers from arthritis, which is an illness that causes pain and swelling in joints (Warrall, 2006). Our learning targets were to assist Mrs. George with moving, assessing vital signs, urinalysis and guide her to a healthy diet in this scenario.

At the start we were introduced to a market day, which provided us with the opportunity to meet health professionals from Diabetes, Age concern, and children’s health sections, where I learned that a diabetic diet needs to contain less sugar, salt and fat and some alternative options found in choosing diets for diabetes such as using wholemeal bread for white bread, this information is supported by Dunning (2003), which was useful to maintain the nutrition level for Mrs George. We also received information of health visitor’s roles that they promote breast feeding and assist in children’s growth as Fawler (2006) mentioned. Furthermore, protected mealtimes and red tray systems are strongly recommended by Age Concern (2006) in order to ensure the nutrient intake of elderly at hospitals.

When starting the simulation learning, our tutor showed us the technique of hand washing before contacting Mrs. George, because using protective clothing when handling patients’ body fluids and hand decontamination before every patient’s contact are to protect the patients and health professionals from microorganisms (Kennamer, 2002). As these microorganisms develop health care associated infections, we also need to ensure the cleanliness of health care environment (Wenzel et al. 2002). Working at the hospital during attachment days provided me with a good opportunity to apply these infection control methods I learnt into practice.

In order to explain moving and handling methods, our tutor showed us a demonstration of walking Mrs. George from the bed to her chair by holding her hands to support. I was carefully observing the tutor’s posture, techniques and the communication skills she used, in order to learn. Because, effective communication gives a better understanding and enables nurses to promote empowerment as Dewit (2009) agreed. Furthermore, Mallik et al. (2004) alert nurses that poor manual handling techniques and the poor posture will bring long term back pains and will also affect patients’ safety.

In learning about observations, our respiratory organs inhale oxygen from the air and exhale carbon dioxide. The oxygen inhaled is passed into our blood when the alveoli in the lungs exchange oxygen for carbon dioxide from the blood, which is then exhaled out. One inhaling and exhaling process counts as one respiration (Andrew, 2000). According to Simonds (2001) the normal respiratory rates are, for adults 12-20, children 15-25, and infants 20-40 and for new born it is 30-80. Michel and Albert (2001) say breathing patterns should be assessed as it varies on patient’s health condition, such as blocked air ways, less oxygen in blood, brain injuries, heart failure, renal failure, overdose of medication.

The oxygenated blood from the lungs reaches our...
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