What are needlestick injuries? Needlestick injuries are wounds caused by needles that accidentally puncture the skin. A wound caused by accidental penetration of the skin by a needle. Needlestick injuries can cause transmission of bloodborne pathogens How do needlestick injuries occur ? These injuries can occur at any time when people use‚ disassemble‚ or dispose of needles. When not disposed of properly‚ needles can become concealed in linen or garbage and injure other workers who encounter
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References: Adams D‚ Elliott TS (2006) Impact of safety needle devices on occupationally acquired needlestick injuries: a four-year prospective study. Journal of Hospital Infection. 64‚ 1‚ 50-55. Asai T‚ Hidaka I‚ Kawashima A‚ Miki T‚ Inada K‚ Kawachi S (2002) Efficacy of catheter needles with safeguard mechanisms. Anaesthesia. 57‚ 6‚ 572-577. Centers for Disease Control and Prevention (2004) Workbook for Designing‚ Implementing
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For this reflection I will be using the Gibbs reflective cycle (1988) to demonstrate how members of the multi-disciplinary team worked together to achieve a positive client outcome. I will use the Gibbs model which incorporates the following: description‚ feelings‚ evaluation‚ analysis‚ conclusion and action plan (Gibbs 1988). This model facilitates critical thoughts‚ linking theory to practice and allows my personal feelings and opinions to be reflected upon. This reflection will discuss the importance
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exposure to blood borne pathogens‚ and experiencing fatigue‚ along with emotional stress. One type of hazard that has been an issue in the healthcare setting involving nurses is the exposure of needles causing needle stick injuries. Needle stick injuries can be defined as an incident involving used or non-used needles that penetrate the skin. These types of injuries usually cause harm with the exposure to blood and other body fluids. There is a possibility that these body fluids can contain dangerous blood
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relations between clients and amongst the members of the interdisciplinary teams. Although I agree to the aforesaid statement‚ but I have always struggled to find the fine line that marks the professional boundaries. In this reflective writing‚ I will be using Gibbs reflective cycle (Gibbs‚ 1988) to describe my journey onto developing and using this essential nursing competency most effectively. Description To build the skill of therapeutic and professional relations‚ I undertook the mandatory units such
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This is a reflective report based on my experiences whilst on my first antenatal placement in a local hospital. I am going to use Gibbs Model for Reflection (1988) for this reflective writing‚ which is a effective way to help me to record my feelings and thoughts on antenatal care visits I attended‚ the varying patients I examined‚ the outcomes of these examinations and any problems or achievements I felt important in my time there. Description To be honest‚ I did assume a variety of situations that
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I chose this model as it allows me to navigate myself through the reflection process and identify areas of weakness‚ ultimately enabling me to overcome these and improve my future nursing practice. Gibbs model is broken down into six stages as follows; Description: What happened? Feelings: how did I feel? Evaluation: What was good about the experience? What was bad about it? Analysis: What sense can be made of the situation? Conclusion: how well did
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yourself about HIV and avoiding any behavior that allows HIV-infected fluids — blood‚ semen‚ vaginal secretions and breast milk — into your body. .If you have HIV you can pass it on to others if you have sex without a condom‚ or share infected needles‚ syringes‚ or other injecting equipment. It is important to continue to practise safer sex even if you and your sexual partner both have HIV. This is because you can catch another strain of the virus that your HIV medication may not be able to control
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Reflective practice enables us to develop our reflective skills which can be used during the learning process‚ enabling health and social care professionals to improve the quality of care they deliver to patients (Baillie‚ L.‚ Black‚ S. and Dr‚ 2014). According to Dewey (1929)‚ the Educational theorist‚ he argued that “we do not learn by doing but by doing and realising what came out of what we did“(Baillie et al‚ 2014. P.264). In addition‚ (Howartson‚ J.‚ 2010) emphasises that when one reflects
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I am reflecting on medication administration using different stages of Gibbs Reflective Cycle such as description‚ feelings‚ evaluation‚ analysis‚ conclusion and action plan (Gibbs‚ 1988). Medication administration is a key element for nursing practice. During my CPU class‚ my tutor demonstrated how to administered medications to patient using five rights which were right patient‚ right drug‚ right time‚ right dose and right route (Bullock & Manias‚ 2013)‚ to follow the OSCA criteria step by step
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