Consolidation of Learning

I beat come to apprehend that in order for a student to rise professional shield skills, he or she trains to comport the efficiency to apply cognition from theory into shit along. This I believe is a positive key to the success of becoming a competent give. My do and the invalu fitting experiences I have gained from my placement, as a nursing student, have enabled me to shine on the dimensions of nursing practice. I can testify that clinical practice is re on the wholey an essential component of nurture process for any nursing student.My Clinical practice has allowed me to have direct experience with the real knowledge domain of nursing, to practice the clinical skills required for the job and to learn ab knocked out(p) the right of the treasure. Reflecting back at my previous semesters, I can begin to recite that my incisive clinical experience has served as a wonderful and unforgettable learning opportunity for me to practise some of the skills that I have kno wledgeable. I had a lot of mixed odors going into this clinical because I did not know if I was going to make a difference. And little did I know how much this experience would impact me.As I glow on this experience, I earn that I finished my clinical not only with more experience than when I started, but with a distinct aspect of nursing all together. In this paper, I will dissertate an in-depth factual experience on my role in caring for a hypertensive unhurried. I will critically analyze my actions, feelings and st prizegies that I utilise to deal with the situation. I will also present how I was able to connect the knowledge that I had gained from my nursing classes and clinical laboratory. Over the race of my clinical placement, I was assigned to different diligents with different illness.Caring for these patient roles has deepened my reason of the need to develop my intellectual capacity for good clinical thinker and safe decision making. darn caring for these patie nts, I encountered situations that were both positive and negative. Regardless of the ending of these situations, I believe I have learned one or two things from them. There was a particular typeface that sincerely stood out for me among the patients that I bidd for. The reason why this event stood out is because of the impact it had on my learning. This event helped me to start pulling information from all the resources available to me right on the spot.THE SIGNIFICANT NURSING EVENT I was on an evening rotation on this fateful day. I had through with(p) my patient research and ready to carry out my pull off architectural device for my patient. Unfortunately, I was not able to implement this care plan because my patient assignment was changed due to staffing issue. An undergraduate nurse was the primary nurse of the equivalent patient that I was assigned to. Due to the policy that I have to be monitored by a registered nurse, my patient assignment was changed. I was wheref ore assigned to an eighty two year old woman diagnosed with acute renal failure with history of hypertension.I had rattling little conviction to cursorily research my patient diagnosis my primary nurse salutary gave me brief information on her status. I had to quickly go in to do my initial savvy and obligate her vital signs. As I approached her room, I was prepared for all reactions, but my patient responded with soaking kindness. I introduced myself, asked her how her day was going and certain her of the care that I will be providing for her. Then I began to perform a head to toe assessment and I explained the rationale of each test and action. My patient would ever make a face and respond with I know that you are a student fitting do what you gotta do.Then I began to check her vital signs and realised that her occupation pres for sure was way everywhere the principle range120/80. I was startled, so I decided to check the melodic phrase pressure on the foe arm, ju st to reaffirm the selective information obtained previously. This term around I knew I had obtained the same data, which were 180/ 98. I auscultated her lungs fields bilaterally and on that point was an extrinsic conk. I palpated her peripheral pulses for their strength and equality and auscultated her apical pulse rate to check for the rhythm and the quality of projectt sound and I could hear an abnormal sound of blood rushing.In this paragraph, I will reason on my feelings and thinking that took place in the event. Based on my knowledge about(predicate) the implications of high blood pressure and knowing that she is hypertensive and over eighty years old, that would subjoin her risk of having stroke or cheek attack. I was fearful of handling this patient being my first time of experiencing this situation. Reflecting in action, I began to have a therapeutic conversation with my patient. collar my own values and beliefs I composed myself and tried not to sound scared, tr ance I was asking questions regarding how she was feeling.I used all my sands of intelligence to assess her and asked if she was having chest pain or feeling light headed. My patient complained of being fatigue, a little bit dizzy, and that she was finding it hard to breathe, and hence I knew something was trustedly wrong. This can be supported by (Quote) At the same time I did not privation her to panic or aggravate the situation. I knelt down and checked if there was any urine in her Foley catheter traction, but there was nothing. I asked her when was the last time that her bag was drained and she replied that she was not sure if it was early in the morning or at midnight.Then I noticed that she had edema in her freeze off extremities, I inspected her legs and palpated the areas of edema, noting the tenderness and pitting. I went on to ask her if she had been going for a walk around the unit and if she knew her blood pressure baseline, and she responded that its been very high lately, but for me I was not really satisfied with the data. sure enough my patient was having fluid retention, and other symptoms which might be as a result of her kidney failure or hypertension. Given the assessment and further investigating this was a possible indication of stroke or heart attack.While reflecting in action, I told myself that I needed to act fast as soon as possible because I could not tell what the outcome will look like. According to the Canadian Nursing Association (CNA, 2008) differentiate that nurses should provide safe, com limitingionate, competent and ethical care. Instantly I knew I had to quickly determine my goal of care for my patient because I was certain that something was wrong. I came up with three goals, firstly I have to make sure that her blood pressure get lowered and checkled.Secondly, make sure that she was having up to(predicate) urine output and lastly, encourage her to go for a walk in order to increase her blood flow. In order to achieve these goals I had to find a way to get hold of my primary nurse or instructor, to inform them on what was happening to the patient. Carper, (1978), notes that it is of paramount importance to understand the clinical situation, act timely and appropriately for the good of the patient. This was an opportunity to take what I had learned from my courses and in lab and apply to real situations.I was not really prepared but I was very stimulated to use my skills and knowledge that I had gained so far from the nursing courses and laboratory. At the same time, I always had it at the back of my mind to always make sure I stay within my scope of practice and also critically think about the care I want to provide to the patient. I excused myself and told my patient that I needed to enter my primary nurse. I quickly logged in to the SCM to check her flow tabloid and realised that her previous data was 139/85. I checked to overhear if there was any order or medications if her bloo d pressure gets beyond certain parameter.I found that an order was make and that if her blood pressure get above 180/100, hydrazaline should be given every four hours and patient should be monitored continuously. I researched the drug class, it usage, side effect and contraindication of hydrazaline, so that I know what I am giving my patient and what I need to watch out for after administration. My findings deepened the knowledge about implications of high blood pressure and what I thought and knew. In response to my findings, I knew for sure that she was having the signs and symptoms of stroke or heart attack.I was really eager to pass on this new information to my primary nurse and instructor. I really felt that I had paid full attention to my patient while performing my head to toe assessment. Tanner (2006) stated that clinical judgement is more influenced by what the nurse brings to the situation than the objective data about the situation at hand (p. 204). I hurried quickly and informed my primary nurse on what was happening, and she came with me to get the medications. As we approached the room the nurse took the patient vitals again, I believe that she needed to confirm the data herself.My nurse got the same data and asked me to administer the medication to the patient. My primary nurse then asked me what my goal of care was for the patient and I responded with what I had mean earlier. I began to evaluate if my intervention was achieved by monitoring my patients blood pressure and ensuring that her other vital signs were all in the normal range. About fifteen minutes later, I asked my patient if she was still having the signs and symptoms that she mentioned to me earlier, and she replied that she was feeling much better.Brunners & suddant stressed that educating the patient on self care is a therapeutic regimen that is the responsibility of the patient in collaboration with the nurse. I began to educate my patient on the importance of lifestyle chan ges and medications to control the blood pressure. I emphasized on the concept of controlling her blood pressure, rather than curing it. I encourage her to develop a plan for weight loss, limit food high in salt and fats and increase intake of fruits and vegetables. It was all a new experience getting to see the symptoms and effects in first hand.Everything makes so much more sense when you get to connect the dots yourself. Although I did not have enough time to research on my patient diagnosis, this experience really impacted my learning because I realised that in the real nursing world, nurses do not have any knowledge about the patient that they will care for. This has really made me reflect on my actions and my future practise. It also made me to really value the learning from the class, clinical labs and evidenced based research. supra all, knowing my patient was very integral to my practice and this event raised some questions for me.