Only want to be followed. Org, curfews, fast company.
Clinical Decision-Making I October 12, Abstract This paper aims to apply teaching-learning and health seeking theory to an actual situation. The particular situation involves my experience teaching a 76 year-old female client about her diagnosis of depression and how to properly take her prescribed Zoloft antidepressant medication.
Introduction What Community teaching paper one person seek out medical care while another person avoids it entirely? According to Taylor, C. Nurses can use the health belief model to assess ideas that motivate a patient, which can then be applied to developing a teaching plan.
In the scope of patient teaching, my interest lies in helping people in difficult or vulnerable situations. Depression, for example, is a major barrier to patient learning that requires education in and of itself.
From personal experience I have learned that patients with depression need careful teaching and unconditional support.
Having studied adult learning theories and communication skills in my nursing classes, I felt ready to help teach a patient suffering with depression. I was eager despite the extent of the challenge that awaited me.
RH was a pleasant, 76 year-old Caucasian woman admitted to the hospital the night before for bilateral lower extremity swelling. The inflammation had persisted weeks prior to her hospitalization and was associated with pain in the shin area, predominantly on the left side. In my brief time as a nursing student I had been exposed to what the average person would consider disturbing.
I wondered if I would be able to communicate effectively with her, or if I might say something to accidentally offend her. I never had a patient with depression, so I had no clue what to expect. My nerves dissipated though when her warm smile lit up the room. I introduced myself and told Mrs.
I learned that Mrs. I asked if she was experiencing any pain and she rated the pain at 2 on a scale. RH said she calls for the nurse when the pain gets above 3 or 4 on the scale.
I went ahead and started my assessment first thing that morning and continued to ask Mrs. RH questions to get to know her better as a person. I asked her where she lived and if she had any children, grandchildren.
It turns out Mrs. RH even had a great-grandson. Everything seemed to be going fine; I went through the body systems and found no abnormal findings besides the leg swelling and redness. I was nearly finished the assessment when I noticed Mrs.
I had been asking about her life at home, when she revealed that she lived alone and was newly widowed. Her husband had died three months ago and she was still distraught over her loss. Seeing the pain in her face, my heart instantly ached for her.
I could have crumbled right there as I struggled to hold it together. That must be so hard. RH while she told me stories about her late husband. After several minutes, I noticed that her IV site was starting to bleed so I instructed her to hold a gauze pad over the site and I left to tell her nurse.In the first 3 weeks of class, we have 40 hours of lecture, 2 tests, a rough draft due for our paper, and I'll have this teaching project, on top of our regular coursework (online discussions, submissions, journals, evaluations, etc.) hence the wanting to try and get a bit of head start.
A graduate level teaching project will be developed in greater breadth (comprehensive, broad audience) or depth (focus, complexity, longitudinal) than an undergraduate level teaching project. Community Teaching Plan: Teaching Experience Summary of Teaching Plan The idea of teaching a community about possible attacks on our country was one thought, but actually giving them the knowledge of what the various ways to, ultimately, defend themselves was a much greater cause.
This rubric is designed to evaluate a reflection paper outlining a students reasoning for entering an RN-BSN program. Download Turnitin Rubric .rbc). Paper, Order, or Assignment Requirements Details: The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses.
. It was merely a decade ago that the obesity epidemic was thought to only be a minor problem and had only alarmed a small number of endocrinologists interested by the size of the situation (James, ).