Weekly Clinical Experience Discussion

Weekly Clinical Experience Discussion

Weekly Clinical Experience Discussion

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Question Description
I’m trying to learn for my Nursing class and I’m stuck. Can you help?

Describe your clinical experience for this week.

Did you face any challenges, any success? If so, what were they?
Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and possible differential diagnosis.
What did you learn from this week’s clinical experience that can beneficial for you as an advanced practice nurse?
Support your plan of care with the current peer-reviewed research guideline.

I recall experiencing a range of emotions prior to enrolling in nursing school: anxiety, fear, excitement, and everything in between.
Apart from schoolwork, the majority of those emotions came from anticipating what would be a real-world experience as a nurse during our clinical rotations.
When the opportunity presented itself in the middle of the semester, I was assigned to a cardiac step-down unit with a group of strangers.

I recall feeling so excited and prepared for what was to come on my first day following orientation; little did I know how wrong I would be.
I’m not sure what I expected, but I assumed at least some things would be simple.
I anticipated that communicating with patients, interacting with other medical staff members, and performing actions that I had previously practiced in lab would be effortless.
Indeed, when I met real-life people dealing with very real problems, the things I expected to be the easiest became the most difficult.

I needed to practice communicating with patients without using the medical jargon taught in class while still informing them about their medications and diagnosis.
It was around the middle of the semester when I began clinical.
I adjusted quickly to nursing school, and by that point, I believed I had mastered time management.
Again, I was incorrect.
When I worked in the hospital, everything moved quickly; patients were discharged, orders were changed, and my work changed throughout the day.
It became challenging to time everything correctly so that I could perform vital signs, assessments, and medications while also ensuring the patient had everything they required for comfort.
I needed to ensure that before I began the day, I had a game plan for how I would approach the shift in order to ensure that I completed everything in addition to charting (remember: if it wasn’t charted, it didn’t happen).

Additionally, it is natural to make comparisons to other peers during the clinical experience.
Despite my best efforts, I found myself comparing my knowledge and skill level to those of other students.
I found myself thinking, “I don’t know as much as they do,” or hearing about other students performing these difficult skills while I was still performing the fundamentals, which made me feel behind.
Even though I still experience these feelings, I remind myself that these skills come with time and experience. Not everyone is in the same hospital or on the same floor so people are bound to perform different tasks. To make it a little easier for me, I had an excellent clinical instructor who constantly reminded us of this and pushed us to step outside our comfort zone and perform new tasks, regardless of how nervous we were.

I am currently enrolled in my second semester of nursing school.
By now, I feel as though I’ve seen it all, but I’m well aware that I’ve only seen a small portion of the realities of nursing.
As I continue my clinical experience, I remind myself that I am a student and that the entire point of the experience is to learn and improve.
Even though it is embarrassing in the moment, I remind myself that mistakes are acceptable and that it is preferable to make them during clinical with an instructor present than as a practicing Registered Nurse.
I continue to struggle with all of the above, but I know that I have gained so much knowledge and feel so much better as I enter the hospital now as opposed to that first day on the cardiac step-down unit.

HI please remember this is an office visit and please do this on “constipation” on a 5 year old.

NUR 507 ST Thomas University Module 3 Weekly Clinical Experience Discussion
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NUR 507 ST Thomas University Module 3 Weekly Clinical Experience Discussion
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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.