PLSLO #4
The most recent example of interdisciplinary teamwork that I have learned about is a policy that was explained to me during my preceptorship. The policy calls for weekly interdisciplinary rounds where nurses talk about their patients to a team that includes a physician, respiratory therapist, dietitian, and any other member of the health care team. The purpose of the weekly rounds is to evaluate the patient 's progress and to adjust and coordinate their care accordingly. This practice is beneficial because it allows all members of the healthcare team to stay up to date on all aspects of care. I believe that being familiar with all aspects of care can aid in making better decisions for the patients. The only negative things I can think …show more content…
During clinical it has been common practice to partner up and share a patient. As new nursing students it can be helpful because it may decrease the anxiety of meeting new patients. On the other hand, it can also be distracting to the students who are partnered up and can cause one student to learn or practice skills less often than the other. I don’t mind teamwork or group work during clinical, but I do not like group work in theoretical courses. The majority of the time one person ends up doing the bulk of the work. I can reflect back on early nursing courses where group work was heavily emphasized and recall the amount of stress I experienced when due dates were approaching quickly and nobody else in my group had communicated with an update or started on their part; in the end I ended up doing the majority of the project. Throughout my entire educational career, I can honestly say that I have only been in one or two groups in which everybody did their part in a timely fashion and made the group dynamic work. Even though I prefer to work alone it does not mean that I won’t work well in a group, especially if that’s the way it has to be, which in nursing is definitely necessary. On the same note, I feel that the world of a practicing nurse is very different in comparison to a group of nursing students in the classroom, especially when it comes to …show more content…
During my time in clinical, I have had the opportunity to observe both good and bad patient teaching. It has not been until recently that I have had the chance to provide teaching in the hospital; while out in the community my chances to teach came along more often. I have provided patient education on simple things such as the purpose of a medication they’re being given, how to use the call bell, and even why I am performing a specific assessment. During those teaching sessions I explained verbally, demonstrated and asked for a return demonstration, and/or provided a patient education packet for them to read. My method of teaching was and continues to rely on subjective and objective observations about the patient. Is the patient able to read or write? Do they wear glasses, if so, where are they? Is my patient hearing impaired? Am I speaking clearly enough? I like to ask myself those questions and many others to determine the best teaching method. And because I am a student, I have always been cautious about whether I am qualified enough to teach them about a certain subject. When dealing with community teaching, I have not had a great deal of experience with large populations, but rather small subsets, in my case, a high school. Like patients in the
The most recent example of interdisciplinary teamwork that I have learned about is a policy that was explained to me during my preceptorship. The policy calls for weekly interdisciplinary rounds where nurses talk about their patients to a team that includes a physician, respiratory therapist, dietitian, and any other member of the health care team. The purpose of the weekly rounds is to evaluate the patient 's progress and to adjust and coordinate their care accordingly. This practice is beneficial because it allows all members of the healthcare team to stay up to date on all aspects of care. I believe that being familiar with all aspects of care can aid in making better decisions for the patients. The only negative things I can think …show more content…
During clinical it has been common practice to partner up and share a patient. As new nursing students it can be helpful because it may decrease the anxiety of meeting new patients. On the other hand, it can also be distracting to the students who are partnered up and can cause one student to learn or practice skills less often than the other. I don’t mind teamwork or group work during clinical, but I do not like group work in theoretical courses. The majority of the time one person ends up doing the bulk of the work. I can reflect back on early nursing courses where group work was heavily emphasized and recall the amount of stress I experienced when due dates were approaching quickly and nobody else in my group had communicated with an update or started on their part; in the end I ended up doing the majority of the project. Throughout my entire educational career, I can honestly say that I have only been in one or two groups in which everybody did their part in a timely fashion and made the group dynamic work. Even though I prefer to work alone it does not mean that I won’t work well in a group, especially if that’s the way it has to be, which in nursing is definitely necessary. On the same note, I feel that the world of a practicing nurse is very different in comparison to a group of nursing students in the classroom, especially when it comes to …show more content…
During my time in clinical, I have had the opportunity to observe both good and bad patient teaching. It has not been until recently that I have had the chance to provide teaching in the hospital; while out in the community my chances to teach came along more often. I have provided patient education on simple things such as the purpose of a medication they’re being given, how to use the call bell, and even why I am performing a specific assessment. During those teaching sessions I explained verbally, demonstrated and asked for a return demonstration, and/or provided a patient education packet for them to read. My method of teaching was and continues to rely on subjective and objective observations about the patient. Is the patient able to read or write? Do they wear glasses, if so, where are they? Is my patient hearing impaired? Am I speaking clearly enough? I like to ask myself those questions and many others to determine the best teaching method. And because I am a student, I have always been cautious about whether I am qualified enough to teach them about a certain subject. When dealing with community teaching, I have not had a great deal of experience with large populations, but rather small subsets, in my case, a high school. Like patients in the