Here below you will find some of the author's original works including current MLA or APA citations for each of the essays at the time they were written. If you have any concerns regarding the material found on this page, please inform the author so that these issues may be addressed promptly. Thank you.
Note: The following essays, formal papers, and other assignments are listed in reverse chronological order and include the name of the course to which they pertain.
Note: The following essays, formal papers, and other assignments are listed in reverse chronological order and include the name of the course to which they pertain.
September 8, 2014 -- Pharmacology in Nursing @ The University of Oklahoma; Tulsa, OK, USA
VIDEO: Receptors, Agonists, & Antagonists -- (APA format)
Samuel E. Brown, OUSN, Melissa D. Fazal, OUSN, Shelly L. Fraley, OUSN, Gudrun O. Hadley, OUSN, & Valerie J. Hart, OUSN
VIDEO: Receptors, Agonists, & Antagonists -- (APA format)
Samuel E. Brown, OUSN, Melissa D. Fazal, OUSN, Shelly L. Fraley, OUSN, Gudrun O. Hadley, OUSN, & Valerie J. Hart, OUSN
TRANSCRIPT OF VIDEO:
1) Receptors, Agonists, and Antagonists
During this presentation, you will learn about receptors, agonists, and antagonists. We will briefly touch on the definition, function, and effect of each of these terms. The presentation was composed by Samuel E. Brown, Melissa D. Fazal, Shelly L. Fraley, Gudrun O. Hadley, and Valerie J. Hart (student nurses of the 2015 graduating class of the ABSN program at the University of Oklahoma) in August of 2014.
2) What is a receptor?
So what is a receptor? The Merriam-Webster dictionary online defines a receptor as “a cell or group of cells that receives stimuli; or a chemical group or molecule on the cell surface (membrane) or in the cell interior that has an affinity for a specific chemical group, molecule, or virus”.
3) In other words…
What that tells us is that a receptor is a 3-dimensional molecule that has a specific lock (receptor site) on it where another molecule (the agonist or antagonist) acts as the key that fits into the lock. Depending on which key (molecule) enters the lock (binds to the receptor site) a different type of reaction will occur. With that said, when the correct key is placed in the lock, a specific reaction will be stimulated.
4) Types of receptors…
There are four different families of receptors. A cell membrane-embedded enzyme’s catalytic activity increases when activated; a ligand-gated ion channel allows ions to flow in or out of the cell through the membrane at the receptor site; a G-protein receptor system activates an effector which, in turn, stimulates a response within the cell; and a transcription factor regulates protein synthesis.
5) What stimulates a receptor?
Now what exactly is it that stimulates a receptor? There are two main types of molecules that can bind to receptor sites. An agonist binds to a specific receptor site and allows a reaction to occur (stimulates a positive response) in the cell. An antagonist, on the other hand, binds to the receptor site and inhibits a reaction to happen, sort of like locking down the cell for any activity. So, in essence, the receptor serves much like a light switch in relation to its ability to either exhibit an on/off function.
6) Types of agonists…
Let’s take a closer look at these stimulants. There are two types of agonists that we will discuss. A full agonist triggers a full (larger) effect of the drug binding to the receptor site (e.g., morphine). A partial agonist may have some effect but may antagonize the actions of other drugs in the body at that time (e.g., dopamine).
7) Types of antagonists…
There are also two types of antagonists. A competitive antagonist competes with agonists for receptor sites and binds reversibly, meaning that its effect can be overturned by administering large doses of agonists that seek to bind with the given receptor type (on the cell that the competitive antagonist has already linked up with). A noncompetitive antagonist blocks the effects of an agonist and cannot be reversed.
8) As an example…
Now let us look at an example. In order to demonstrate this relationship, the student nurses within this group decided to incorporate something that is very relatable for most people today. They chose to use their mobile phones as props for this demonstration. Here, the cell with the receptor site located on it is characterized by the black power supply; the purple mobile phone, device A, (on the left) serves as the agonist; and the green mobile phone, device B, (on the right) acts as the antagonist.
9) Video demonstration…
Take a look at this video to view an agonist and antagonist at work. The purple mobile phone (device A) that was plugged into the power supply first acted as an agonist, allowing the device to receive power and take a charge. The green mobile phone (device B) that was plugged in later acted as an antagonist because it did not allow the power to reach the device for charging of the battery.
10) Implications for nursing…
It is important for nurses to know how receptors, agonists, and antagonists work because they are the ones administering medication to the patients and are responsible for their care. This information is useful when providing patient education about how drugs work within the body (e.g., how to maximize the effects of a given drug while keeping the side effects to a minimum). It is also very important to know how a given drug will affect a particular patient, taking care to note any drug allergies. And then there is drug effectiveness – knowing how a drug affects the body and the systems thereof. This includes knowledge about dosage, other drug counteractions, allergies, and overall effectiveness of the drug on the patient’s well-being.
11) References
Here is our list of references. Thanks for watching!
References:
To use this source as a reference:
1) Receptors, Agonists, and Antagonists
During this presentation, you will learn about receptors, agonists, and antagonists. We will briefly touch on the definition, function, and effect of each of these terms. The presentation was composed by Samuel E. Brown, Melissa D. Fazal, Shelly L. Fraley, Gudrun O. Hadley, and Valerie J. Hart (student nurses of the 2015 graduating class of the ABSN program at the University of Oklahoma) in August of 2014.
2) What is a receptor?
So what is a receptor? The Merriam-Webster dictionary online defines a receptor as “a cell or group of cells that receives stimuli; or a chemical group or molecule on the cell surface (membrane) or in the cell interior that has an affinity for a specific chemical group, molecule, or virus”.
3) In other words…
What that tells us is that a receptor is a 3-dimensional molecule that has a specific lock (receptor site) on it where another molecule (the agonist or antagonist) acts as the key that fits into the lock. Depending on which key (molecule) enters the lock (binds to the receptor site) a different type of reaction will occur. With that said, when the correct key is placed in the lock, a specific reaction will be stimulated.
4) Types of receptors…
There are four different families of receptors. A cell membrane-embedded enzyme’s catalytic activity increases when activated; a ligand-gated ion channel allows ions to flow in or out of the cell through the membrane at the receptor site; a G-protein receptor system activates an effector which, in turn, stimulates a response within the cell; and a transcription factor regulates protein synthesis.
5) What stimulates a receptor?
Now what exactly is it that stimulates a receptor? There are two main types of molecules that can bind to receptor sites. An agonist binds to a specific receptor site and allows a reaction to occur (stimulates a positive response) in the cell. An antagonist, on the other hand, binds to the receptor site and inhibits a reaction to happen, sort of like locking down the cell for any activity. So, in essence, the receptor serves much like a light switch in relation to its ability to either exhibit an on/off function.
6) Types of agonists…
Let’s take a closer look at these stimulants. There are two types of agonists that we will discuss. A full agonist triggers a full (larger) effect of the drug binding to the receptor site (e.g., morphine). A partial agonist may have some effect but may antagonize the actions of other drugs in the body at that time (e.g., dopamine).
7) Types of antagonists…
There are also two types of antagonists. A competitive antagonist competes with agonists for receptor sites and binds reversibly, meaning that its effect can be overturned by administering large doses of agonists that seek to bind with the given receptor type (on the cell that the competitive antagonist has already linked up with). A noncompetitive antagonist blocks the effects of an agonist and cannot be reversed.
8) As an example…
Now let us look at an example. In order to demonstrate this relationship, the student nurses within this group decided to incorporate something that is very relatable for most people today. They chose to use their mobile phones as props for this demonstration. Here, the cell with the receptor site located on it is characterized by the black power supply; the purple mobile phone, device A, (on the left) serves as the agonist; and the green mobile phone, device B, (on the right) acts as the antagonist.
9) Video demonstration…
Take a look at this video to view an agonist and antagonist at work. The purple mobile phone (device A) that was plugged into the power supply first acted as an agonist, allowing the device to receive power and take a charge. The green mobile phone (device B) that was plugged in later acted as an antagonist because it did not allow the power to reach the device for charging of the battery.
10) Implications for nursing…
It is important for nurses to know how receptors, agonists, and antagonists work because they are the ones administering medication to the patients and are responsible for their care. This information is useful when providing patient education about how drugs work within the body (e.g., how to maximize the effects of a given drug while keeping the side effects to a minimum). It is also very important to know how a given drug will affect a particular patient, taking care to note any drug allergies. And then there is drug effectiveness – knowing how a drug affects the body and the systems thereof. This includes knowledge about dosage, other drug counteractions, allergies, and overall effectiveness of the drug on the patient’s well-being.
11) References
Here is our list of references. Thanks for watching!
References:
- Bennett, J., Wren, K. R., & Haas, R. (2001). Opioid use during the perianesthesia period: nursing implications. Journal of Perianesthesia Nursing, 16(4), 255-258.
- Durkin, M., & Hodgson, B. (Eds.). (2013). Nursing pharmacology made incredibly easy (3rd ed.). Philadelphia, PA: Lippincott Williams and Wilkins.
- Lehne, R. A. (2013). Pharmacology for nursing care (8th ed.). St. Louis, MO: Elsevier Saunders.
- McKenry, L. M., & Salerno, E. (2003). Mosby’s pharmacology in nursing (21st ed.). St. Louis, MO: Mosby.
- Merck Sharp & Dohme Corporation. (2014). Site selectivity. The Merck Manual Home Edition. Retrieved on August 30, 2014, from http://www.merckmanuals.com/home/drugs/drug_dynamics/site_selectivity.html
- Merriam-Webster. (2014). Receptor. Retrieved on August 30, 2014, from http://www.merriam-webster.com/dictionary/receptor
- The Institute for Effective Diagnosis and Treatment. (2014). Full agonists, partial agonists, antagonists. Retrieved on August 30, 2014, from http://effectivediagnosis.org/full-agonists-partial-agonists-antagonists
To use this source as a reference:
- Brown, S. E., Fazal, M. D., Fraley, S. L., Hadley, G. O, & Hart, V. J.. (2014). Author's original works: video: receptors, agonists, & antagonists. Through Nursing School and Beyond. Retrieved from: http://journeythroughnursing.weebly.com/posts.html#/offtopic
July 28, 2014 -- Introduction to Professional Nursing @ The University of Oklahoma; Tulsa, OK, USA
REFLECTION: Institute for Healthcare Improvement (IHI) Open School Modules -- (APA format)
Gudrun O. Hadley, OUSN
For a particular online discussion, the class was asked to sign up for access to the Institute for Healthcare Improvement’s (IHI) open courses that are offered to students, residents, and faculty free of charge if they sign up using a valid e-mail address affiliated with a university or other educational facility (addresses ending in “.edu”) (Institute, 2014, par. 1). The so-called Open School offered by IHI contains several online courses for educational purposes and continuing education (CE) credits for those already working in the healthcare field. These services are available for other persons, as well, but there is a charge for those who do not qualify as mentioned earlier. Each student was asked to complete two modules and post their thoughts on the knowledge gained from the assignment. Following are this student nurse’s reflections on the posts of her classmates regarding some of the IHI modules that this student has yet to complete in her nursing journey.
A posting about patient privacy and confidentiality got this student nurse thinking back to AIDET (acknowledge, introduce, duration, explanation, "thank you") which is something that this student nurse has tried her best to use in her previous hospital experience (prior to beginning the accelerated Bachelor of Science in Nursing program) and will continue to use throughout her interactions with patients in the future (Southern, n.d., par. 1). Along with making AIDET a habit during patient care, another great practice is to always ask your patients' permission before physical contact, performing procedures, or asking personal questions. This gives the patient control of how much he/she is willing to share with the healthcare provider without the professional overstepping any cultural boundaries or disrespecting the patient in any way.
This student nurse was happy to see a classmate mention the importance of involving patients and their families in daily rounds and other care planning for the patient in her post. This is vital to a patient's progress while in hospital but even more after discharge where the patient is the one in charge of his/her own health. Patients need to be educated on proper practices and coping strategies related to their own healthcare for use at home. The best way to promote ongoing patient safety and satisfaction levels (while in a healthcare setting) is by arming patients with these skills and instilling in them a positive approach to recovery after discharge. If patients are able to utilize information provided by healthcare professionals and take control of their own health, they are bound to reflect more positively on their hospital experiences and gain a quicker recovery.
Another classmate made a great point noting the importance of each team member in the unit caring for a particular patient in addition to marking the importance of each individual as a contributing member to the community. Because of this, each person that nurses encounter as healthcare professionals, as well as in their personal lives, must be treated with the dignity and respect that they deserve. Everybody has a certain job to do that contributes to society and if all of these members (contributors) are not well taken care of, the community will end up lacking in certain areas. A good place for nurses to make an impact on the outcomes of their communities is to provide patient- and family-centered care for those whom they interact with professionally. If given the suggestion to "pay-it-forward", patients can then make an impact on others' lives, as well.
One classmate mentioned something that this student nurse thinks is very important; "in school we are taught to be fearful of mistakes" (Sheppard, 2014). A professional can have all the book smarts in the world but still make a mistake. We are only human and must be able to admit that to ourselves. Being open and honest about the mistakes that we make, especially in patient care, is vital to our growth as individual healthcare professionals as well as our profession in its entirety. Excellence in patient care and patient safety should be our goal and without admitting our weaknesses we cannot effectively improve our practice. In regards to self-care for healthcare professionals (nurses), the same classmate went on to say: “Nursing school is great practice for learning how to budget time and maintain a healthy lifestyle during stressful times” (Sheppard, 2014). Unfortunately, this is probably the one skill that this student nurse is currently having the most difficulty mastering.
Yet another classmate did a great job of covering the IHI module on root cause analysis. This student nurse thinks that she should probably take some time during this August intersession (before the start of Level 2) to go back and review the specifics of this module herself. This student nurse came across a nice little handout from the World Health Organization that emphasizes the main components of a root cause analysis, such as: "focus[ing] on prevention, not blame or punishment... [as well as focusing] on the system, not the individual worker, and assum[ing] that the adverse event that harmed a patient was caused by a system failure" (2012, par. 3). These are extremely important objectives for a successful root cause and systems analysis. Without these things in mind, revisions and adjustments of current protocols and policies prove exceptionally difficult.
References:
To use this source as a reference:
REFLECTION: Institute for Healthcare Improvement (IHI) Open School Modules -- (APA format)
Gudrun O. Hadley, OUSN
For a particular online discussion, the class was asked to sign up for access to the Institute for Healthcare Improvement’s (IHI) open courses that are offered to students, residents, and faculty free of charge if they sign up using a valid e-mail address affiliated with a university or other educational facility (addresses ending in “.edu”) (Institute, 2014, par. 1). The so-called Open School offered by IHI contains several online courses for educational purposes and continuing education (CE) credits for those already working in the healthcare field. These services are available for other persons, as well, but there is a charge for those who do not qualify as mentioned earlier. Each student was asked to complete two modules and post their thoughts on the knowledge gained from the assignment. Following are this student nurse’s reflections on the posts of her classmates regarding some of the IHI modules that this student has yet to complete in her nursing journey.
A posting about patient privacy and confidentiality got this student nurse thinking back to AIDET (acknowledge, introduce, duration, explanation, "thank you") which is something that this student nurse has tried her best to use in her previous hospital experience (prior to beginning the accelerated Bachelor of Science in Nursing program) and will continue to use throughout her interactions with patients in the future (Southern, n.d., par. 1). Along with making AIDET a habit during patient care, another great practice is to always ask your patients' permission before physical contact, performing procedures, or asking personal questions. This gives the patient control of how much he/she is willing to share with the healthcare provider without the professional overstepping any cultural boundaries or disrespecting the patient in any way.
This student nurse was happy to see a classmate mention the importance of involving patients and their families in daily rounds and other care planning for the patient in her post. This is vital to a patient's progress while in hospital but even more after discharge where the patient is the one in charge of his/her own health. Patients need to be educated on proper practices and coping strategies related to their own healthcare for use at home. The best way to promote ongoing patient safety and satisfaction levels (while in a healthcare setting) is by arming patients with these skills and instilling in them a positive approach to recovery after discharge. If patients are able to utilize information provided by healthcare professionals and take control of their own health, they are bound to reflect more positively on their hospital experiences and gain a quicker recovery.
Another classmate made a great point noting the importance of each team member in the unit caring for a particular patient in addition to marking the importance of each individual as a contributing member to the community. Because of this, each person that nurses encounter as healthcare professionals, as well as in their personal lives, must be treated with the dignity and respect that they deserve. Everybody has a certain job to do that contributes to society and if all of these members (contributors) are not well taken care of, the community will end up lacking in certain areas. A good place for nurses to make an impact on the outcomes of their communities is to provide patient- and family-centered care for those whom they interact with professionally. If given the suggestion to "pay-it-forward", patients can then make an impact on others' lives, as well.
One classmate mentioned something that this student nurse thinks is very important; "in school we are taught to be fearful of mistakes" (Sheppard, 2014). A professional can have all the book smarts in the world but still make a mistake. We are only human and must be able to admit that to ourselves. Being open and honest about the mistakes that we make, especially in patient care, is vital to our growth as individual healthcare professionals as well as our profession in its entirety. Excellence in patient care and patient safety should be our goal and without admitting our weaknesses we cannot effectively improve our practice. In regards to self-care for healthcare professionals (nurses), the same classmate went on to say: “Nursing school is great practice for learning how to budget time and maintain a healthy lifestyle during stressful times” (Sheppard, 2014). Unfortunately, this is probably the one skill that this student nurse is currently having the most difficulty mastering.
Yet another classmate did a great job of covering the IHI module on root cause analysis. This student nurse thinks that she should probably take some time during this August intersession (before the start of Level 2) to go back and review the specifics of this module herself. This student nurse came across a nice little handout from the World Health Organization that emphasizes the main components of a root cause analysis, such as: "focus[ing] on prevention, not blame or punishment... [as well as focusing] on the system, not the individual worker, and assum[ing] that the adverse event that harmed a patient was caused by a system failure" (2012, par. 3). These are extremely important objectives for a successful root cause and systems analysis. Without these things in mind, revisions and adjustments of current protocols and policies prove exceptionally difficult.
References:
- Institute for Healthcare Improvement (IHI). (2014). Open school. Retrieved on July 24th, 2014, from http://www.ihi.org/education/ihiopenschool/pages/default.aspx
- Sheppard, J. (2014, July). Re: responses to IHI modules [Online discussion group]. Retrieved on July 24, 2014, from https://learn.ouhsc.edu
- Southern Ohio Medical Center. (n.d.). AIDET guide. Retrieved on July 24th, 2014, from http://www.somc.org/employee/assets/employment/aidet-guide.pdf
- World Health Organization (WHO). (2012). Knowledge is the enemy of unsafe care: root cause analysis. Retrieved on July 24th, 2014, from http://www.who.int/patientsafety/education/curriculum/course5a_handout.pdf
To use this source as a reference:
- Hadley, G. O. (2014). Author's original works: reflection: Institute for Healthcare Improvement (IHI) open school modules. Through Nursing School and Beyond. Retrieved from: http://journeythroughnursing.weebly.com/posts.html#/offtopic
July 28, 2014 -- Human Experience in Disability @ The University of Oklahoma; Tulsa, OK, USA
REFLECTION: Self-assessment Regarding Understanding of Disability -- (APA format)
Gudrun O. Hadley, OUSN
As an initial assignment for the course covering patient care for those with disabilities, each student was asked to reflect on their own assumptions and preconceived notions about the disabled. The instructor provided a set of questions as a guide. Following are this student nurse’s responses to the aforementioned issues.
This student nurse must admit that she does not have much experience with disability in her own personal life. She does not have any family members or friends that live with disabilities. Although, she currently works as a nurse technician at a local hospital and sometimes comes in contact with people with disabilities during work hours. This student nurse has learned that even though a person has a “dis-ABILITY”, it does not mean that the person is not capable of caring for himself/herself or living a full life. This student nurse thinks that it is vital for caregivers to take a course such as this one in order to learn more about the various types of disabilities and what they mean for those people that live with them. It helps healthcare professionals to acknowledge disabled persons for who they are and gives these workers guidance in how to approach people with disabilities.
This student nurse thinks that most people living with disabilities at this time are mainly concerned with financial obligations (normal living expenses such as rent or mortgage, and medical bills) while attempting to plan for a more care-free future for themselves in this sometimes harsh world.
This student nurse thinks the most important information for caregivers to know about disability is that even though a person is disabled in one way (for example, physical limitations) it does not signify a person’s inability or diminished capacity in other areas. In other words, don’t judge a book by its cover. Furthermore, this student nurse thinks that the key concepts and ideas to understand about disability is that having a disability does not signify an ending to a good life, but rather that a new course must be taken to accommodate for the disability and to promote a greater quality of life. This student nurse’s basic assumptions about people with disabilities are that even though people may be restricted in some way, they still have a lot to offer to society. Her main view about people with disabilities is that they can gain a quality of life different (maybe even superior) to that of those people that do not live with disabilities because the latter tend to take things for granted that maybe they shouldn’t.
This student nurse believes that based upon her (increased) understanding of disability issues, she will be more competent and able to provide better care for disabled patients under her direct care. Because of this, this student nurse should be able to provide more patient-oriented and –focused care to those that she will be caring for in a clinical setting.
In conclusion, this student nurse believes that caregivers of people with disabilities should receive basic training and information about the impact of disabilities on the lives of people that live with them. She also believes that people living with disabilities learn to live with their disabilities and deal with the same issues that persons without disabilities have to endure. This student nurse believes that a course for healthcare providers in the basics of caring for persons with disabilities is vital to the proper caregiving and success of recovery for those same patients. She expects to gain additional knowledge and insight about the specific issues that disabled persons face through the completion of this course. This student nurse does not view people with disabilities any differently than those who are not considered disabled and believes that they have just as much, if not more, to offer other people in society.
References:
To use this source as a reference:
REFLECTION: Self-assessment Regarding Understanding of Disability -- (APA format)
Gudrun O. Hadley, OUSN
As an initial assignment for the course covering patient care for those with disabilities, each student was asked to reflect on their own assumptions and preconceived notions about the disabled. The instructor provided a set of questions as a guide. Following are this student nurse’s responses to the aforementioned issues.
This student nurse must admit that she does not have much experience with disability in her own personal life. She does not have any family members or friends that live with disabilities. Although, she currently works as a nurse technician at a local hospital and sometimes comes in contact with people with disabilities during work hours. This student nurse has learned that even though a person has a “dis-ABILITY”, it does not mean that the person is not capable of caring for himself/herself or living a full life. This student nurse thinks that it is vital for caregivers to take a course such as this one in order to learn more about the various types of disabilities and what they mean for those people that live with them. It helps healthcare professionals to acknowledge disabled persons for who they are and gives these workers guidance in how to approach people with disabilities.
This student nurse thinks that most people living with disabilities at this time are mainly concerned with financial obligations (normal living expenses such as rent or mortgage, and medical bills) while attempting to plan for a more care-free future for themselves in this sometimes harsh world.
This student nurse thinks the most important information for caregivers to know about disability is that even though a person is disabled in one way (for example, physical limitations) it does not signify a person’s inability or diminished capacity in other areas. In other words, don’t judge a book by its cover. Furthermore, this student nurse thinks that the key concepts and ideas to understand about disability is that having a disability does not signify an ending to a good life, but rather that a new course must be taken to accommodate for the disability and to promote a greater quality of life. This student nurse’s basic assumptions about people with disabilities are that even though people may be restricted in some way, they still have a lot to offer to society. Her main view about people with disabilities is that they can gain a quality of life different (maybe even superior) to that of those people that do not live with disabilities because the latter tend to take things for granted that maybe they shouldn’t.
This student nurse believes that based upon her (increased) understanding of disability issues, she will be more competent and able to provide better care for disabled patients under her direct care. Because of this, this student nurse should be able to provide more patient-oriented and –focused care to those that she will be caring for in a clinical setting.
In conclusion, this student nurse believes that caregivers of people with disabilities should receive basic training and information about the impact of disabilities on the lives of people that live with them. She also believes that people living with disabilities learn to live with their disabilities and deal with the same issues that persons without disabilities have to endure. This student nurse believes that a course for healthcare providers in the basics of caring for persons with disabilities is vital to the proper caregiving and success of recovery for those same patients. She expects to gain additional knowledge and insight about the specific issues that disabled persons face through the completion of this course. This student nurse does not view people with disabilities any differently than those who are not considered disabled and believes that they have just as much, if not more, to offer other people in society.
References:
To use this source as a reference:
- Hadley, G. O. (2014). Author's original works: reflection: self-assessment regarding understanding of disability. Through Nursing School and Beyond. Retrieved from: http://journeythroughnursing.weebly.com/posts.html#/offtopic
July 21, 2014 -- Introduction to Professional Nursing @ The University of Oklahoma; Tulsa, OK, USA
ESSAY: Safety Practices for Healthcare Professionals -- (APA format)
Gudrun O. Hadley, OUSN
The Institute for Health Care Improvement (IHI) provides several helpful lessons on safety practices, communication, teamwork, and quality improvement at no charge on its website. This student nurse chose to review two modules that both emphasized the importance of patient safety within the clinical setting where healthcare professionals interact with patients and colleagues. The modules are named as follows: PS103 – Teamwork and Communication, and PS106 – Introduction to the Culture of Safety (Online, 2014).
The first module, Teamwork and Communication, talks about the importance of clear, concise communication between healthcare providers involved in patient care. The main focuses of this module are the proper use of briefing and debriefing when performing procedures, and effective use of the SBAR Communication Tool. Briefing the team members involved in a patient procedure helps to identify the situation at hand, what is about to happen, the expected outcome, and how to team will go about reaching the desired outcome. The use of briefing also gives team members a chance to ask questions and clarify any misconceptions regarding the procedure before the event begins to help ensure the safety of all persons involved. Debriefing is what happens after the procedure or event has taken place and serves as an opportunity for the team members to reflect on their work and collaboration. A debriefing can be very helpful in identifying any alterations that could apply to the event the next time it is happens to aid in better communication amongst team members, a swifter and more efficient proceeding, or worthier experience for those involved. The SBAR Communication Tool is a highly efficient way for healthcare providers to communicate during patient care. The acronym (SBAR) stands for: situation, background, assessment, and recommendation (Safer, 2014, par. 1). In order to effectively use SBAR in communication with another healthcare professional one must first identify self by name and title followed by a concise description of the patient’s current status (situation), adding a brief health history of the patient (background), then noting what one feels the issue could be (assessment), and ending with a suggestion for intervention (recommendation).
The latter module that this student nurse chose to review, Introduction to the Culture of Safety, talks about safety practices used in the hospital setting, not only in direct patient care but also between team members. A global definition of safety culture is “…the enduring value and priority placed on worker and public safety by everyone in every group at every level of an organization” (Wiegmann et al., 2002, p. 9). The culture of safety has four components: psychological safety (the ability to speak up about an issue without fear of judgment), active leadership (approachability of team members in situations that require further attention), transparency (openness about mistakes and the willingness to right those wrongs), and fairness (not being blamed or punished for mistakes in practice) (What are, 2014, par. 5). A good thing to remember is that there are no dumb questions when it comes to healthcare and patient safety. When dealing with life or death situations, as nurses and other healthcare professionals do, the concept termed “preoccupation with failure” is exceptionally helpful in preventing so-called “never events” (Why, 2014, par. 10). A preoccupation with failure indicates that if any person involved in patient care or a procedure believes that there is a problem, the problem is considered to be real until otherwise proven. A never event refers to a particularly shocking medical error such as wrong-site surgery or an instrument being left in the patient after a surgical procedure (Agency, 2012, par. 1). Active leadership is characterized by an interaction between the patient caretakers that helps to ensure both patient safety and more positive treatment outcomes. If the team leader is able to actively engage the other team members, the patient, and/or the patient’s family members in the immediate care and development (as well as implementation) of a care plan, that individual has exhibited good active leadership skills. The last two components of the so-called culture of safety intermingle and work together. Fairness fosters transparency by providing security to the individuals taking responsibility, admitting human error, and making it possible to correct those wrongs before it becomes too late. Transparency in this case is being able to admit these wrongs in an open and public way. Structured communication in the form of SBAR and critical language, “specific language… to be used when any team member has a safety concern” (What you, 2014, par. 2), are exceptionally important factors in providing superior care to patients in the clinical setting.
This student nurse plans to implement the SBAR communication method in clinical practice while conversing with other professionals about patient care plans, treatments, and any other issues that may arise. This student nurse will also use SBAR to transmit information between patients and primary health providers (e.g., physicians) when serving as a patient advocate. This student nurse anticipates that it will be difficult to challenge another professional (a colleague or superior) in the clinical setting but will make sure to put forth a great deal of effort in advocating for patients under the student nurse’s care with the use of critical language and employment of the concept of preoccupation with failure.
References:
To use this source as a reference:
ESSAY: Safety Practices for Healthcare Professionals -- (APA format)
Gudrun O. Hadley, OUSN
The Institute for Health Care Improvement (IHI) provides several helpful lessons on safety practices, communication, teamwork, and quality improvement at no charge on its website. This student nurse chose to review two modules that both emphasized the importance of patient safety within the clinical setting where healthcare professionals interact with patients and colleagues. The modules are named as follows: PS103 – Teamwork and Communication, and PS106 – Introduction to the Culture of Safety (Online, 2014).
The first module, Teamwork and Communication, talks about the importance of clear, concise communication between healthcare providers involved in patient care. The main focuses of this module are the proper use of briefing and debriefing when performing procedures, and effective use of the SBAR Communication Tool. Briefing the team members involved in a patient procedure helps to identify the situation at hand, what is about to happen, the expected outcome, and how to team will go about reaching the desired outcome. The use of briefing also gives team members a chance to ask questions and clarify any misconceptions regarding the procedure before the event begins to help ensure the safety of all persons involved. Debriefing is what happens after the procedure or event has taken place and serves as an opportunity for the team members to reflect on their work and collaboration. A debriefing can be very helpful in identifying any alterations that could apply to the event the next time it is happens to aid in better communication amongst team members, a swifter and more efficient proceeding, or worthier experience for those involved. The SBAR Communication Tool is a highly efficient way for healthcare providers to communicate during patient care. The acronym (SBAR) stands for: situation, background, assessment, and recommendation (Safer, 2014, par. 1). In order to effectively use SBAR in communication with another healthcare professional one must first identify self by name and title followed by a concise description of the patient’s current status (situation), adding a brief health history of the patient (background), then noting what one feels the issue could be (assessment), and ending with a suggestion for intervention (recommendation).
The latter module that this student nurse chose to review, Introduction to the Culture of Safety, talks about safety practices used in the hospital setting, not only in direct patient care but also between team members. A global definition of safety culture is “…the enduring value and priority placed on worker and public safety by everyone in every group at every level of an organization” (Wiegmann et al., 2002, p. 9). The culture of safety has four components: psychological safety (the ability to speak up about an issue without fear of judgment), active leadership (approachability of team members in situations that require further attention), transparency (openness about mistakes and the willingness to right those wrongs), and fairness (not being blamed or punished for mistakes in practice) (What are, 2014, par. 5). A good thing to remember is that there are no dumb questions when it comes to healthcare and patient safety. When dealing with life or death situations, as nurses and other healthcare professionals do, the concept termed “preoccupation with failure” is exceptionally helpful in preventing so-called “never events” (Why, 2014, par. 10). A preoccupation with failure indicates that if any person involved in patient care or a procedure believes that there is a problem, the problem is considered to be real until otherwise proven. A never event refers to a particularly shocking medical error such as wrong-site surgery or an instrument being left in the patient after a surgical procedure (Agency, 2012, par. 1). Active leadership is characterized by an interaction between the patient caretakers that helps to ensure both patient safety and more positive treatment outcomes. If the team leader is able to actively engage the other team members, the patient, and/or the patient’s family members in the immediate care and development (as well as implementation) of a care plan, that individual has exhibited good active leadership skills. The last two components of the so-called culture of safety intermingle and work together. Fairness fosters transparency by providing security to the individuals taking responsibility, admitting human error, and making it possible to correct those wrongs before it becomes too late. Transparency in this case is being able to admit these wrongs in an open and public way. Structured communication in the form of SBAR and critical language, “specific language… to be used when any team member has a safety concern” (What you, 2014, par. 2), are exceptionally important factors in providing superior care to patients in the clinical setting.
This student nurse plans to implement the SBAR communication method in clinical practice while conversing with other professionals about patient care plans, treatments, and any other issues that may arise. This student nurse will also use SBAR to transmit information between patients and primary health providers (e.g., physicians) when serving as a patient advocate. This student nurse anticipates that it will be difficult to challenge another professional (a colleague or superior) in the clinical setting but will make sure to put forth a great deal of effort in advocating for patients under the student nurse’s care with the use of critical language and employment of the concept of preoccupation with failure.
References:
- Agency for Healthcare Research and Quality. (2012). Never events. U.S. Department of Health and Human Services. Rockville, MD. Retrieved June 23, 2014, from http://www.psnet.ahrq.gov/primer.aspx?primerID=3
- Institute for Healthcare Improvement. (2014). Online learning: course catalog. Retrieved June 23, 2014, from http://app.ihi.org/lms/onlinelearning.aspx
- Institute for Healthcare Improvement. (2014). What are the features of a culture of safety? Retrieved June 23, 2014, from http://app.ihi.org/lms/lessonpageworkflow.aspx?&CatalogGuid=4cc435f0-d43b-4381-84b8-899b35082938&CourseGuid=789d9cbb-7dd3-4fe9-8df2-e0c63725b350&LessonGuid=5343ba76-93c6-4c96-8184-2777ed36c86e
- Institute for Healthcare Improvement. (2014). What you can do. Retrieved June 23, 2014, from http://app.ihi.org/lms/lessonpageworkflow.aspx?CatalogGuid=4cc435f0-d43b-4381-84b8-899b35082938&CourseGuid=789d9cbb-7dd3-4fe9-8df2-e0c63725b350&LessonGuid=39538dba-710e-4532-86b9-7b6f3a28c86b
- Institute for Healthcare Improvement. (2014). Why is speaking up important? Retrieved June 23, 2014, from http://app.ihi.org/lms/lessonpageworkflow.aspx?CatalogGuid=4cc435f0-d43b-4381-84b8-899b35082938&CourseGuid=789d9cbb-7dd3-4fe9-8df2-e0c63725b350&LessonGuid=4b250d37-cf44-4561-b830-53ed5865c6b8
- Safer Healthcare Partners, LLC. (2014). What is SBAR and what is SBAR communication? Retrieved June 23, 2014, from http://www.saferhealthcare.com/sbar/what-is-sbar
- Wiegmann, D. A., Zhang, H., Thaden, T., Sharma, G., & Mitchell, A. (2002). Safety culture: a review. Aviation Research Lab Institute of Aviation. Savoy, IL.: University of Illinois. Retrieved June 23, 2014, from http://www.theiplgroup.com/safety%20culture-review.pdf
To use this source as a reference:
- Hadley, G. O. (2014). Author's original works: essay: safety practices for healthcare professionals. Through Nursing School and Beyond. Retrieved from: http://journeythroughnursing.weebly.com/posts.html#/offtopic
July 17, 2014 -- Introduction to Professional Nursing @ The University of Oklahoma; Tulsa, OK, USA
REFLECTION: Affordable Care Act -- (APA format)
Gudrun O. Hadley, OUSN
After reading about the Affordable Care Act, this student nurse has noted three things that she found interesting and that may be of use to her in future practice as a registered nurse (RN). First, the change in regards to pre-existing conditions and insurance coverage stood out to this student nurse. Now, as of 2014, insurance companies can no longer deny people coverage because of pre-existing conditions related to health problems or disabilities developed before gaining coverage (Children’s, 2014, par. 4). This new advancement in healthcare will hopefully reflect positively within the public by evidence of more people seeking healthcare for serious and/or life-threatening conditions that require medical assistance. This student nurse will be happy to see those persons that are in dire need of medical attention come out to the facilities that offer healthcare for their needs and receive treatment in an attempt to gain a better quality of life. Secondly, this student nurse enjoyed reading about the ending of arbitrary withdrawals of insurance coverage. The fact that insurance companies can no longer cancel a patient’s policy because of an honest mistake sounds like the appropriate thing that should happen (Curbing, 2014, par. 2). Patients should not have to be punished for making an honest mistake if that is in fact what it is, an honest mistake. Although this sounds like a reasonable concept there are people out there that are bound to misuse this new revision of the law which can become a problem for healthcare providers. A suggestion for steering clear of issues in regards to that matter, proper education for policy holders should be provided to help enlighten them on the topic and how better to identify relevant events that the insurance company should be notified about. Lastly, this student nurse was thrilled to read that preventative care is now available for people of all ages at no charge (Prevention, 2014, par. 1). This should also reflect positively in the communities and the public in general. The use of community education about this topic in addition to availability of clinics and access to healthcare workers to help care for populations in need of preventative care will hopefully be evidenced in lower incidences of severe cases of illness and/or disease. These preventative measures will give people an initiative to take control of their own health and continue to manage their issues with the guidance of trained healthcare professionals. This is one discussion that this student nurse looks forward to visiting again in the future to see what, if any, progress has been made.
References:
To use this source as a reference:
REFLECTION: Affordable Care Act -- (APA format)
Gudrun O. Hadley, OUSN
After reading about the Affordable Care Act, this student nurse has noted three things that she found interesting and that may be of use to her in future practice as a registered nurse (RN). First, the change in regards to pre-existing conditions and insurance coverage stood out to this student nurse. Now, as of 2014, insurance companies can no longer deny people coverage because of pre-existing conditions related to health problems or disabilities developed before gaining coverage (Children’s, 2014, par. 4). This new advancement in healthcare will hopefully reflect positively within the public by evidence of more people seeking healthcare for serious and/or life-threatening conditions that require medical assistance. This student nurse will be happy to see those persons that are in dire need of medical attention come out to the facilities that offer healthcare for their needs and receive treatment in an attempt to gain a better quality of life. Secondly, this student nurse enjoyed reading about the ending of arbitrary withdrawals of insurance coverage. The fact that insurance companies can no longer cancel a patient’s policy because of an honest mistake sounds like the appropriate thing that should happen (Curbing, 2014, par. 2). Patients should not have to be punished for making an honest mistake if that is in fact what it is, an honest mistake. Although this sounds like a reasonable concept there are people out there that are bound to misuse this new revision of the law which can become a problem for healthcare providers. A suggestion for steering clear of issues in regards to that matter, proper education for policy holders should be provided to help enlighten them on the topic and how better to identify relevant events that the insurance company should be notified about. Lastly, this student nurse was thrilled to read that preventative care is now available for people of all ages at no charge (Prevention, 2014, par. 1). This should also reflect positively in the communities and the public in general. The use of community education about this topic in addition to availability of clinics and access to healthcare workers to help care for populations in need of preventative care will hopefully be evidenced in lower incidences of severe cases of illness and/or disease. These preventative measures will give people an initiative to take control of their own health and continue to manage their issues with the guidance of trained healthcare professionals. This is one discussion that this student nurse looks forward to visiting again in the future to see what, if any, progress has been made.
References:
- U.S. Department of Health and Human Services. (2014). Children’s pre-existing conditions. Retrieved on July 17th, 2014, from http://www.hhs.gov/healthcare/rights/pre-existing/childrens-pre-existing-conditions.html
- U.S. Department of Health and Human Services. (2014). Curbing insurance cancellations. Retrieved on July 17th, 2014, from http://www.hhs.gov/healthcare/rights/appeal/curbing-insurance-cancellations.html
- U.S. Department of Health and Human Services. (2014). Prevention and wellness. Retrieved on July 17th, 2014, from http://www.hhs.gov/healthcare/prevention/index.html
To use this source as a reference:
- Hadley, G. O. (2014). Author's original works: reflection: Affordable Care Act. Through Nursing School and Beyond. Retrieved from: http://journeythroughnursing.weebly.com/posts.html#/offtopic
July 14, 2014 -- Introduction to Professional Nursing @ The University of Oklahoma; Tulsa, OK, USA
ESSAY: Nursing as a Profession -- (APA format)
Gudrun O. Hadley, OUSN
Nursing is a fairly broad term. It refers to many different types of care given to patients or others that are suffering. Throughout history, women would typically take on the role of caregiver when a family member or friend became wounded and needed nursing assistance. Not only specially trained nursing professionals give nursing care to others. Among those individuals that act as nurses are mothers, sisters, and other caretakers. In regards to nursing as a profession, Zerwekh (2015) lists six main roles of a nurse: caregiver, teacher, advocate, manager, colleague, and expert (p. 141). According to the Merriam-Webster dictionary online, the medical definition of a profession is: “a calling requiring specialized knowledge and often long and intensive academic preparation; [and] a whole body of persons engaged in [that] calling” (2015, par. 7). This helps to illustrate the concept that the nursing profession is one comprised of specially trained individuals that seek a common goal. The main characteristics of a profession include: “a code of ethics, a body of knowledge, research, credentials, and continuous professional development, individuals that consider the profession their lifelong occupation and external recognition as such” (icmstech, 2009, par. 1).
Nursing may even be one of the oldest professions there are. After the influence of Florence Nightingale in the 1800’s and the formation of the American Red Cross in 1909 (Zerwekh, 2015, p. 137), nursing began to be taught in a more structured environment in colleges and universities throughout the nation. This is one indicator that nursing is a profession in itself. Nursing education relays a body of knowledge and evidence of research to its students with various options for continuous professional development. Degree programs in nursing vary from an Associate’s Degree (AD) with state licensure resulting in designation as a Registered Nurse (RN) up through to a Doctorate in Philosophy (PhD). The American Nurses Credentialing Center lists various levels of nursing certifications on its website that may be useful to those students seeking information about various opportunities within professional nursing as well as any veteran nurses wanting to switch over to a new specialty within their field (2014, par. 3). Several organizations for professional nurses exist within the United States of America including the American Nurses Association (ANA) and the National Student Nurses’ Association (NSNA). The Nursing Organizations Alliance is a joined effort among various nursing organizations “united to create a strong voice for nurses” throughout an array of nursing specializations in America (2013, par. 1). A good starting point for student nurses to get involved in professional actions related to their new profession is to join the NSNA. The Association has sectors in many areas and current students are eligible to enroll through their respective institutions. The NSNA offers several benefits to its members, such as: career planning, study tools, inspiration and motivation to succeed in the field, benefits including discount pricing and networking, practical savings with insurance companies and other retail businesses, awards for deserving members, and leadership opportunities (National, 2014).
In conjunction with joining a professional organization such as the NSNA, it is vital to student nurses’ careers to learn the foundations of the nursing profession during their studies. After learning about the evolution of nursing practice throughout history, future nursing professionals are able to better understand the efforts made by their preceptors and other historical nurses that have helped to shape the profession as it is known today. Some of the more influential people in nursing history are Florence Nightingale, Clara Barton, and Mary Breckinridge. Florence Nightingale, also known as “The Lady with the Lamp”, believed in holistic nursing where not only healing of the illness or disease at hand was important, but rather a healing of the person as a whole. Nightingale considered nursing a calling, an art, and a science in itself (Current, 2012, par. 2). She also helped distinguish the difference between nursing and medical practice while providing a professional model, or theory, specific to nursing practice. In honor of Florence, a nursing instructor in Michigan composed a pledge of nursing which was first used in 1893. The Nightingale Pledge states that nurses will do everything in their power to treat their patients with respect and dignity while they help aid the doctors involved in the patients’ care to nurse them back to health (Zerwekh, 2015, p. 133). Clara Barton founded the American Red Cross after being introduced to “the Swiss-inspired global Red Cross network while visiting Europe following the Civil War” (American, 2014, par. 2). Mary Breckinridge created the first mid-wifery school for nurses in the United States after traveling to London to study the skill herself. She also started the first American organization to use nurses as midwives, the Kentucky Committee for Mothers and Babies, later known as the Frontier Nursing Service (FNS) (Frontier, 2014, par. 2). These women helped develop the theories used throughout nursing practice and paved the path for today’s nursing professionals. A recent journal article emphasized the importance of learning the major characteristics of a corresponding profession during college education. The article identifies “the conceptual dimensions of nursing professionalization… as cognitive, affective, and psychomotor” as well as noting the importance of the “clarity, breadth, and depth” of each concept as it being taught throughout the respective courses (Ghadirian, Salsali, & Cheraghi, 2014, par. 14). With the use of this basic foundation those students should ultimately be able to prioritize their work and use critical-thinking skills for decision-making in their practice.
As a future member of the nursing profession, this student nurse will continue to pursue ongoing education related to her specialty area and to the profession in general. This can be done by acquiring additional college degrees at varying levels (Master’s or Doctorate) as well as completing continuing education (CE) credits. CE credits are available to nurses online free of charge (webinars, conferences, online courses) in addition to attending annual nursing conventions held in different places throughout the country (Gannett, 2014, par. 1). This student nurse will also try her very best to refrain from allowing the effect of countertransference to influence the way that she approaches her patients in the clinical setting as well as making a substantial effort to control her emotions when interacting with those same patients. Another factor that this student nurse will consider is to assume all roles of the clinical nurse while working with each of her patients including, but not limited to: giving proper care; advocating for patients while under direct care of the student nurse; and educating patients and families about illness and the influences thereof on patients integration back into society after hospitalization. It is increasingly important for nurses to feel some sort of enjoyment or reward in their line of practice so that they may continue to provide excellent care for their patients. A Turkish study found that many nursing students in that culture pursued an education in nursing or medicine as a result of influence from their parents. The parents’ intention by encouraging their children to pursue nursing education straight out of high school was to enable them to “obtain economic freedom as soon as possible, financially manage themselves and reach higher living standards” (Baykal & Altuntas, 2010, p. 215). Although these students may go on to be successful in their studies and prove knowledgeable in their field, their affect on patients may not be as desirable as one might think. These professionals may not always have their patients’ best interest at heart which can in turn change the result of the care that those patients receive. In order to develop as a profession, nursing professionals must all adhere to the same basic rules (ethics) and show enthusiasm for their patients’ well-being. That is an enormous factor associated with being a good nurse and should remain as such.
Three of the most significant topics discussed in this course that may contribute most to this student nurse’s professional growth are advocacy, the use of evidence-based practice (EBP), and the emphasis on proper self-care for working nurses. Throughout this course, this student nurse was introduced to several new ways to promote patient advocacy in a clinical setting that will be of great use in the future. Amongst them are: ensuring open communication between the patient and corresponding physician; and using any teaching moments that may present themselves in order to further educate patients on their illness or status thereof. Evidence-based practice is extremely important when it comes to nursing and general healthcare. In order to provide patients with the best care available to them, healthcare professionals must know the interventions and techniques that are most likely to assist the patients in their recovery. The emphasis on nurses’ self-care habits is likely the most significant portion of this course for this student nurse. This student nurse tends to put so much effort into assisting others and making sure that those around her are happy and healthy that she forgets to care for herself. In the long run, this is a flawed way of thinking. Another recent journal article makes a point of noting that young nurses are at highest risk for burnout and intent to leave the profession. Some of the reasons for this are “an imbalance of effort and reward, high psychological demands, and [high] job strain”, especially in understaffed areas and poorer work environments (Flinkman, Isopahkala-Bouret, & Salantera, 2013, par. 7-8). The article was informative for this student nurse to aid in identifying signs of burnout and how to avoid that from happening.
In conclusion, the nursing profession is constantly evolving through the implication of new research and theories intended to improve outcomes of the extensive labor concerned with nursing practice. Ongoing education and professional organizations help to connect nurses with each other and allow them to exceed expectations as they work together to achieve a common goal. Nursing as a profession has a great impact on patients receiving treatment as well as the patient families and even the public. Although, it remains important that nurses not overlook their own health and well-being while caring for others.
References:
To use this source as a reference:
ESSAY: Nursing as a Profession -- (APA format)
Gudrun O. Hadley, OUSN
Nursing is a fairly broad term. It refers to many different types of care given to patients or others that are suffering. Throughout history, women would typically take on the role of caregiver when a family member or friend became wounded and needed nursing assistance. Not only specially trained nursing professionals give nursing care to others. Among those individuals that act as nurses are mothers, sisters, and other caretakers. In regards to nursing as a profession, Zerwekh (2015) lists six main roles of a nurse: caregiver, teacher, advocate, manager, colleague, and expert (p. 141). According to the Merriam-Webster dictionary online, the medical definition of a profession is: “a calling requiring specialized knowledge and often long and intensive academic preparation; [and] a whole body of persons engaged in [that] calling” (2015, par. 7). This helps to illustrate the concept that the nursing profession is one comprised of specially trained individuals that seek a common goal. The main characteristics of a profession include: “a code of ethics, a body of knowledge, research, credentials, and continuous professional development, individuals that consider the profession their lifelong occupation and external recognition as such” (icmstech, 2009, par. 1).
Nursing may even be one of the oldest professions there are. After the influence of Florence Nightingale in the 1800’s and the formation of the American Red Cross in 1909 (Zerwekh, 2015, p. 137), nursing began to be taught in a more structured environment in colleges and universities throughout the nation. This is one indicator that nursing is a profession in itself. Nursing education relays a body of knowledge and evidence of research to its students with various options for continuous professional development. Degree programs in nursing vary from an Associate’s Degree (AD) with state licensure resulting in designation as a Registered Nurse (RN) up through to a Doctorate in Philosophy (PhD). The American Nurses Credentialing Center lists various levels of nursing certifications on its website that may be useful to those students seeking information about various opportunities within professional nursing as well as any veteran nurses wanting to switch over to a new specialty within their field (2014, par. 3). Several organizations for professional nurses exist within the United States of America including the American Nurses Association (ANA) and the National Student Nurses’ Association (NSNA). The Nursing Organizations Alliance is a joined effort among various nursing organizations “united to create a strong voice for nurses” throughout an array of nursing specializations in America (2013, par. 1). A good starting point for student nurses to get involved in professional actions related to their new profession is to join the NSNA. The Association has sectors in many areas and current students are eligible to enroll through their respective institutions. The NSNA offers several benefits to its members, such as: career planning, study tools, inspiration and motivation to succeed in the field, benefits including discount pricing and networking, practical savings with insurance companies and other retail businesses, awards for deserving members, and leadership opportunities (National, 2014).
In conjunction with joining a professional organization such as the NSNA, it is vital to student nurses’ careers to learn the foundations of the nursing profession during their studies. After learning about the evolution of nursing practice throughout history, future nursing professionals are able to better understand the efforts made by their preceptors and other historical nurses that have helped to shape the profession as it is known today. Some of the more influential people in nursing history are Florence Nightingale, Clara Barton, and Mary Breckinridge. Florence Nightingale, also known as “The Lady with the Lamp”, believed in holistic nursing where not only healing of the illness or disease at hand was important, but rather a healing of the person as a whole. Nightingale considered nursing a calling, an art, and a science in itself (Current, 2012, par. 2). She also helped distinguish the difference between nursing and medical practice while providing a professional model, or theory, specific to nursing practice. In honor of Florence, a nursing instructor in Michigan composed a pledge of nursing which was first used in 1893. The Nightingale Pledge states that nurses will do everything in their power to treat their patients with respect and dignity while they help aid the doctors involved in the patients’ care to nurse them back to health (Zerwekh, 2015, p. 133). Clara Barton founded the American Red Cross after being introduced to “the Swiss-inspired global Red Cross network while visiting Europe following the Civil War” (American, 2014, par. 2). Mary Breckinridge created the first mid-wifery school for nurses in the United States after traveling to London to study the skill herself. She also started the first American organization to use nurses as midwives, the Kentucky Committee for Mothers and Babies, later known as the Frontier Nursing Service (FNS) (Frontier, 2014, par. 2). These women helped develop the theories used throughout nursing practice and paved the path for today’s nursing professionals. A recent journal article emphasized the importance of learning the major characteristics of a corresponding profession during college education. The article identifies “the conceptual dimensions of nursing professionalization… as cognitive, affective, and psychomotor” as well as noting the importance of the “clarity, breadth, and depth” of each concept as it being taught throughout the respective courses (Ghadirian, Salsali, & Cheraghi, 2014, par. 14). With the use of this basic foundation those students should ultimately be able to prioritize their work and use critical-thinking skills for decision-making in their practice.
As a future member of the nursing profession, this student nurse will continue to pursue ongoing education related to her specialty area and to the profession in general. This can be done by acquiring additional college degrees at varying levels (Master’s or Doctorate) as well as completing continuing education (CE) credits. CE credits are available to nurses online free of charge (webinars, conferences, online courses) in addition to attending annual nursing conventions held in different places throughout the country (Gannett, 2014, par. 1). This student nurse will also try her very best to refrain from allowing the effect of countertransference to influence the way that she approaches her patients in the clinical setting as well as making a substantial effort to control her emotions when interacting with those same patients. Another factor that this student nurse will consider is to assume all roles of the clinical nurse while working with each of her patients including, but not limited to: giving proper care; advocating for patients while under direct care of the student nurse; and educating patients and families about illness and the influences thereof on patients integration back into society after hospitalization. It is increasingly important for nurses to feel some sort of enjoyment or reward in their line of practice so that they may continue to provide excellent care for their patients. A Turkish study found that many nursing students in that culture pursued an education in nursing or medicine as a result of influence from their parents. The parents’ intention by encouraging their children to pursue nursing education straight out of high school was to enable them to “obtain economic freedom as soon as possible, financially manage themselves and reach higher living standards” (Baykal & Altuntas, 2010, p. 215). Although these students may go on to be successful in their studies and prove knowledgeable in their field, their affect on patients may not be as desirable as one might think. These professionals may not always have their patients’ best interest at heart which can in turn change the result of the care that those patients receive. In order to develop as a profession, nursing professionals must all adhere to the same basic rules (ethics) and show enthusiasm for their patients’ well-being. That is an enormous factor associated with being a good nurse and should remain as such.
Three of the most significant topics discussed in this course that may contribute most to this student nurse’s professional growth are advocacy, the use of evidence-based practice (EBP), and the emphasis on proper self-care for working nurses. Throughout this course, this student nurse was introduced to several new ways to promote patient advocacy in a clinical setting that will be of great use in the future. Amongst them are: ensuring open communication between the patient and corresponding physician; and using any teaching moments that may present themselves in order to further educate patients on their illness or status thereof. Evidence-based practice is extremely important when it comes to nursing and general healthcare. In order to provide patients with the best care available to them, healthcare professionals must know the interventions and techniques that are most likely to assist the patients in their recovery. The emphasis on nurses’ self-care habits is likely the most significant portion of this course for this student nurse. This student nurse tends to put so much effort into assisting others and making sure that those around her are happy and healthy that she forgets to care for herself. In the long run, this is a flawed way of thinking. Another recent journal article makes a point of noting that young nurses are at highest risk for burnout and intent to leave the profession. Some of the reasons for this are “an imbalance of effort and reward, high psychological demands, and [high] job strain”, especially in understaffed areas and poorer work environments (Flinkman, Isopahkala-Bouret, & Salantera, 2013, par. 7-8). The article was informative for this student nurse to aid in identifying signs of burnout and how to avoid that from happening.
In conclusion, the nursing profession is constantly evolving through the implication of new research and theories intended to improve outcomes of the extensive labor concerned with nursing practice. Ongoing education and professional organizations help to connect nurses with each other and allow them to exceed expectations as they work together to achieve a common goal. Nursing as a profession has a great impact on patients receiving treatment as well as the patient families and even the public. Although, it remains important that nurses not overlook their own health and well-being while caring for others.
References:
- American Nurses Credentialing Center. (2014). Certification credentials. Retrieved on July 13th, 2014, from http://www.nursecredentialing.org/certificationcredentials.aspx
- American Red Cross. (2014). Our history: a brief history of the American Red Cross. Retrieved on July 13th, 2014, from http://www.redcross.org/about-us/history
- Baykal, U., & Altuntas, S. (2010). Perceptions of nursing students’ parents regarding the profession and their college. International Nursing Review, 58, 211-217. doi: http://dx.doi.org/10.1111/j.1466-7657.2010.00837.x
- Current Nursing. (2012). Nursing theories: theory of Florence Nightingale. Retrieved on July 13th, 2014, from http://currentnursing.com/nursing_theory/Florence_Nightingale_theory.html
- Flinkman, M., Isopahkala-Bouret, U., & Salantera, S. (2013). Young registered nurses’ intention to leave the profession and professional turnover in early career: a qualitative case study. ISRN Nursing. Published online on August 20th, 2013. doi: 10.1155/2013/916061
- Frontier Nursing Service. (2014). How FNS began: a brief history of the Frontier Nursing Service. Retrieved on July 13th, 2014, from: http://www.frontiernursing.org/history/howfnsbegan.shtm
- Gannett Healthcare Group. (2014). Free CE courses: continuingeducation.com free CE. Retrieved on July 13th, 2014, from http://ce.nurse.com/freece.aspx
- Ghadirian, F., Salsali, M., & Cheraghi, M. A. (2014). Nursing professionalism: an evolutionary concept analysis. Iranian Journal of Midwifery Research, 19(1), 1-10.
- icmstech. (2009). What makes a profession? Institute of Certified Service Managers. Retrieved on July 12th, 2014, from http://www.icsmusa.org/content/what-makes-profession
- Merriam-Webster. (2014). Profession. Retrieved on July 12th, 2014, from: http://www.merriam-webster.com/dictionary/profession
- National Student Nurses’ Association. (2014). Student membership: about NSNA and benefits. Retrieved on July 13th, 2014, from http://www.nsna.org/Portals/0/Skins/NSNA/pdf/About%20NSNA%20and%20Benefits.pdf
- Nursing Organizations Alliance. (2013). Nursing organizations alliance: home. Retrieved on July 13th, 2014, from http://www.nursing-alliance.org/index.cfm
- Zerwekh, J. (2015). Chapter 6 – Historical perspectives: influences on the present. In Zerwekh, J., & Garneu, A. (Eds.), Nursing today: transition and trend, (8 ed.). St. Louis, MO: Elsevier.
To use this source as a reference:
- Hadley, G. O. (2014). Author's original works: essay: nursing as a profession. Through Nursing School and Beyond. Retrieved from: http://journeythroughnursing.weebly.com/posts.html#/offtopic
July 11, 2014 -- Clinical Nursing I @ The University of Oklahoma; Tulsa, OK, USA
ESSAY: Home Safety for the Elderly (including pamphlet for distribution) -- (APA format)
Samuel E. Brown, OUSN, & Gudrun O. Hadley, OUSN
According to the Centers for Disease Control and Prevention (CDC), falls are the leading cause of fatal and nonfatal injuries in older adults (65+ years) (2013, par. 2). Most falls amongst older people go unreported. Although, they can have a significant impact on the person’s life including daily activities such as physical activity (Health, 2012, par 3).
There are several inexpensive and practical ways to help prevent these accidents. A few ideas include adding non-slip surfaces to your home including rubber strips in the bathtub and securing rugs to the floor using double-sided tape. Another useful tip is making sure to keep hallways and other living areas clear of clutter and well-lit (National, 2014, par. 3). Installing night lights throughout the house (bedroom, bathroom, hallway, and kitchen) is also beneficial. Wearing properly fitted clothing and footwear with non-slip soles is advised.
Again, maintaining clear passageways throughout the home will help to minimize fall risk and potential injury related to falls. The use of properly adjusted aids is essential to fall prevention. These include but are not limited to: walkers, canes, and shower chairs. Utilizing hand rails in areas containing steps or uneven floor boards is favorable.
Even in the safety of your own home, you may come into contact with predators via telephone or door-to-door salespeople. Keep windows shut and doors locked at all times, if possible. Make sure to exhibit caution when opening your doors to strangers. Do not provide anyone with your personal information (credit card information, etc.) unless you are the one that initiated the conversation. Beware of unsolicited calls requesting that you provide personal information for any reason. A good way to do this is by using caller ID for any phone lines in use.
It is important to pay special attention to potential dangers in the home related to common everyday household items. These may include products such as cleaning agents/chemicals and flammable liquids. In order to minimize risks related to exposure to these materials, it is good to have smoke detectors placed in different rooms throughout the home as well as maintaining easy access to a fire extinguisher. Carbon monoxide sensors are most beneficial if placed near a heat source within the home (furnace, heater, etc.). If tobacco products are used in your home, avoid smoking in bed. Both cigarettes and candles should be put out properly after use.
Special consideration should be given to medication administration in the home. To help aid with personal protection, consider asking your pharmacist to provide large-print labels on medication containers in addition to large-print medication information sheets. You may also consider only taking medications in a well-lit room where you are easily able to identify the medication, dose, and frequency of administration.
References:
To use this source as a reference:
ESSAY: Home Safety for the Elderly (including pamphlet for distribution) -- (APA format)
Samuel E. Brown, OUSN, & Gudrun O. Hadley, OUSN
According to the Centers for Disease Control and Prevention (CDC), falls are the leading cause of fatal and nonfatal injuries in older adults (65+ years) (2013, par. 2). Most falls amongst older people go unreported. Although, they can have a significant impact on the person’s life including daily activities such as physical activity (Health, 2012, par 3).
There are several inexpensive and practical ways to help prevent these accidents. A few ideas include adding non-slip surfaces to your home including rubber strips in the bathtub and securing rugs to the floor using double-sided tape. Another useful tip is making sure to keep hallways and other living areas clear of clutter and well-lit (National, 2014, par. 3). Installing night lights throughout the house (bedroom, bathroom, hallway, and kitchen) is also beneficial. Wearing properly fitted clothing and footwear with non-slip soles is advised.
Again, maintaining clear passageways throughout the home will help to minimize fall risk and potential injury related to falls. The use of properly adjusted aids is essential to fall prevention. These include but are not limited to: walkers, canes, and shower chairs. Utilizing hand rails in areas containing steps or uneven floor boards is favorable.
Even in the safety of your own home, you may come into contact with predators via telephone or door-to-door salespeople. Keep windows shut and doors locked at all times, if possible. Make sure to exhibit caution when opening your doors to strangers. Do not provide anyone with your personal information (credit card information, etc.) unless you are the one that initiated the conversation. Beware of unsolicited calls requesting that you provide personal information for any reason. A good way to do this is by using caller ID for any phone lines in use.
It is important to pay special attention to potential dangers in the home related to common everyday household items. These may include products such as cleaning agents/chemicals and flammable liquids. In order to minimize risks related to exposure to these materials, it is good to have smoke detectors placed in different rooms throughout the home as well as maintaining easy access to a fire extinguisher. Carbon monoxide sensors are most beneficial if placed near a heat source within the home (furnace, heater, etc.). If tobacco products are used in your home, avoid smoking in bed. Both cigarettes and candles should be put out properly after use.
Special consideration should be given to medication administration in the home. To help aid with personal protection, consider asking your pharmacist to provide large-print labels on medication containers in addition to large-print medication information sheets. You may also consider only taking medications in a well-lit room where you are easily able to identify the medication, dose, and frequency of administration.
References:
- Centers for Disease Control and Prevention. (2013). Falls among older adults: an overview. Retrieved July 9th, 2014, from http://www.cdc.gov/homeandrecreationalsafety/falls/adultfalls.html
- Health in Aging. (2012). Falls prevention: basic facts and information. Retrieved July 6th, 2014, from http://www.healthinaging.org/aging-and-health-a-to-z/topic:falls
- National Safety Council. (2014). Falls. Retrieved July 6th, 2014, from http://www.nsc.org/safety_home/homeandrecreationalsafety/falls/pages/falls.aspx
To use this source as a reference:
- Brown, S. E., & Hadley, G. O. (2014). Author's original works: essay: home safety for the elderly. Through Nursing School and Beyond. Retrieved from: http://journeythroughnursing.weebly.com/posts.html#/offtopic
June 22, 2014 -- Health Assessment @ The University of Oklahoma; Tulsa, OK, USA
ESSAY: Symptom Analysis -- (APA format)
Gudrun O. Hadley, OUSN
The patient arrived at urgent care alone. After answering a series of questions regarding her personal information and testing of her orientation to surroundings, she was determined to be oriented to time, place, and person (Jarvis, 2012, p. 74). Therefore, the patient is considered to be a reliable source of information regarding her own health status and health history. She was able to furnish data regarding her “name, address and phone number, age and birth date, birthplace, gender, marital status, race, ethnic origin, and occupation” (Jarvis, 2012, p. 49), as well as the symptoms of her current illness.
The patient came in to the urgent care clinic seeking care for “a severe cold including yellow and green mucous coming up with every cough”. In order to assess the patient’s present health and history of present illness, the student nurse used the PQRSTU method to help evaluate the situation and document any findings (Jarvis, 2012, p. 51). The patient stated that she is not aware of any illness or disability other than the cold that she is currently experiencing. Although, she did mention that she has a history of upper respiratory infections that have developed from colds stemming from seasonal allergies, such as pollen in the air. She also mentioned that she tends to develop this kind of infection at least once or twice each year. She is an occasional smoker and resides in a household with other smokers although they do not smoke inside of the residence. The student nurse educated the patient on the risks of smoking to her health and the patient indicated her understanding of the information by nodding and saying “Yes, I know.”
When asked to rate her pain on a 0-10 scale with 10 being the worst pain imaginable, the patient responded with a 3 and noted that “the coughing is annoying more than anything else, and that the headaches can wear me out”. It is also noted that the severity has been the same for the previous couple of days. When asked what brings on the cold the patient responded that it is a seasonal thing that happens both in the spring and fall. When asked about how she manages the cold she noted that she takes over-the-counter allergy medicines during these peak times but sometimes they do not work well enough. When asked to indicate the affected areas, the patient pointed to her nose, throat, and lungs. She stated that her nose either feels runny or stuffy all throughout the day and night and that she has trouble sleeping because she cannot breathe normally. The patient also stated that her throat is sore and that she does not feel as if she can take a true deep breath because her lungs feel constricted. The student nurse asked the patient to cough three times and as a result the patient was able to cough up a visibly thick yellow and green mucous. The student nurse also noticed hoarseness in the patient’s voice during the interview. When asked about the hoarseness, the patient replied that the condition has been the same for two days previous and had a rapid onset of maybe a day or two.
Based on the information gathered during the interview, the student nurse infers that the patient is experiencing an upper respiratory infection as a result of seasonal allergies. The patient appears to be well educated on this topic after experiencing the symptoms several times in the past. The student nurse recommends the patient visit with a physician in the urgent care clinic to receive prescription antibiotics to help alleviate the cold and clear up the infection.
References:
To use this source as a reference:
ESSAY: Symptom Analysis -- (APA format)
Gudrun O. Hadley, OUSN
The patient arrived at urgent care alone. After answering a series of questions regarding her personal information and testing of her orientation to surroundings, she was determined to be oriented to time, place, and person (Jarvis, 2012, p. 74). Therefore, the patient is considered to be a reliable source of information regarding her own health status and health history. She was able to furnish data regarding her “name, address and phone number, age and birth date, birthplace, gender, marital status, race, ethnic origin, and occupation” (Jarvis, 2012, p. 49), as well as the symptoms of her current illness.
The patient came in to the urgent care clinic seeking care for “a severe cold including yellow and green mucous coming up with every cough”. In order to assess the patient’s present health and history of present illness, the student nurse used the PQRSTU method to help evaluate the situation and document any findings (Jarvis, 2012, p. 51). The patient stated that she is not aware of any illness or disability other than the cold that she is currently experiencing. Although, she did mention that she has a history of upper respiratory infections that have developed from colds stemming from seasonal allergies, such as pollen in the air. She also mentioned that she tends to develop this kind of infection at least once or twice each year. She is an occasional smoker and resides in a household with other smokers although they do not smoke inside of the residence. The student nurse educated the patient on the risks of smoking to her health and the patient indicated her understanding of the information by nodding and saying “Yes, I know.”
When asked to rate her pain on a 0-10 scale with 10 being the worst pain imaginable, the patient responded with a 3 and noted that “the coughing is annoying more than anything else, and that the headaches can wear me out”. It is also noted that the severity has been the same for the previous couple of days. When asked what brings on the cold the patient responded that it is a seasonal thing that happens both in the spring and fall. When asked about how she manages the cold she noted that she takes over-the-counter allergy medicines during these peak times but sometimes they do not work well enough. When asked to indicate the affected areas, the patient pointed to her nose, throat, and lungs. She stated that her nose either feels runny or stuffy all throughout the day and night and that she has trouble sleeping because she cannot breathe normally. The patient also stated that her throat is sore and that she does not feel as if she can take a true deep breath because her lungs feel constricted. The student nurse asked the patient to cough three times and as a result the patient was able to cough up a visibly thick yellow and green mucous. The student nurse also noticed hoarseness in the patient’s voice during the interview. When asked about the hoarseness, the patient replied that the condition has been the same for two days previous and had a rapid onset of maybe a day or two.
Based on the information gathered during the interview, the student nurse infers that the patient is experiencing an upper respiratory infection as a result of seasonal allergies. The patient appears to be well educated on this topic after experiencing the symptoms several times in the past. The student nurse recommends the patient visit with a physician in the urgent care clinic to receive prescription antibiotics to help alleviate the cold and clear up the infection.
References:
- Jarvis, C. (2012). Physical examination and health assessment. (6th ed.). St. Louis, MO: Elsevier Health Science.
To use this source as a reference:
- Hadley, G. O. (2014). Author's original works: essay: symptom analysis. Through Nursing School and Beyond. Retrieved from: http://journeythroughnursing.weebly.com/posts.html#/offtopic
June 22, 2014 -- Health Assessment @ The University of Oklahoma; Tulsa, OK, USA
ESSAY: Genogram Analysis (actual genogram withheld) -- (APA format)
Gudrun O. Hadley, OUSN
This student nurse interviewed a young woman to ask questions about her family history in order to determine any patterns of illness trickling down from one generation to the next. The genogram shows the information gathered during the interview. The genogram indicates that the interviewee is 30 years of age and married with one child. She also noted that she had endured a miscarriage at five weeks before becoming pregnant again with her little boy. The interviewee stated that she is a healthy young woman with no medical problems, although, her husband has a history of hypertension. She also included that her older brother is mentally retarded as well as being autistic. Her mother and father separated shortly after she was born and she never got to know her biological father for he committed suicide at age 40. The interviewee’s father had three sisters, one of which died at an early age following a severe car accident. Her mother is still alive today, works a full-time job as a nurse but suffers from alcoholism. Her mother is also a long-term cigarette smoker and experiences hypertension. The interviewee’s mother has four brothers and two sisters but they have not been close enough in the past for the interviewee to determine any characteristics of their health or personal issues. The interviewee’s maternal grandparents are both deceased. Her grandmother passed from a stroke in her 70’s and her grandfather passed from kidney failure also while in his 70’s. Although, the interviewee’s paternal grandparents are not well known to her, she has learned that they are both deceased, as well. Her grandmother passed away from pneumonia in her 70’s after living with chronic obstructive pulmonary disease (COPD) for several years. Her grandfather died from a myocardial infarction (heart attack) in his early 60’s.
This student nurse suggests that the interviewee pay good attention to the patterns of illness and disease in her family history in order to better care for herself and her children. Two main things that caught this student nurse’s eye were the number of persons in the genogram that suffer from heart problems and the amount of smokers therein. First, this student nurse recommends that the interviewee monitor her blood pressure on a regular basis and learn to manage her pressure in order to decrease any risk of cardiac issues in the future. The interviewee should attempt to limit her sodium intake and make time to remain physically active. Exercise and diet are two examples of interventions that would be helpful to the interviewee in terms of limiting her chances of developing hypertension later on in her lifetime. The other factor that this student nurse noted was the number of smokers in the family. This student nurse recommends educating the interviewee on the risks of smoking (including high blood pressure and lung disease) with the use of images and informational brochures. The interviewee’s paternal grandmother was a smoker and died from pneumonia after suffering from COPD for many years. The interviewee’s mother is also a smoker and currently suffers from hypertension and alcoholism. These factors in the interviewee’s family health history should tie closely into her understanding of the risks associated with tobacco smoking.
This student nurse suggests that the interviewee do all things in her power to remain a healthy individual for years to come by looking at her own genogram and identifying the risk factors within her family. If the interviewee is ever in doubt about her health or would like to know more about the risk factors associated with the diseases and illnesses in her family, she should seek guidance from her healthcare provider or local agencies offering assistance in these areas at no cost to the public.
References:
To use this source as a reference:
ESSAY: Genogram Analysis (actual genogram withheld) -- (APA format)
Gudrun O. Hadley, OUSN
This student nurse interviewed a young woman to ask questions about her family history in order to determine any patterns of illness trickling down from one generation to the next. The genogram shows the information gathered during the interview. The genogram indicates that the interviewee is 30 years of age and married with one child. She also noted that she had endured a miscarriage at five weeks before becoming pregnant again with her little boy. The interviewee stated that she is a healthy young woman with no medical problems, although, her husband has a history of hypertension. She also included that her older brother is mentally retarded as well as being autistic. Her mother and father separated shortly after she was born and she never got to know her biological father for he committed suicide at age 40. The interviewee’s father had three sisters, one of which died at an early age following a severe car accident. Her mother is still alive today, works a full-time job as a nurse but suffers from alcoholism. Her mother is also a long-term cigarette smoker and experiences hypertension. The interviewee’s mother has four brothers and two sisters but they have not been close enough in the past for the interviewee to determine any characteristics of their health or personal issues. The interviewee’s maternal grandparents are both deceased. Her grandmother passed from a stroke in her 70’s and her grandfather passed from kidney failure also while in his 70’s. Although, the interviewee’s paternal grandparents are not well known to her, she has learned that they are both deceased, as well. Her grandmother passed away from pneumonia in her 70’s after living with chronic obstructive pulmonary disease (COPD) for several years. Her grandfather died from a myocardial infarction (heart attack) in his early 60’s.
This student nurse suggests that the interviewee pay good attention to the patterns of illness and disease in her family history in order to better care for herself and her children. Two main things that caught this student nurse’s eye were the number of persons in the genogram that suffer from heart problems and the amount of smokers therein. First, this student nurse recommends that the interviewee monitor her blood pressure on a regular basis and learn to manage her pressure in order to decrease any risk of cardiac issues in the future. The interviewee should attempt to limit her sodium intake and make time to remain physically active. Exercise and diet are two examples of interventions that would be helpful to the interviewee in terms of limiting her chances of developing hypertension later on in her lifetime. The other factor that this student nurse noted was the number of smokers in the family. This student nurse recommends educating the interviewee on the risks of smoking (including high blood pressure and lung disease) with the use of images and informational brochures. The interviewee’s paternal grandmother was a smoker and died from pneumonia after suffering from COPD for many years. The interviewee’s mother is also a smoker and currently suffers from hypertension and alcoholism. These factors in the interviewee’s family health history should tie closely into her understanding of the risks associated with tobacco smoking.
This student nurse suggests that the interviewee do all things in her power to remain a healthy individual for years to come by looking at her own genogram and identifying the risk factors within her family. If the interviewee is ever in doubt about her health or would like to know more about the risk factors associated with the diseases and illnesses in her family, she should seek guidance from her healthcare provider or local agencies offering assistance in these areas at no cost to the public.
References:
To use this source as a reference:
- Hadley, G. O. (2014). Author's original works: essay: genogram analysis. Through Nursing School and Beyond. Retrieved from: http://journeythroughnursing.weebly.com/posts.html#/offtopic
June 19, 2014 -- Introduction to Professional Nursing @ The University of Oklahoma; Tulsa, OK, USA
ESSAY: Patient Advocacy in Clinical Nursing -- (APA format)
Gudrun O. Hadley, OUSN
Nurses not only administer medication to their patients and aid physicians in carrying out treatment plans for the ill. They take on numerous roles within the scope of patient care, such as: caregiver, teacher, advocate, manager, colleague, and expert (Zerwekh, 2015, p. 141). Zerwekh (2015) writes that an advocate is “one who pleads a cause before another” (p. 143). With this in mind, the role of the nurse as patient advocate is very important to the patient’s overall hospital experience and perception of care given during that time. Hospitals can be very overwhelming, even intimidating, places to visit with many people and machines unfamiliar to the patient. “However, the nurse can make the experience a positive outcome. At this point of the patient’s experience, communication and education become most important” (Reece, 2011, par. 5-6).
This student will work hard to be a good patient advocate upon entry into the profession. This will begin immediately during clinical training where experienced nurses get to showcase their skills in the area. This student plans to follow in the footsteps of other nurses that provide holistic care for their patients, including advocating for them in difficult situations to ensure that the patients are knowledgeable about their health status, treatment options, and consequences of any choices made. For example, if the physician recommends chemotherapy for a patient with terminal cancer, this student nurse will gather evidence-based information about the treatment option and present it to the patient. This includes but is not limited to: informing the patient about the chemical/s being used for chemotherapy, any side effects the chemical/s may have, the duration of treatment for individual visits and overall length of treatment (how many visits/months/etc.), and any consequences of accepting or declining the treatment being offered. Another example of a situation where this student can advocate for a patient is if the patient is an older adult with severe shoulder pain. The physician recommends performing surgery to correct the issue but the patient knows from previous experience that he does not do well with anesthesia and would rather manage his pain another way. As patient advocate, this student nurse will speak to the physician and inform him of the patient's concerns with surgical procedures and anesthetics to initiate a discussion about other treatment options available to the patient.
A survey based on experienced medical-surgical nurses' responses to questions regarding patient advocacy concluded that the most important tasks in this role were "...educating patient and family [and] communicating with other members in the healthcare team" (Hanks, 2010, p. 103). As well as providing patient and community education, this student nurse will also assist patients in communicating with their physicians about concerns for their health that the nurse is not able to resolve on her own. Although sometimes it may appear difficult to approach a superior about a patient's care or concerns, it needs to be done. That is the right of the patient. Nurses should try their hardest to make these difficult times for their patients more bearable by serving them in the advocate role that comes along with being a member of a helping profession.
References:
To use this source as a reference:
ESSAY: Patient Advocacy in Clinical Nursing -- (APA format)
Gudrun O. Hadley, OUSN
Nurses not only administer medication to their patients and aid physicians in carrying out treatment plans for the ill. They take on numerous roles within the scope of patient care, such as: caregiver, teacher, advocate, manager, colleague, and expert (Zerwekh, 2015, p. 141). Zerwekh (2015) writes that an advocate is “one who pleads a cause before another” (p. 143). With this in mind, the role of the nurse as patient advocate is very important to the patient’s overall hospital experience and perception of care given during that time. Hospitals can be very overwhelming, even intimidating, places to visit with many people and machines unfamiliar to the patient. “However, the nurse can make the experience a positive outcome. At this point of the patient’s experience, communication and education become most important” (Reece, 2011, par. 5-6).
This student will work hard to be a good patient advocate upon entry into the profession. This will begin immediately during clinical training where experienced nurses get to showcase their skills in the area. This student plans to follow in the footsteps of other nurses that provide holistic care for their patients, including advocating for them in difficult situations to ensure that the patients are knowledgeable about their health status, treatment options, and consequences of any choices made. For example, if the physician recommends chemotherapy for a patient with terminal cancer, this student nurse will gather evidence-based information about the treatment option and present it to the patient. This includes but is not limited to: informing the patient about the chemical/s being used for chemotherapy, any side effects the chemical/s may have, the duration of treatment for individual visits and overall length of treatment (how many visits/months/etc.), and any consequences of accepting or declining the treatment being offered. Another example of a situation where this student can advocate for a patient is if the patient is an older adult with severe shoulder pain. The physician recommends performing surgery to correct the issue but the patient knows from previous experience that he does not do well with anesthesia and would rather manage his pain another way. As patient advocate, this student nurse will speak to the physician and inform him of the patient's concerns with surgical procedures and anesthetics to initiate a discussion about other treatment options available to the patient.
A survey based on experienced medical-surgical nurses' responses to questions regarding patient advocacy concluded that the most important tasks in this role were "...educating patient and family [and] communicating with other members in the healthcare team" (Hanks, 2010, p. 103). As well as providing patient and community education, this student nurse will also assist patients in communicating with their physicians about concerns for their health that the nurse is not able to resolve on her own. Although sometimes it may appear difficult to approach a superior about a patient's care or concerns, it needs to be done. That is the right of the patient. Nurses should try their hardest to make these difficult times for their patients more bearable by serving them in the advocate role that comes along with being a member of a helping profession.
References:
- Hanks, R. G. (2010). The medical-surgical nurse perspective of advocate role. Nursing Forum, 45(2), 97-107.
- Reece, D. (2011, January 22). A nurse is the ultimate patient advocate: a nurse’s journal. Cleveland.com. Retrieved on June 18th, 2014, from http://www.cleveland.com/healthfit/index.ssf/2011/01/a_nurse_is_the_ultimate_patien.html
- Zerwekh, J. (2015). Chapter 6 – Historical perspectives: influences on the present. In Zerwekh, J., & Garneu, A. (Eds.), Nursing today: transition and trend, (8 ed.). St. Louis, MO: Elsevier.
To use this source as a reference:
- Hadley, G. O. (2014). Author's original works: essay: patient advocacy in clinical nursing. Through Nursing School and Beyond. Retrieved from: http://journeythroughnursing.weebly.com/posts.html#/offtopic
June 16, 2014 -- Introduction to Professional Nursing @ The University of Oklahoma; Tulsa, OK, USA
ESSAY: A Brief History of Mary Breckinridge -- (APA format)
Katlyn A. Crum, OUSN, Gudrun O. Hadley, OUSN, & Jamie C. Yurkosky, OUSN
Mary Breckinridge was born to an influential Kentucky family in 1881 as one of four children and enjoyed an advantaged upbringing with travel and study both in the United States and in Europe. “Her father was the U.S. ambassador to Czar Nicholas II of Russia from 1894 to 1897” but also served as a representative of Arkansas in Congress (Castlenovo, 2014, par. 7). Her grandfather was also in politics and served as vice-president under James Buchanan (American, 2007, par. 2). Breckinridge first married a lawyer at age 23. He died only two years later from appendicitis. They had no children between them. At age 26, Mary pursued an education in nursing and became a registered nurse (RN) in 1910.
Breckinridge remarried in 1912 and had two children. Her husband was the president of the college where she taught French and hygiene. Her son was born in 1914 and her daughter was born prematurely in 1916. Her daughter died only six hours after being born and her son passed away from appendicitis at age 4 (Mrs., 2014, par. 4). After the deaths of her children, Breckinridge decided that she was going to dedicate her life to the healthcare of other children in rural areas. In 1920, Mary filed for divorce from her second husband and had her maiden name restored. She then vowed to never love another person again and to not allow anyone else to ever love her (Mrs., 2014, par. 6). After those difficult times, she turned back to nursing for comfort and strength.
Following World War I, Breckinridge traveled to France to volunteer for the American Committee for Devastated France. There she met a British midwife and learned that this was to become her life’s passion. Later, at age 43, Breckinridge went to London to study midwifery and then traveled around Great Britain to Scotland where she worked with people in rural areas. When she came back to America she pursued a degree in Public Health Nursing at Columbia University and established her two goals: “improving the health of children and pioneering a system of rural healthcare that could serve as a model for healthcare systems serving the most remote regions of the world” (How, 2014, par. 4).
In 1925, Breckinridge started an organization called the Kentucky Committee for Mothers and Babies in Leslie County, Kentucky, which was the first American organization to use nurses who were qualified as midwives. This organization was later named the Frontier Nursing Service (FNS) which it is still known as today. When FNS was first starting out, Breckinridge housed the organization in her own log cabin home and would use her own personal funds to keep FNS functional. But when she could no longer fund the organization herself, she looked to family and friends for support. With the hard work and perseverance of committee members, the organization has made it through several hardships in the past.
At the beginning, Breckinridge and the other midwives would ride on horseback to reach their patients at home and provide them with services. Mary Breckinridge stated that “[t]o meet the needs of the frontiersman’s child, you must begin before he is born and carry him through the hazards of childbirth. This means that the nurses who serve him must be qualified as midwives. They must be nurse-midwives” (How, 2014, par. 3). The FNS also set up clinics for immunizations as well as providing patient education on topics such as the importance of proper hygiene. It even made a physician and/or surgeon available to high-risk patients within a hospital setting. Breckinridge also made a huge effort to improve communication in these rural areas. Her healthcare system worked so well that it evidenced immediate improvements in the areas of infant and maternal mortality. A study performed at the time showed that if Breckinridge’s ideology was implemented throughout the United States, 10,000 more mothers could be saved during childbirth, there would be about 30,000 less stillbirths, and 30,000 more children would make it through their first month of life per year in the United States.
After the beginning of World War II in 1939, the Frontier Graduate School of Midwifery opened to educate nurse-midwives domestically rather than sending them to Britain for training. Several additional programs have been added at the school over the years and in 2011 the school received its second name change to the Frontier Nursing University to better reflect its graduate level Master’s and Doctoral program offerings.
Breckinridge later died in 1965. In memorial to her, a new hospital, the Mary Breckinridge Hospital and Health Center, was opened in 1975 in Hyden, Kentucky. It is still operational today. The old log cabin home of Breckinridge in Wendover, Kentucky, was in 1991 honored as a national historic landmark and opened as a bed and breakfast in 2001 (Wendover, 2014, par. 2). Mary Breckinridge was inducted into the National Women’s Hall of Fame in 1995 (National, 2011).
References:
To use this source as a reference:
ESSAY: A Brief History of Mary Breckinridge -- (APA format)
Katlyn A. Crum, OUSN, Gudrun O. Hadley, OUSN, & Jamie C. Yurkosky, OUSN
Mary Breckinridge was born to an influential Kentucky family in 1881 as one of four children and enjoyed an advantaged upbringing with travel and study both in the United States and in Europe. “Her father was the U.S. ambassador to Czar Nicholas II of Russia from 1894 to 1897” but also served as a representative of Arkansas in Congress (Castlenovo, 2014, par. 7). Her grandfather was also in politics and served as vice-president under James Buchanan (American, 2007, par. 2). Breckinridge first married a lawyer at age 23. He died only two years later from appendicitis. They had no children between them. At age 26, Mary pursued an education in nursing and became a registered nurse (RN) in 1910.
Breckinridge remarried in 1912 and had two children. Her husband was the president of the college where she taught French and hygiene. Her son was born in 1914 and her daughter was born prematurely in 1916. Her daughter died only six hours after being born and her son passed away from appendicitis at age 4 (Mrs., 2014, par. 4). After the deaths of her children, Breckinridge decided that she was going to dedicate her life to the healthcare of other children in rural areas. In 1920, Mary filed for divorce from her second husband and had her maiden name restored. She then vowed to never love another person again and to not allow anyone else to ever love her (Mrs., 2014, par. 6). After those difficult times, she turned back to nursing for comfort and strength.
Following World War I, Breckinridge traveled to France to volunteer for the American Committee for Devastated France. There she met a British midwife and learned that this was to become her life’s passion. Later, at age 43, Breckinridge went to London to study midwifery and then traveled around Great Britain to Scotland where she worked with people in rural areas. When she came back to America she pursued a degree in Public Health Nursing at Columbia University and established her two goals: “improving the health of children and pioneering a system of rural healthcare that could serve as a model for healthcare systems serving the most remote regions of the world” (How, 2014, par. 4).
In 1925, Breckinridge started an organization called the Kentucky Committee for Mothers and Babies in Leslie County, Kentucky, which was the first American organization to use nurses who were qualified as midwives. This organization was later named the Frontier Nursing Service (FNS) which it is still known as today. When FNS was first starting out, Breckinridge housed the organization in her own log cabin home and would use her own personal funds to keep FNS functional. But when she could no longer fund the organization herself, she looked to family and friends for support. With the hard work and perseverance of committee members, the organization has made it through several hardships in the past.
At the beginning, Breckinridge and the other midwives would ride on horseback to reach their patients at home and provide them with services. Mary Breckinridge stated that “[t]o meet the needs of the frontiersman’s child, you must begin before he is born and carry him through the hazards of childbirth. This means that the nurses who serve him must be qualified as midwives. They must be nurse-midwives” (How, 2014, par. 3). The FNS also set up clinics for immunizations as well as providing patient education on topics such as the importance of proper hygiene. It even made a physician and/or surgeon available to high-risk patients within a hospital setting. Breckinridge also made a huge effort to improve communication in these rural areas. Her healthcare system worked so well that it evidenced immediate improvements in the areas of infant and maternal mortality. A study performed at the time showed that if Breckinridge’s ideology was implemented throughout the United States, 10,000 more mothers could be saved during childbirth, there would be about 30,000 less stillbirths, and 30,000 more children would make it through their first month of life per year in the United States.
After the beginning of World War II in 1939, the Frontier Graduate School of Midwifery opened to educate nurse-midwives domestically rather than sending them to Britain for training. Several additional programs have been added at the school over the years and in 2011 the school received its second name change to the Frontier Nursing University to better reflect its graduate level Master’s and Doctoral program offerings.
Breckinridge later died in 1965. In memorial to her, a new hospital, the Mary Breckinridge Hospital and Health Center, was opened in 1975 in Hyden, Kentucky. It is still operational today. The old log cabin home of Breckinridge in Wendover, Kentucky, was in 1991 honored as a national historic landmark and opened as a bed and breakfast in 2001 (Wendover, 2014, par. 2). Mary Breckinridge was inducted into the National Women’s Hall of Fame in 1995 (National, 2011).
References:
- American Association for the History of Nursing (AAHN). (2007). Mary Breckinridge: 1881-1965. Retrieved on June 15th, 2014, from: http://www.aahn.org/gravesites/breckinridge.html
- Castlenovo, G. (2014). Mary Breckinridge (1881-1965). The Truth About Nursing. Retrieved on June 15th, 2014, from: https://www.truthaboutnursing.org/press/pioneers/breckinridge.html
- Frontier Nursing Service. (2014). How FNS began: a brief history of the Frontier Nursing Service. Retrieved on June 15th, 2014, from: http://www.frontiernursing.org/history/howfnsbegan.shtm
- Frontier Nursing Service. (2014). Mrs. Mary Breckinridge. Retrieved on June 16th, 2014, from: http://www.frontiernursing.org/history/marybreckinridge.shtm
- Frontier Nursing Service. (2014). Wendover bed and breakfast…at the historic headquarters of Frontier Nursing Service in Wendover, Kentucky. Retrieved on June 15th, 2014, from: http://www.frontiernursing.org/b-b/bed-breakfast.shtm
- National Women’s Hall of Fame. (2011). Mary Breckinridge. Retrieved on June 15th, 2014, from: http://www.greatwomen.org/women-of-the-hall/search-the-hall/details/2/26-breckinridge
To use this source as a reference:
- Crum, K. A., Hadley, G. O., & Yurkosky, J. C. (2014). Author's original works: essay: a brief history of Mary Breckinridge. Through Nursing School and Beyond. Retrieved from: http://journeythroughnursing.weebly.com/posts.html#/offtopic
June 9, 2014 -- Introduction to Professional Nursing @ The University of Oklahoma; Tulsa, OK, USA
ESSAY: Avoiding Plagiarism -- (APA format)
Gudrun O. Hadley, OUSN
Education is largely concerned with plagiarism in students’ writing. As defined by the Merriam-Webster dictionary online, plagiarism refers to “the act of using another person’s words or ideas without giving credit to that person” (2014). Based on this definition it seems almost impossible to not plagiarize in academic writing. The only way to make sure that this does not happen is to properly cite any other work (textbooks, articles, ideas) that exhibit the same information.
Citations come in a variety of different ways. Sometimes the information is a direct citation where the text is copied directly from another source and placed in a new document using quotation marks. Along with the quotation marks the writer must also include name of the original author(s) and year of publication in the body of the document. If a page number is available it should also be included in this location. Another way to properly cite previous works is by using paraphrasing or summarizing of the idea(s) in the new document. The same rule applies here: the original author(s) must be specifically named in the body of the document where the paraphrase or summary can be found. Not only must these in-text citations be present and noted correctly but there must also be a reference page included at the end of the document containing those sources. The reference page is provided to give credit to the author(s) of the original work. It also helps direct the reader(s) to that work if that is something that the reader would like to learn more about. The reference page includes a list of references in alphabetical order with information on how to directly find those sources. In other words, each reference works similar to a street address; it should be concise and to the point.
Plagiarism is sometimes difficult to avoid in academic writing but it can be done if scholars make sure to include the proper citations when composing papers or completing other written tasks. Educational institutions also have a responsibility in terms of this topic. The students first need to be taught how to properly cite material in their work in order to be able to do so. Colleges and universities must make training available to their students and ensure that this information is received by the student body. In conclusion, if scholars are ever in doubt about whether or not they are plagiarizing, they should always include citations in their work (WriteCheck, 2014, par. 6).
References:
To use this source as a reference:
ESSAY: Avoiding Plagiarism -- (APA format)
Gudrun O. Hadley, OUSN
Education is largely concerned with plagiarism in students’ writing. As defined by the Merriam-Webster dictionary online, plagiarism refers to “the act of using another person’s words or ideas without giving credit to that person” (2014). Based on this definition it seems almost impossible to not plagiarize in academic writing. The only way to make sure that this does not happen is to properly cite any other work (textbooks, articles, ideas) that exhibit the same information.
Citations come in a variety of different ways. Sometimes the information is a direct citation where the text is copied directly from another source and placed in a new document using quotation marks. Along with the quotation marks the writer must also include name of the original author(s) and year of publication in the body of the document. If a page number is available it should also be included in this location. Another way to properly cite previous works is by using paraphrasing or summarizing of the idea(s) in the new document. The same rule applies here: the original author(s) must be specifically named in the body of the document where the paraphrase or summary can be found. Not only must these in-text citations be present and noted correctly but there must also be a reference page included at the end of the document containing those sources. The reference page is provided to give credit to the author(s) of the original work. It also helps direct the reader(s) to that work if that is something that the reader would like to learn more about. The reference page includes a list of references in alphabetical order with information on how to directly find those sources. In other words, each reference works similar to a street address; it should be concise and to the point.
Plagiarism is sometimes difficult to avoid in academic writing but it can be done if scholars make sure to include the proper citations when composing papers or completing other written tasks. Educational institutions also have a responsibility in terms of this topic. The students first need to be taught how to properly cite material in their work in order to be able to do so. Colleges and universities must make training available to their students and ensure that this information is received by the student body. In conclusion, if scholars are ever in doubt about whether or not they are plagiarizing, they should always include citations in their work (WriteCheck, 2014, par. 6).
References:
- Merriam-Webster. (2014). Plagiarism. Retrieved on June 7th, 2014, from: http://www.merriam-webster.com/help/citing.htm
- WriteCheck Beta. (2014). iParadigms, LLC. Preventing plagiarism when writing. Retrieved on June 7th, 2014, from: http://www.plagiarism.org/plagiarism-101/prevention
To use this source as a reference:
- Hadley, G. O. (2014). Author's original works: essay: avoiding plagiarism. Through Nursing School and Beyond. Retrieved from: http://journeythroughnursing.weebly.com/posts.html#/offtopic
January 22, 2010 -- Human Sexuality @ Tulsa Community College; Tulsa, OK, USA
REFLECTION: Gender Identity Disorder (GID) & Transsexuality -- (MLA format)
Gudrun O. Gudmundsdottir
The American Psychological Association requires "clinically significant distress or impairment in social, occupational, or other important areas of functioning" in order to diagnose an individual with gender identity disorder, also known as GID (Yarber, Sayad, and Strong 151). How significant must these impairments be in order for an individual to accept the risks that accompany sex reassignment surgery? Seeing that this type of surgery can go just as wrong as any other kind, why would anyone want to risk their life to become something that they are not? For example, people that have cosmetic surgery and do not end up with the desired results most likely are not happy and would much rather go back to their former state where they still knew who they were. There was a very interesting statement in the textbook: "Some transsexual individuals forgo the surgery but still identify themselves as transsexual, or transgendered, or gender variant" (Yarber, Sayad, and Strong 152). If someone has undergone surgery to change their appearance from male to female is it not to be expected that this individual would refer to itself as female? Is it not easier for someone that feels trapped in the wrong body to enjoy what he/she has been given with whomever he/she chooses to spend his/her life with? It must be easier to find someone that loves you for who you are rather than something you are not.
References:
To use this source as a reference:
REFLECTION: Gender Identity Disorder (GID) & Transsexuality -- (MLA format)
Gudrun O. Gudmundsdottir
The American Psychological Association requires "clinically significant distress or impairment in social, occupational, or other important areas of functioning" in order to diagnose an individual with gender identity disorder, also known as GID (Yarber, Sayad, and Strong 151). How significant must these impairments be in order for an individual to accept the risks that accompany sex reassignment surgery? Seeing that this type of surgery can go just as wrong as any other kind, why would anyone want to risk their life to become something that they are not? For example, people that have cosmetic surgery and do not end up with the desired results most likely are not happy and would much rather go back to their former state where they still knew who they were. There was a very interesting statement in the textbook: "Some transsexual individuals forgo the surgery but still identify themselves as transsexual, or transgendered, or gender variant" (Yarber, Sayad, and Strong 152). If someone has undergone surgery to change their appearance from male to female is it not to be expected that this individual would refer to itself as female? Is it not easier for someone that feels trapped in the wrong body to enjoy what he/she has been given with whomever he/she chooses to spend his/her life with? It must be easier to find someone that loves you for who you are rather than something you are not.
References:
- Yarber, L., Barbara W. Sayad, & Bryan Strong. Human Sexuality: Diversity in Contemporary America. 7th ed. New York: McGraw-Hill, 2010. Print.
To use this source as a reference:
Gudmundsdottir, G. O. (2010). Author's original works: reflection: gender identity disorder & transsexuality. Through Nursing School and Beyond. Retrieved from: http://journeythroughnursing.weebly.com/posts.html#/offtopic
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