Nursing ProcessApply the nursing process in the provision of direct and indirect care of individuals, families, and communities in a variety of settings and across diverse populations. |
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Clinical Evaluation PaperThis paper is from my first semester in nursing school. I evaluated my clinical experience at Orchard Parks Health Care and Rehabilitation Center with my Client Mrs. Y. I used the theories of caring at right in conjunction with my new nursing skills (at the time simply bed baths and vital signs) to provide the best possible care for my client. I include the structure of caring here because it engenders a type of implementation that is specific to a nurse's bed mannerism. The nursing process may be what is cycling in my head, but the structure of caring is a good representation of how the client sees me. I maintained belief in my client to improve her self-esteem. I learned about her conditions and how they affected her with the Pain Assessment (Knowing) and took her culture and and current situation into consideration. I used "Being With" at meal times to get related to my client. Interventions within my ability were applied (Doing for) to improve her quality of life, working towards the intended outcome of Client Well-being. I also used critical thinking to identify some areas where Orchard Parks could make a change to further improve the quality of life of their clients. Looking back on this piece of evidence, I see how much the basics are still used in the care of my clients and how much further this model has been expanded with knowledge that I have gained over the past three years from classes and experience. Sometimes, the best intervention I can do for a client is simply "be with" them. Nursing Clinical vs. Liberal arts care plansThis is an example of a typical care plan that I did regularly as part of my Med/Surg II clinicals. This care map reflects the interventions of a nurse at the bedside using the resources within the hospital.
In my junior year, I was in a religion class called "Religion and Healing in America". This course was exceptional in teaching me the special ways in which someone's religion could influence their health choices and impact the healing process. The final project was to analyze and create a care plan for a client with a special religious or cultural background. My care plan was for a Senagalese woman needing prenatal care. The nursing process I used incorporated cultural needs and interventions that could be implemented outside the hospital including alternative and biomedical treatments. I am grateful to this class for broadening my understanding of what a care plan can be and the diverse needs that my clients may have. Teaching the classAn example of indirect care would be the teaching we do for our very own peers. Here I have included an emphysema powerpoint presentation a partner and I taught to our class. It follows the nursing process model at the top of this page, explaining assessments to looks for, and a diverse range of interventions from physical to social. In teaching, it is important to use a variety of methods to teach to a diverse audience. We used a combination of audio-visual, hands-on, discussion, and role play to educate the class.This diverse form of education is critical in teaching a diverse clientele. Audio teaching may be ineffective for a client and therefore written, visual and hands-on components must also be used. The nursing process can also be applied to teaching as it can be used to assess a client's learning needs, implement teaching strategies, and then evaluate the client's progress and make changes as needed. Teaching Project N270In this teaching project, a partner and I taught nutrition to a group of older adults at a community church. As opposed to one-on-one teaching, group teaching must be more organized and planned to the minute.Group teaching allows the participants to share their learning or personal experiences with the group and for more people to benefit from the questions asked. My partner and I catered our teaching to the special needs of the elderly, by accounting for visual or auditory impairments. We also made our examples and suggestions specific to our audience. This teaching experience gave us a taste of public health nursing and the specific skill set that goes along with it. The nursing process too was used to assess before and evaluate after teaching to ensure learning.Geographic Assessment In our community health class, we assessed the health of a community to find out how to fix health problems for the individuals of that community. We assessed all aspects of the environment and interviewed community members to find the areas of most concern. Then we drew up a nursing process to fix the problem. This taught me how to take assessment skills from a single person's body to a community environment. This project is a power point presentation that my group created to demonstrate our thinking as we first gathered data about the community and carefully funneled down to our nursing diagnosis and then the plan of action we wished to take.At the begining of my nursing career, I did not understand public health nursing, but this project and the projects of others in my class gave me a good understanding of what a nurse does and her value in the community. As a staff nurse, I understand that the general health and health knowledge of my clientele is largely impacted by the work of a public health nurse. Sometimes, I may start the nursing process of a sick child but it will be a school nurse or public health nurse who will evaluate my work and restart the nursing process. In this way, we are a team, even though we may never meet each other. Further DevelopmentWhile my nursing synthesis clinical experience at Madigan has given me my largest amount of practice with the nursing process for the individual. I still lack the fluidity and critical thinking skills of an experienced nurse. I am making connections in my clinical experience, critically thinking out my patient's care but still need further practice in the nursing process. I will take my nursing synthesis goals and apply them to the job where I gain my residency. Some goals I still wish to wrok on are, assessing a patient efficiently and thoroughly and how to implement the most effective teaching for the patient and family at the appropriate time. A good way to accomplish this is to continue to familarize myself with patient teaching handouts and where to access them on the floor. Another way is to subscribe to nursing journals, I am thinking the American Nurses Association and the Oncology Nursing Society will help provide new techniques for care of special conditions in the field for which I am unfamiliar. In addition to enhancing my ease with the nursing process and the technical aspects of nursing, I want to make a point to stay centered on the structure of caring. I must always remember to "Nurse from a place of healing" and work with them as a person first before their condition. |
 The structure of caringThe above structure of caring as presented in N260, Spring 2007.1) Maintaining Belief in the client that they can get through their troubles. Being optimistic and supporting the client with your attitude. 2) Knowing is understanding the client's condition in order to empathize and provide for their needs. 3) Being With is providing of self conveys a message of caring, even when you say nothing. 4) Doing For are the therapeutic actions or intervetions the nurse takes to improve the client's health, making a difference for them. 5) Enabling is the process of teaching these interventions to the client, increasing their autonomy to have the intervention's effect stick. 6) Client Well-being is the intended outcome of the caring process. This is what every nurse wants her client to go home with. |
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