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Jan 9, 2024
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Running head: JOURNAL ENTRY Journal Entry
Wildine Pierre
Walden University
PRAC 6531
August 4, 2023
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JOURNAL ENTRY Being a healthcare worker may provide extraordinary obstacles since it requires one to be
competent and personable to give patients the best treatment possible. To ensure that the finest care is given, it is crucial to take the time to establish trust and build connections (Allen & Molloy, 2019). Communication must also be precise and clear to ensure that the patient understands the treatment and guidance they are getting. To guarantee the comfort and safety of the patient, engaging with them in a considerate and polite manner is crucial.
Reflect on the three most challenging patients.
Several factors contribute to each of the three patients who have presented the most significant challenges to me during my professional career. For example, my first patient was a young autistic patient who had trouble expressing his needs. He was often irritated and stubborn, and I had to find ways to calm him down when we could not speak. Predicting and meeting his needs was challenging since he needed help articulating his ideas and emotions coherently. I had to spend more time getting to know him and developing trust before I could help him overcome his fear.
My second patient was a senior woman with severe dementia, insomnia, anxiety, and falls, among other health issues. Her family brought her in because of a complaint of left hip pain. Although her daughter was present at the interview, she could not describe the pain, making it difficult to get my health history effectively. I kept asking myslef, whether it was from a strain or musculoskeletal. I spent much time learning about her background and behavior and concluded that it was a strain. She was easily distracted from her physical restrictions and encouraged to engage with me when I gave her familiar things to play with and activities.
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JOURNAL ENTRY The third patient I dealt with was a 22-year-old male with severe behavioral problems and learning difficulties. He was rarely eager to participate in activities or interact with people and was always quite resistant to outside counsel or direction. This was a severe problem since I could not have a good rapport with him without first comprehending him and his viewpoints. He resisted every tactic I attempted. His frequent outbursts and violent actions were a hurdle since I could not address his behavior because I did not know what provoked him. My preceptor had to intervene. He is always frustrated and gets violent when the caregiver is present. He calmed down when she was removed from the room and was receptive. My preceptor called the mother to help her further understand the situation.
What did you learn from this experience?
Through these three encounters, I concluded that patience was crucial while dealing with various patients, particularly those with severe mental health issues. Regardless of their actions or treatment resistance, I learned to deal with them with compassion and understanding. Additionally, I was more aware of the significance of developing connections and trust with patients to make them feel comfortable enough to disclose their concerns and difficulties. This taught me that improving patient interaction and engagement may help me provide better patient care. This showed me the importance of being thoughtful and aware while interacting with others
to make them feel at ease and secure.
What evidence-based practice did you use for this patient?
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JOURNAL ENTRY Evidence-based practice (EBP) prevents unsafe/inefficient practices and improves healthcare quality (Cardoso et al., 2021). Regarding evidence-based practice from the clinic, my preceptor introduced me to Medscape, which includes differential, physical assessment, findings,
diagnostics, literature reviews, journal articles, case studies, and other training materials. For instance, to promote engagement and encourage the older adult with advanced dementia to connect with me and her surroundings, I employed evidence-based therapies, including music therapy and recollection therapy. Additionally, I used evidence-based practices, such as therapeutic interventions, while working with the young adult man with aggressiveness and behavioral difficulties to assist in normalizing behavior and promote an accepting attitude towards treatment and support.
What would you do differently?
My experiences have allowed me to learn and grow in various ways. As I interacted with and evaluated my patients properly and created tools to assist in managing their specific requirements, I increased my communication and problem-solving abilities. As I could see my patients from their point of view and show compassion for their problems and difficulties, I was also able to strengthen my empathy and understanding abilities. I had to overcome my lack of knowledge when delivering treatment.
Furthermore, I should have spent more time developing a treatment plan before talking to
my patients since I had to change my interventions and tactics as I got to know them better via our conversations. If I could change anything, I would prepare for my interactions with patients by learning more from their health history. However, I have learned that one can only partially prepare for what she will encounter daily at the clinic.
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JOURNAL ENTRY How are you managing patient flow and volume?
I juggled many duties individually while concurrently managing many patients and patient flow because the clinic also offers pain, steroid injections, IV hydration, and antibiotics for the patients. I devised a method wherein I made personalized treatment plans and progress notes for each patient to control the flow of patients. I maintained my organization and effectively managed my time and resources. I also used a priority-based strategy to limit the number of patients I saw. This enabled me to order patient requirements according to their urgency and the severity of their conditions. To make sure that any changes in the needs of the patients were anticipated and dealt with appropriately, I also had to maintain an open line of communication with my preceptor and fellow students.
Communicating and feedback
Feedback in clinical education is essential for the development of competent nurses. Studies have found that preceptorship may improve a new nurse's overall competence, critical thinking, and problem-solving skills, and the preceptor's provision of appropriate feedback and emotional support impacts professional socialization, job satisfaction, and retention. A recent study found that effective preceptorship in the clinical field requires appropriate teaching methods, communication skills, emotional support, and timely feedback that helps new nurses understand their strengths, weaknesses, and areas for improvement (Ahn & Jeong, 2020). I meet with my preceptor regularly to share my experiences and get feedback on how I'm doing to advance my knowledge and abilities. As a result, I may develop fresh ideas for patient care techniques and get insightful information about my strengths and limitations. Throughout my journey, my preceptor has given me excellent advice and support. I understood my strengths and
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JOURNAL ENTRY shortcomings better and was able to pick up new skills and strategies that helped me provide better care for my patients. Additionally, working with a preceptor helps me advance my knowledge and skill set, which enables me to become a more skilled healthcare practitioner and provide my patients with the best treatment possible.
Overall, this experience has helped me better grasp the numerous elements that go into providing suitable treatment for complex patients. I am now more prepared to give the most significant level of care in any circumstance because of my increased awareness of the value of communication, creativity, and research-based knowledge. I have also discovered that I can handle challenging circumstances with patience, a good attitude, and dedication. These abilities are crucial when providing patient care because they can establish a comfortable environment where patients can express themselves and feel secure.
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JOURNAL ENTRY References
Ahn, S. H., & Jeong, H. W. (2020). Content Analysis of Feedback Journals for New Nurses From Preceptor Nurses Using Text Network Analysis.
CIN: Computers, Informatics, Nursing
, 10.1097/CIN.0000000000001040. https://doi.org/10.1097/CIN.0000000000001040
Allen, L., & Molloy, E. (2019). The influence of a preceptor-student “Daily Feedback Tool” on clinical feedback practices in nursing education: A qualitative study.
Nurse Education Today
,
49
(49), 57–62. https://doi.org/10.1016/j.nedt.2016.11.009
Cardoso, D., Couto, F., Cardoso, A. F., Bobrowicz-Campos, E., Santos, L., Rodrigues, R., Coutinho, V., Pinto, D., Ramis, M.-A., Rodrigues, M. A., & Apóstolo, J. (2021). The Effectiveness of an Evidence-Based Practice (EBP) Educational Program on Undergraduate Nursing Students’ EBP Knowledge and Skills: A Cluster Randomized Control Trial.
International Journal of Environmental Research and Public Health
,
18
(1), 293. https://doi.org/10.3390/ijerph18010293