Behavioral Objectives Unit 1Terminal Learning Objective: Upon completion of this topic, students received the concepts of Law, Ethics, Bioethics, as well as patients ' and healthcare providers ' responsibilities and rights. Unit 1 Enabling Objectives: At the end of the class students should be able to: 1- Define the Law, Ethics, and Bioethics concepts. 2-List at least two differences between Law, Ethics, and Bioethics. 3-Describe at least two similarities between Law, Ethics, and Bioethics. 4-Provide five examples regarding the importance and necessity to understand the legal responsibilities of a healthcare professional.
Patient safety has received much recognition after the Institute of Medicine’s publication of “To err is to human: building a safer health system” , patient safety includes the avoidance, prevention and amelioration of adverse events emanating from health care delivery procedures and it comprises of systems of patient care, error reporting, and starting new systems aimed at reducing risk of errors in patient care as well as care functions which nursing has sole responsibility (Berland et al., 2012). The common media for the transmission of HCAIs are the hands of healthcare professionals, from patient to patient and within the care environment (Allegranzi & Pittet 2009). Patient safety is the ‘’patient’s freedom from unnecessary real or potential
Currently, being a part of quality improvement project, working close with health care staff of nursing homes and long term acute care hospitals, to reduce the prevalence of CRE bacteria. Also, collecting data and analyzing it to see the improvements in infection control measures. b. Non-communicable diseases – During clinical rotation and medical school, learned about the non-communicable diseases, its prevention and treatment. At University of Illinois at Chicago, took chronic diseases epidemiology course and learned more about cardiovascular and pulmonary diseases such as
As a Consultant, CNS/ANP is required to utilize his/her role to solve problems regarding treatment and management of ICU’s patients. And in regard of this article, concerning SDM function in life support in end-of-life decision that need to decided collectively by healthcare team, patients, their family members and surrogate decision-makers. The importance and objectives of the CNS/ANP’s consultation are to improve the patients’ management and treatment in ICU. Base on the content of the article, there were good and bad implications that CNS/ANP might encounter. The good implication is that CNS/ANP is given the opportunity to explain and discuss with the involved parties regarding patient’s current condition and the prognosis.
MINESWARAN A/L TANNIMALAY 1001541335 SELF REPORT I have learned a few lessons from this year BSCPPD course. I am sure they will be useful for my medical career in future. The first chapter is Role of Perception in Human Relationship and Health. This topic has taught me that all of us immediately begin to develop impressions about the situation around us, about the people and the objects in our environment through perception. Preconceived notions powerfully influence our attitudes by inducing selective perceptions.
Author has discussed the background of reflective practice, its importance in health care profession and his own experience of reflective practice by adopting it as one of the components of spiral curriculum at School of Medicine, Leeds University. He has discussed importance and need of reflective practice for students and clinicians, and suggests ways of how reflective practice can be developed in the future doctors at the beginning of undergraduate program. Author gives an overview of reflection in health care education and discusses that it has recently been incorporated in structured medical teaching for its importance for professional development of doctors. Medical students and doctors have been doing reflection like all other human beings do but in
There are two points of views about medicine, either it is a science or it is an art. Medicine is a science Firstly, medicine is science. In detail, most of our medical colleges have the main objective to prepare medical students who have the ability to use the basic scientific knowledge in treating patients and in preventing them from getting infected with diseases. To prepare also physicians who can apply the knowledge they have in problem-solving for patients and who can carry the services to patients during their sickness. So this means that medicine is science but, which type of science, whether it is a pure science or it is an applied science.
It is to ensure accurate identification in identifying the individual as the person for the treatment is intended of care. From this experience I understand that, it is essential to utilize two- patient identifier according to the standards and policies of the hospital. Secondly, by asking an open-ended question active communication whenever possible and ask the patient to state his or her full name and date of birth of the individual is to ensure the safety of individuals during their care, including prevention of medication, diagnostic and treatment errors. IPSG, states that by utilizing a two patient- identifier, facilitates patient participation. Thus, in an open-ended inquiry active communication possibly by requesting patient to state his or her full
INTRODUCTION 1.1 Background of the study Clinical teaching is an important part of nursing education. Through nursing education, nursing student will be able to obtain necessary knowledges and skills to assist public health. Recognizing nursing students’ perception on clinical education is the first step to remove the barriers of challenge (Heidari & Norouzadeh, 2015). The dynamic process of clinical instruction occurs in a variety of social-culture contexts and the behavior of clinical instructors play an important role in the learning process of students. Clinical instructors have the opportunity to greatly influence their students’ learning that eventually graduate and shape the nursing practice.
Royal College of nursing (2009) states that effective assessment can be done by direct observation, testimony from peers or service uses. The feedback from colleagues and patients makes it easier for mentor to make a decision and reassurance (Hand 2006). According to NMC (2008) mentors must always be fair and open to student’s learning development in the clinical placement. Accurately assessment helps the student to identify they learning needs and how to improve the performance (Walsh 2014). Hunt (2014) study showed that mentors need to be confident, competent and have knowledge to understand something instinctively without the need for conscious reasoning from factual student’s concerns in order to provide coherent assessment evidence.