I worked with my school nurse, Brenda this week; she was wonderful. I was able to find my student for the IHP and have their mother sign the permission slip; therefore, I was able to start interviewing my student. My student is a very sweet; 12-year-old Type 1 Diabetic. During the interview, I looked at my student holistically; by thinking about who she is as a whole and why she may behave in certain ways. I also thought about ways I can promote, maintain, and restore health for this student. From the interview, the word of the nurse, and my student’s mother; I gathered that my student is compliant with her insulin and carb counting. This 12-year-old girl knows a lot about Diabetes. However, the nurse addressed the concerns of nutrition, exercise, and the student’s mood swings. …show more content…
As well as, asking her how she feels about having Diabetes. Depending on her response, I am going to have interventions for assisting her with nutrition, exercise, and/or some form of counseling to help her have ways of coping with Diabetes. I know that this student and I are going to have a great therapeutic relationship; as we already get a long great. Not only am I going to be able to assists this student; I believe she will teach me many things about
For example, she diagnosed with type I diabetes. When the nurse teached her about the disease, how to control the blood sugar and administered the insulin properly. The nurse told her mom to supervise
I chose to interview someone that I have looked up to and has been an inspiring role model for deciding to pursue a career in nursing. I have known Phyllis Czarnecki, for six years now, however, I was never familiar with the details of her career as a registered nurse. This interview gave me more respect for Mrs. Czarnecki by giving me a better understanding of the path she has taken to be where she is now. I have always known the general idea of a nurse's responsibilities, however, this interview allowed me to learn the personal opinions and a specific job of a registered nurse. Phyllis realized, as a teenager, she wanted to become a nurse when her mom was hospitalized and undergoing surgery.
Introduction In 2010, 25.8 million Americans were diagnosed with diabetes. Two years later in 2012, the number of diabetic patients went form 25.8 million American to 29.1 million American diagnosed with diabetes (Overall Numbers, Diabetes and Prediabetes, 2014). The vast increase in diabetic cases in America is justifies a need for more educators to stir patients with the proper direction of managing this disease. In this information age, where the internet is our first option, computers and internet is our go to resource.
The first concern to address would be the proper education on how to complete an insulin injection and check blood sugar monitoring. Then address the medications and possible side effects. Next address what the diabetic diet consists of for the patient. Lastly, address the patient’s cross-country team and his ability to continue on with athletics. The reasoning behind assessing the concerns in this order is to address the most crucial concerns first.
Name: James Harper. ID Number: 148682 Course: Diabetes Educator Graduate Certificate Program. Institute: The Michener Institute for Applied Health Science. Assignment: Case Conference Discussion Part
Sugar Detox Results The 21-Day sugar has been growing in popularity recently. I had always been curious about trying it but hesitant of jumping on the wagon. I wasn’t quite sure if it was legitimate or a trend. Ever since I entered college, I lived a life of sitting in study halls and eating top ramen.
For my senior project I job shadowed a registered nurse on the Acute Rehab floor at Mercy General Hospital. My goals for senior project were to learn the basic skills a nurse needs to help a patient and to learn how to interact with different types of personalities. My mentor for my project was Michelle Whitten, she has been a nurse for two and a half years. Michelle has a B.S in nursing and a B.A in human development. She is certified in cardiopulmonary resuscitation CPR, Basic Life Support BLS, Advanced cardiac life support ACLS, Pediatric Advanced Life Support PALS, Cardiac Monitoring, MPR, and Certified Rehabilitation Registered Nurse CRRN.
Hello 901231637, Your interview along with your thoughts on how your interview impacts you was very interesting to read. Hearing about your NP 's struggles during her education was an unfortunate, but common, experience. It is good to know that professionals we look up to have also experienced the same feelings we have as new nurses. Some of the barriers NPs face are "limited number of clinical sites and preceptors, concentration of educational programs in urban areas, and limited funding" (Fitzgerald 2012). I would like to know if these, or any other barriers, were a problem for your NP and what steps she took to overcome them.
In this essay, I present my firsthand account of my experience as an African American Health student in a predominantly diverse health program as well as my perceptions and interactions with fellow students. As an autoethnographer, I sought to answer the following question: What is the experience of an African American health student’s education in a predominantly diverse school of health and university, and how does that experience affect me as an individual? In high school, I was called “white” by the majority of the African American students in a high school of nearly 2000 students in the Southeast of Houston because of the way I talk. Initially, when they said this to me I was shocked they’ve never heard an African American speak educated. I had been on the receiving end of racially charged comments by white peers at my job, and now I had to deal with this from my own race and ethnicity, too?
The immense amount of work I do daily just to function is invisible to most. No one sees the struggle but diabetes Is relentless and demands me to be attentive to it every hour of every day. Diabetes is certainly debilitating, demanding, and draining; however, I have still found positives in my disease. Type 1 Diabetes has given me tremendous strength, motivation to live healthy, a better perspective on life, and purpose to my future. After living 10 years with diabetes, I have learned plenty about how my body does (and unfortunately doesn’t) work and how to keep myself as healthy as possible.
This year, I experienced both a personal and academic obstacle that correlate with one another. In January, I started the year long Medical Assisting program at my school. Prior to beginning this program, I was so excited to be getting a medically centered education, and learning about the field I wanted to expand my career in. After entering the program and learning that there is so much more to medicine than just taking care of patients, I began to lose my interest. This was shocking to me since, my whole life up until this year, I believed I was going to become an amazing medical doctor.
During this time, I noticed the difference in care provided between the doctor and the nurse. The nurse offered a more trusting relationship, emphasized the use of holistic care, and provided empathy, which was much appreciated. Thereafter, I began volunteering at Lowell General Hospital and experienced my own interpersonal relationships with the outpatients. I felt truly satisfied during my time there, as I was able to apply my values and experience the gratitude and warmth that radiated from each patient that I helped. Therefore, I chose to pursue a career in nursing, as it is similarly based on my own beliefs and makes me feel like I make a difference in the lives of every person that
I have informed my mentor about Mrs. A’s concerns and she was given comprehensive information about the support groups and organisations that are there to help her and her family during her admission (NICE, 2011). Besides, providing therapeutic communication to encourage the patient to give consent to the admission is an act of beneficence because it prevents causing harms and improves the patient’s wellbeing (Edwards, 2009). It was a good experience for me since I have learned the importance of communication as one of the fundamental aspects in nursing (Balzer Riley, 2000). I have learned that therapeutic communication works wonders. I was complimented by my mentor who boosted my confidence and encouraged me to continue doing better since provision of reassurance and honest compliment from the preceptor is a foundation for student development and independence (Ingwerson, 2014).
For as long as I can remember, my daily routine involved watching what I ate, when I ate, and then injecting myself with a syringe full of insulin. It also included pricking my battered fingers to test my blood sugar levels approximately six times a day. Due to the fact that I began these routines before I could even mutter a full logical sentence, I grew up believing that this routine was something that everyone did every day as well. I grew up thinking that my oddly scarred fingers and arms were ordinary and not unusual. But all of this changed when I entered the sixth grade.
As a nursing student, I have a grasp on what nursing is through textbooks and lectures. The more I learn about this profession, the more I learn about what my philosophy is. Although I haven’t gained clinical experience as a nurse, I have gained some clinical experience as a nurse assistant that helps me administer patient care while acquiring knowledge working under the supervision of nurses. This experience helps me to become knowledgeable on what their roles and responsibilities are, and it has inspired me that I hope when I graduate, to equal their skill, diligence and passion.