D-This writer met with the patient as he arrived late to his counseling session. Reported stable on his current dose and denies the need for a dose increase when offered by this writer. Patient reported of his confidence of producing a negative UDS result for the month of October and the next following months afterwards as he declared, " I haven't been using." This writer asked the patient about the status of the IOP. Please note, the patient attempted to avoid the question by discussing his new employment with XL Center.
The reporting party (RP) stated her mother resident Esnela Aguilar DOB: 7/27/51 was admitted to the facility on 2/26/16. Within 5 days the facility contacted the RP to discuss issued the facility was having with her mother. The facility had issues with the resident 's eating habits (phlegm coming up), her behavior (placing hand in diaper and touching other residents food), and chewing on non-edible food items. The RP stated prior to admission during the assessment process the RP discussed the resident 's diagnosis of Frontal Tempro Dementia and asked if they were aware of the condition.
DSM Diagnosis: Include behaviors & symptoms consistent with diagnosis. 296.33 Major Depressive Disorder, severe; deferred; chronic pain; family and social Background information: John Smith is a white male in his mid-fifties residing alone in an apt complex. Pt has an ongoing struggle with depression for many years. Pt was admitted voluntary to SBBH for having hallucinations. John reported, he has received therapeutic treatment in the past for his depression and hallucinations.
During my visit to the BRN meeting, I observed disciplinary hearings in which former nurses could petition to have their licenses reinstated or petition the length of a probation period. Death threats, gross negligence, and drug and alcohol abuse were some violations performed by these nurses. This presented an opportunity for me to have an outsider’s perspective on the situations presented and learn about some qualities that a nurse should or should not have. For instance, multiple bags of drugs were found in the possession of a nurse while on duty.
Tuesday, March 29th, 2016: Montana State Hospital The day began with a care conference by an interdisciplinary team (psychologists, social worker, nurses, and psych techs). Every patient on the wing was discussed about their current situation, behavioral problems, or change in care plan. The nursing process seemed to be utilized when dealing with these problems. The problem was assessed by the entire team, the root cause was determined, a plan was established to implement, and then would be evaluated the next day.
It is very important to provide feedback to the learners now and then during their learning process. Swann (2002) states that a good clinical instructor is the one who demonstrates an ability to provide feedback to the learners related to their skill performance and behaviors. Various roles of the clinical instructor should be multifaceted and include various responsibilities such as facilitating, supervising, coaching, guiding, consulting, teaching, evaluating, counseling, advising, career planning, role modeling, mentoring, and socializing (Jensen & Mostrom, 2013). Providing frequent feedback to students during their clinical practice by the clinical instructor is more recognized as an important part of undergraduate and graduate health sciences
As I reflect upon my thoughts before my first rotation at the student health clinic, I remember feeling what I described as “cautiously excited.” I was looking forward to having the opportunity to gain experience in the clinical environment with real patients but was also hesitant due to the overwhelming realization that I still have so much to learn. Throughout my three rotations, I learned a significant amount about clinical decision making. However, I feel that the most valuable information that I have been able to extract from my three rotations lies within a newfound knowledge of myself and the people I have been surrounded with during this experience.
I have a weighted GPA of 3.9 and I 'm 48 out of 170 Brevard students for my class rank. I received an invitation my sophomore year to apply to the NHS. In high school regular core classes I took honors and one AP class a year. I took this class to preae me for collage class becasue they are hard then the regaule ones. I have lerand more conxplet topic than those taugh in the regaulr class.
March 1st marked my first day participating on the floor of Good Samaritan West Highlands. Although I had previously been to Good Samaritan, this was the day I would become directly involved in the care of the residents there. Seven other nursing students joined me for this clinical rotation. Among those seven, I recognized a few of classmates Nancy, Skylar, Lauren and Chase. The goal of my clinical rotations is to gain actual nursing experience in a real-life setting and practice the skills and theory I have learned in my nursing classes.