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REFLECTION Episode of Care - Summative This assessment must be completed by the end of Part 1 by the student′s practice assessor during a specific episode of care. PART 3 EPISODE OF CARE 1 The student
REFLECTION
Episode of Care - Summative This assessment must be completed by the end of Part 1 by the student′s practice assessor during a specific episode of care. PART 3 EPISODE OF CARE 1 The student will be given the opportunity to supervise and teach a junior learner/colleague in practice and provide a written reflection on this experience. This needs to be based on the delivery of direct person-centred care. Professionalism underpins all aspects of the student’s performance. (BAP 1) The aim of this assessment is to demonstrate the student’s progression in the following five platforms within the Future Nurse: Standards of proficiency (including skills from annexe A and B) (NMC 2018) in the context of their intended field(s) of practice: Assessing needs and planning care Providing and evaluating care Improving safety and quality of care Leading nursing care and working in team Coordinating care Effective communication and relationship management skills underpin all aspects of care. (Annex A) Students are required to use appropriate approaches and techniques considering the person’s motivation, capacity, and need for reasonable adjustment applying understanding of mental capacity and health legislation as appropriate. Learning outcomes The student is able to: Supervise and teach less experienced students and colleagues, appraising the quality of the nursing care they provide, documenting performance, promoting reflection, and providing constructive feedback. (5LMNCWIT 5.8, 5.9, 5.10) Demonstrate an understanding of the factors that both facilitate and impede learning in practice. (4PEC 4.1, 5LNCWIT 5.8, 5.9) Demonstrate leadership potential in the assessment, planning, implementation, and evaluation of care. (5LNCWIT5.6) Apply the appropriate knowledge and skills in appraising the quality of the nursing care provided by the junior learner colleague. (5LNCWIT 5.10) Demonstrate effective verbal, non-verbal communication and interpersonal skills in engaging with the learner and others involved in the care and act as a positive role model. (4PEC 4.3) Critically reflect on their own role and the role of the nurse in the supervision, facilitation, and evaluation of learning for the whole team. (5LNCWIT 5.3, 5.9, 5.10) Student reflection on an episode of care Within your reflection, describe the episode of care and how you assessed, delivered and evaluated care. What did you do well? What would you have done differently? Hi can you do this episode of care for me, I need it to be done today, I did an episode of care with a junior learner which is based on falls prevention and management, my placement was in a ward, older adults patients with mental illnesses like dementia who are at a high risk of falls
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Reflection: Episode of Care
Student’s Name
Institutional Affiliation
Course
Instructor
Due Date
Reflection: Episode of Care
An episode of care denotes a patient’s entire treatment required for an illness. During my episode of care, I worked with a junior colleague in a ward with older adult patients. Specifically, this episode of care was based on the prevention and management of falls in older adults with dementia. The patients had various symptoms, such as depression, muscle weakness, dizziness, drowsiness, and were at a higher risk of falling. With this episode of care, I was showing the junior learner how to conduct risk assessment, falls assessment, and care plans. I also took the learner through a teaching session about risk prevention and management. Therefore, the episode of care allowed me to supervise and teach my junior colleague in practice.
How I Assessed, Delivered, and Evaluated Care
I embraced a holistic assessment methodology for all patients, focusing on their medications, risk factors, mental status, and stability status. In the care plan, we arranged for fall risk assessment and medication planning. We assessed for patient’s history of falls, mental status changes, age-related physical changes, sensory deficits, and disease related symptoms. During the assessment, I used the Falls Risk Assessment Tool (FRAT). This tool allowed me to teach the learner to examine the patient’s fall risk status, interpret risk factor checklist, and implement an action plan (Lynds & Arnold, 2023). As the supervisor, I also guided the junior learner to ensure the privacy and dignity of each patient. We also explained to the patient the assessment procedures to obtain their consent. After the assessment process, I explained the entire procedure to the junior learner as the assessor and developed a care plan together to prevent and manage care effectively.
In delivering care, I guided the junior learner to develop care plan to prevent and manage falls. First, we attempted to create a therapeutic relationship with each patient to gain their trust. After establishing this relationship, I guided the junior to create an individualized plan of care for preventing falls based on each patient’s needs. I avoided relying on universal fall precautions since different patients have different needs. First, we reviewed Valium and Trazodone which were administered to the patients to mitigate the symptoms of dementia. I guided the learner to review these medications because they cause dizziness, and drowsiness. I also emphasized on the need allow the patients to engage in a program of regular gait training and simple exercises. Further, we educated the older adults and their caregivers on effective strategies to prevent falls in the future. We maintained open communication to ensure successful interactions with the patients and their families or caregivers. Such approaches allowed us to meet the needs of each patient. We eventually evaluated care by observing the change in the patients' conditions and using risk assessment tools to determine improvements.
What Did You Do Well, and What Would You Have Done Differently?
Some of the things I did well in this episode were collaboration and communication. Notably, I guided the learner to embrace a holistic approach throughout the assessment, delivery, and care evaluation processes. Designing an individualized fall prevention and management program is crucial and requires a multifaceted approach (Lynds & Arnold, 2023).We also communicated effectively with the patients and their caregivers. The other thing I did perfectly was deliver patient-centered care. I taught the junior learner the significance of designing an individualized care plan rather than relying on universal guidelines since different individuals have different needs. However, there is one thing that we would have done differently in this episode. We should have held more discussions with each patient to see if there was anything they needed to improve their condition. Such an idea would help the patients improve their overall well-being.
Reference
Lynds, M.E. & Arnold C.M. (2023). Fall Risk Screening and Assessment for People Living With Dementia: A Scoping Review https://journals.sagepub.com/doi/10.1177/07334648231168983