CHCPRP003: Reflect on and Improve own Professional Practice Nursing within the Australian Health Care System - Medical Science Assignment Help

Assignment Task:

Task:

Instructions

• You will be allocated into a small group (4-5 members) and will be given a scenario.
• You are to read the scenario and identify the inappropriate communication techniques (verbal/non-verbal) and any inappropriate action or failure to follow procedures that have led to a poor outcome.
• Your group will be required to role play this scenario in front of the class. You are to identify roles and characters (each student will have a participating role) and develop a script and story line.
• You are also required to brainstorm a script and story line for positive/appropriate communication techniques (verbal/non-verbal) and also considering the following to achieve a positive outcome:
• Factors influencing poor communication techniques
• Suggestions to achieve improvement in communication and improve outcome
• Ethical and legal aspects (scope of practice, policy and procedures)
• Person and family-centred care
• Advocates for patient
• You are required to role play the inappropriate communication techniques scenario first.
• Following this role play class members are to provide valuable feedback regarding:
• Factors influencing poor communication techniques
• Suggestions to achieve improvement in communication and actions/outcomes in relation to ethical and legal aspects (scope of practice, policy and procedures)
• Family and person centred care
• You are then required to role play the positive communication techniques scenario.
• After these activities class members must provide feedback on the overall content and performance for other groups

Scenarios
Scenario 1: Medication Error/Handover
Scenario 2: SEN first day clinical placement/deceased patient
Scenario 3: Aboriginal patient with breast cancer refusing chemotherapy and asking to use bush medicine
Scenario 4: Aggressive patient wanting to smoke in bed/IDT/code black called
Scenario 5: A CALD patient who has had a stroke/legally bind
Scenario 6: A paediatric patient with non-English speaking parents who is asking for complimentary therapies
Scenario 7: A 16 year old patient who is a refugee presents to the Emergency Department with abdominal cramps and PV bleeding

Scenario 1: Medication Error/Handover
It is 730am. You are working as an EN on morning shift in a medical ward. The RN is relieved to see you and informs you she is in a rush to get home on time today as she has an appointment this morning. Despite your request that she give a handover in front of the patient, she quickly rushes through the handover at the nurses’ station. You continue to receive the handover from the night shift nurses at the nurses’ station.
When you go into the patient’s room, you check the patient’s medication charts. You notice the night shift RN has signed for all the medication to be given on the morning shift.
You ask the patient if he has had his medications this morning. He denies having received any medications. You also notice some medications were not signed for last night, and the patient states he had received them last night. You are very confused and unable to clarify anything as the night shift RN has left.
You inform the NUM as she is walking past the patient’s room and she doesn’t want to listen to your problem as she states she is ‘very busy and needs to go to a meeting’. You continue talking to her about your problem and start raising your voice stating ‘you’re not listening to me’. The NUM starts yelling at you stating ‘it’s your fault for not performing bedside handover’ and starts to walk away without acknowledging your concerns. The patient has witnessed everything.

Scenario 2: SEN first clinical placement/deceased patient
You are a SEN on your first clinical placement looking after Mrs Smith in bed 3 with your RN. Mrs Smith has just passed away and your RN directs you to help with the cleaning process, and preparing the body for the funeral provider as she is ‘very busy and doesn’t have time to help.’
You are standing outside the room and notice a group of people rushing towards the room; you assume they are Mrs Smiths’ family. Your RN stops them at the door and tells them in a loud abrupt voice ‘we are very busy and can’t let you in now’. Your RN informs them that the SEN needs to ‘clean the body, tag the bag, document, be ready to get the next patient, and can’t afford to waste time having the family interrupting the routine.’
The family become visibly upset by this response from the RN. The patient’s daughter starts yelling and crying ‘I have travelled four hours to get here to see my mum!’ and the son states ‘you can’t stop us from seeing our mother.’
The RN closes the door on the family members and tells you abruptly to ‘go get the body bag and continue with cleaning the body.’

Scenario 3: Indigenous patient with breast cancer refusing treatment
You are the EN working in a medical oncology ward. Your patient is due for her first chemo treatment for breast cancer. She is concerned about her treatment and the effect it will have on her ability to look after her children.
She is of indigenous background and has an extended family as well as her own children who she provides childcare. You have tried talking to her regarding her issues (such as the breast cancer) and the importance of requiring the treatment. The patient refuses the treatment and wishes to speak to a doctor (for reassurance) or anyone who will actually listen to her problems before any treatment commences.
You page the team and you don’t get any response. You try again a few more times and finally the doctor calls back. By this stage, you are furious as the treatment has been delayed and this is pushing your other duties back. The doctor informs you that he was attending to a MET call and hence his late reply. You inform him of the issue with your patient and request a review.
You return to the patient and she is visibly upset and wants to continue with her concerns, her treatment and her ability to provide childcare for her children and community. You are in a rush with five other patients to care for. You inform her ‘the doctor is busy with a MET but will come later to talk to you.’ The patient asks you to contact her sister and you reply ‘I have enough things to do already’ and leave the room.

Scenario 4: Aggressive patient wanting to smoke in bed/IDT/code black called
You are the EN working in a medical ward. You are looking after a 17-year-old boy admitted following an attempted suicide with severe anxiety and depression. After receiving handover, you greet him and ask how it is this morning. He doesn’t want to talk to you. You then look through the medication chart when you notice he reaches into his backpack and attempts to light up a cigarette.
You become extremely shocked and you firmly request him to stop his actions. He refuses to acknowledge your instructions and shouts at you to go away. You shout back and say, ‘you’re wasting my time being here.’ You reach over his personal space and try to snatch the cigarette out of his mouth while making a comment under your breath ‘what an idiot.’
He becomes more aggressive and pushes you away. Then he starts throwing things around the room and yells ‘it’s people like you who caused me to be here.’

Scenario 5: A CALD patient who has had a stroke/legally blind
You are a SEN in the rehabilitation ward. Mr Murphy had a right-sided embolic stroke 10 days ago. He is legally blind in the left eye and has only 10% vision in his right eye due to glaucoma and diabetes.
You have informed Mr Murphy he needs a bed sponge and he has consented. You and the EN are giving Mr Murphy a sponge bath this morning. You start the bed sponge and the EN informs you she is getting married in two months and both of you engage in a deep conversation full of excitement. You no longer pay any attention to Mr Murphy and the bed sponge.
During this time, Mr Murphy is trying to get your attention and tries to inform you his left side is weak because of a previous stroke and he is unable to lift his arm up for you to clean under his armpit. You don’t understand what he is saying because of his heavy Irish accent. You ignore what he is saying and reply ‘its ok, Paddy, we are almost finished.’

Scenario 6: A paediatric patient with a severe illness
You are a SEN on your 3rd clinical placement in the paediatric ward. You are working a morning shift. You are allocated four (4) patients with a RN. One of your patients is a 2-year-old girl named Amy.
Amy has severe asthma and requires 2 hourly Ventolin and regular IV antibiotics. Amy’s mother is a single mum and has six (6) other children all under 12 years of age.
At 0745 Amy’s mother says to you ‘I’m going home to get the kids ready for school’ and leaves the ward. You say ‘Ok. See you when you return.’
You find your RN and inform her that Amy’s mother has left the ward and Amy is now unattended. The RN becomes very upset with you stating, ‘Why did you let her go?’ and ‘She knows she can’t do this ? we are short staffed and she tries to do this every morning.’ The RN is very frustrated and says to you ‘Since you let her go you can watch the kid until she returns, if she even bothers to return.’
You try to tell the RN ‘I don’t feel confident taking Amy as a patient as I have never worked in paediatrics before and I do not know how to care for babies or kids.’ The RN cuts you off and tells you to ‘stop complaining and go to your patient ? that’s the least you can do after letting her mother leave.’
You go back to Amy and find her extremely upset and she has deteriorated rapidly. You press the alert button and the NUM and CNE arrive. They become very frustrated to hear you were caring for such a sick child on your own.
Scenario 7: A 16 year old refugee presenting to the Emergency Department with abdominal cramps and PV bleeding.
You are a SEN on your final clinical placement in ED. You are working with a RN to look after a 16-year-old female, Sarah, who presented to ED with her parents.
Sarah is complaining of lower abdominal pain “cramping” in nature and has an abnormal menstrual cycle ‘that sometimes the bleeding can last for 3-4 weeks or stop completely after 3 days.’
While Sarah’s parents are speaking to the doctor she informs you in private that she has a boyfriend and they have had unprotected sex but doesn’t think she could be pregnant. She also tells you her parents are unaware of her boyfriend and she does not want them to know.
The Doctor takes a pregnancy test and it is positive. The doctor has informed Sarah who asks you to keep this information private as she doesn’t want her family to know.
Sarah’s mum and dad approach you asking, ‘What is going on and why is no one telling us anything about my daughter.’ You tell the parents ‘Sarah is pregnant and we are conducting more tests to determine how far along she is.’

MARKING CRITERIA
To be completed by the Assessor
Students Names: Assessment Task 4: Communication Techniques – Role Play Scenario Number:
Role play S NS Comments
Identified the inappropriate communication techniques and the actions that led to poor outcomes Developed and submitted a script and story line for inappropriate communication techniques Participated in the role play for inappropriate communication scenario Identified appropriate communication techniques Developed and submitted a script and story line for positive / appropriate communication techniques and actions to achieve positive outcomes:
Factors influencing poor communication techniques
Suggestions to achieve improvement in communication
Ethical and legal aspects
Person and family-centred care
Advocates for patient Participated in the role play for appropriate communication scenario Demonstrated effective use of communication techniques Addressed NSW Health CORE values Concluded interactions appropriately Provided valuable feedback to other groups after Role Play Feedback
Result : Satisfactory (S)
Not Satisfactory (NS) Date:
Assessor Name: Student Name: Assessor Signature Student Signature: Assessment Task 5 ? Health Promotion Activity
This assessment has two (2) parts.
Part A ? Health Promotion Activity requires you to work in groups to develop a Health Promotional Activity. This activity will be presented during class time.
Part B ? Individual Reflection will allow you to reflect on your group Health Promotion Activity. You will be required to discuss your knowledge and understanding of your allocated topic and reflect on your group’s dynamics.
Part A: Health Promotion ActivityDue Date: Wednesday 22nd July 2021
Instructions for Students
You will be allocated into a small group (4-5 members) and given one (1) topic from the following list of significant health conditions/issues in Australia:
Hypertension
Type 2 Diabetes
Osteoarthritis
Depression
Obesity
Smoking

• Sexually Transmitted Infections (STI’s)
• You are to design and present a health promotional activity using a PowerPoint presentation. In your health promotion activity and presentation, discuss the following:
• Identify the target group and demographics for the condition/ issue.
• Discuss the impact this condition/issue has on the individual and the Australian population. Include environmental, cultural barriers and community acceptance.
• Discuss the models of care and health services currently used. Include interdisciplinary team members in the service delivery for this condition/ issue.
• Identify non-western methods/approaches in managing this condition.
• Identify what you are aiming to achieve with your health promotion activity.
• Identify how you will involve the community/target group in your health promotion.
• Identify how your health promotion activity can promote change, wellness and a healthier lifestyle.
• Discuss how the principles of primary health care can be utilised for prevention/ treatment of the condition/issue.
• Discuss how this condition/issue has impacted on health policy development. Provide one (1) example from your Local Health District (LHD)
• References
• Candidates must use at least three (3) references to support their discussion using the Harvard referencing style.
• Format
• Word limit 1000 words
• Word count ( +/ - 10%)
• Student name/ID on the front page of the PowerPoint presentation
• Clear, concise language used
• Accuracy/currency of data (using credible references)
• Correct spelling, punctuation, and grammar
• 1 x PowerPoint submitted
• Cover sheet (provided by the Program Coordinator )submitted
• MARKING CRITERIA
• To be completed by the Assessor
• Student Name: Date:
• Assessment Task 5: Health Promotion Activity
• Part A: Group Presentation: Health Promotion S NS Comments
• Participated in a 10 minute group presentation: One significant health condition/ issue identified Identified the target group and discussed its impact on the individual and the Australian population Discussed the models of care and health services currently used for the identified condition/issue Identified non-western methods/approaches in managing this condition Outlined the goal of the health promotion activity Outlined a plan to involve the community/target group in the health promotion Identified how the health promotion activity can promote change and a healthier lifestyle Discussed how the principles of primary health care can be utilised for prevention/ treatment of the condition/issue Discussed the impact on health policy development.
• Provided one (1) example from the Local Health District (LHD) Led small group discussion responding appropriately to achieve objectives Feedback:
• Result: Satisfactory (S)
• Not Satisfactory (NS) Date:
• Assessor Name: Student Name: Assessor Signature: Student Signature:
• Part B: Health Promotion ? Individual Reflection
• Due Date: Friday 30th July 2021
• Instructions for Students
• After your health promotion presentation you are to provide a written reflection on the following:
• Discuss your understanding of the impact the condition/issue has on the individual and the Australian population.
• Reflect if the models of care and health services are beneficial for the individual and Australian Health Care System
• Discuss the benefit of primary health care and identify how it could be used in prevention/treatment of your allocated condition/issue.
• Explain how your group met the goals outlined in the health promotion activity. Discuss how it will promote change and a healthier lifestyle in your target group.
• Reflect on the group dynamics, contributions and roles of your group members in this project.
• Discuss two (2) significant points from each of the other groups that impacted on and enhanced your learning.
• References
• Candidates must use at least three (3) references to support their discussion using the APA referencing style.
• Format
• Word limit: 1000 words
• Student must provide a typed word or PDF document
• Student name/ID on every page of individual report
• Double spacing between paragraphs
• Page numbers on every page
• Clear, concise language used
• Word count ( +/ - 10%)
• Accuracy/ currency of data (using credible references)
• Correct spelling, punctuation, grammar
• Cover sheet (provided by the Program Coordinator) submitted
• MARKING CRITERIA
• To be completed by the Assessor
• Student Name: Date: Assessment Task 5: Part B: Health Promotion – Individual Reflection
• S NS Comments
• Demonstrated understanding of the impact of the condition/ issue on the individual and the Australian population Reflected on the models of care and health services Discussed the benefit of primary health care Identified the aim and discussed how it promoted change, wellness and a healthier lifestyle Reflected on the group dynamics, contributions and roles of group members in this project Discussed two (2) significant points from each of the other groups that impacted on and enhanced learning Feedback:
• Result : Satisfactory (S)
• Not Satisfactory (NS) Date:
• Assessor Name: Student Name: Georja Freeman
• Assessor Signature: Student Signature:
• Assessment Task 6 ? Simulated Skills: Documentation and Handover
• Due Date: Between Friday 23th July and Friday 6th August 2021
• Instructions for Students
• Simulation – Handover
• You will be allocated a scenario during clinical simulation. After this scenario you are required to provide a handover using the appropriate handover tool E.g. ISBAR, ICCCO, PVITAL.
• In your handover you will be required to clearly communicate the patient’s health status, medical history, current treatment, nursing actions and any appointments/referrals to the next shift.
• You are required to bring your Clinical Simulation Book 1 for your allocated assessment day. This needs to be completed by your assessor. If you are not yet competent in your skills, you will be given a second attempt which will need to be arranged with the program coordinator.
• Simulation – Written DocumentationAfter your handover scenario during clinical simulation, you will be required to document in your patient’s progress notes.
• You will need to:
• Identify the appropriate documentation method applicable to the scenario
• Correctly document all care given to your patient
• Correctly document the patient’s current condition
• Follow hospital documentation policy
• You are required to bring your Clinical Simulation Book 1 for your allocated assessment day. This needs to be completed by your assessor. If you are not yet competent in your skills, you will be given a second attempt which will need to be arranged with the program coordinator.
•  
• Assessment Task 7 ? Reflective Journal
• Date Due: Friday 28th August 2021
• Instructions for Students
• Word length: 1,500 words (300 words for each professional interaction)
• The purpose of this task is to improve nursing practice through the use of reflection on action to create a valuable lifelong learning experience.
• During your Professional Experience Placement (PEP), you are required to provide written reflective journal entries for five (5) different professional interactions you may have with your patient/carer and/or staff.
• Examples of interactions for consideration are:
• Team work/group dynamics/interdisciplinary team
• Working with your buddy RN
• Taking your patient load and working within your scope of practice
• Complex communication situations e.g. people with a disability
• Facing difficult/ challenging situations e.g. Clinical review/MET call
• Impact of patient’s condition upon the student
• Caring for the deceased or terminally ill patient
• Interacting with a person or family with a CALD background
• You will be using the Gibbs model of reflection to structure your responses.
• Describe what happened
• What were you thinking and feeling at that time?
• What was positive about the experience?
• What was challenging about the experience?
• What contributing factors led to your thoughts and feelings?
• What else could you have done better?
• What would you do if the situation arose again?

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