Course Outcomes Examination and Reflection
Even though I might not have achieved a 100% score on every aspect given in the course outcomes, each learning objective’s reflection can reveal significant success in the entire unit. On constructing clinical reasoning, I was able to embrace, appreciate, and use all the procedural steps that are fundamentally required when managing Mr. Smith, who was eventually diagnosed with hypovolaemia. The 72-year old Hispanic patient immediately stepped into the health center, the first process of information collection kicked off, in which both the subjective and objective data was gathered. This initial phase was subsequently and respectively followed by processing of information, identification of the issue, the establishment of goals, and action-taking. The patient was after that evaluated to determine any improvement, especially if signs and symptoms had begun to subdue. The last step involved reflection about the entire process to derive any new information, enhancing future handling of a similar case.
Using the manage care model, I developed an evidence-based and expert-driven chronic care management plan for a patient with type 2 diabetes mellitus. The program included various aspects such as social and health care, environment-derived resources, and health prevention and promotion. Irrespective of the patient’s ethnicity and age, the management plan for diabetes mellitus is almost similar. It includes the use of medical therapy and non-medical treatment. Medical treatment involves the prescription and administration of insulin, while non-medical therapy entails routine exercise and consumption of specified balanced diet foodstuffs. From research, insulin has been found to significantly lower the amount of blood glucose by promoting and speeding up glycogenesis. On the other hand, exercise enhances the ability and the rate of the body muscles to use glucose. In terms of diet, carbohydrates have been found to increase blood sugar and should be moderately consumed.
On creating age-appropriate plans for health promotion, maintenance, restoration, and teaching, I conducted an outreach program to enlighten the elderly on the best plan to manage arthritis. The presentation majorly focused on the causes of the condition, signs, symptoms, and treatment, and prevention. By the end of the session, every individual present was expected to note that arthritis was a common condition, which often caused swelling, immobility, stiffness, and pain in the body’s joints. The condition, which was often associated with aging, basically presented with inflammation in areas surrounding the affected body joints. The two treatment options that worked well for the condition included the use of NSAIDs and minor surgery. An individual was supposed to maintain a healthy weight and maybe stop performing repetitive joint movements to prevent the disease.
In both the care plan on diabetes and health promotion plan on arthritis, clients’ health beliefs, cultural preferences, spiritual beliefs, traditional practices, and individual behaviors were factored into the program. Every client should be managed in a manner that does regard their beliefs and behaviors. For a client whose religion could not allow invasive drug administration methods and treatment, it was important for a nurse to embrace non-invasive techniques such as oral administration.
It is important to note that sometimes care-related data was supposed to be presented to clients in a form that they could easily understand. Having used PowerPoint for a long time, I created most, if not all, the presentations using the respective Microsoft tool. In every slide, I had to integrate images and graphs to ensure that any interprofessional team could quickly figure out. For oral presentations, I used the narration tool embedded within the PowerPoint software to record my voice in conformation to the content contained in every slide.