Reflective writing on pressure sores Pressure sore also known as pressure ulcers or bed sores, it defines as areas of localised skin impairment resulting from underlying tissue damage caused by excess pressure averting blood circulation and causing a lack of oxygen and nutrients to tissue cells whereby tissue cells die and pressure damage is triggered. They can develop anywhere on the body, but are common to areas that have little body fats; like heels, buttocks, hips and lower back. Now I’m going
The nursing assessment at the rehabilitation ward for Mr R takes a complete nursing record which is followed by physical and psychological examination. The former of which consists of using a number assessment tools and nursing models such as the Roper, Logan and Tierney model of nursing and the Barthel index to assess his independence and well-being. The data collected form these assessments will then be used to shape the care plan, the primary objective of which is blood sugar reduction to ensure
uppermost component of thoughtful practice as indicate by Dempsey and Wilson (2009) is reflective practice and in order to be a thoughtful nurse or midwife, one must be self-aware of how their emotions,
groups such as university, students and employers. This paper described the methodology employed, results of the study and conclusions from analysis of findings. Therefore, this is indirectly exposed Employability to 4SITE which are consists of student, institution, tutor and also employer. 2.0 Literature Review This paper mainly focuses on reporting and analysis of actual employability
Introduction Nursing reflective practice is important because it provides nurses with a conscious and systematic approach to reflect the previous experiences and behaviours in order to enhance self-awareness of weakness, encourage the continuing self-professional development and maintain and improve the nursing care skills and knowledge (Paterson & Chapman, 2013; Oelofsen, 2012). This essay will discuss a nursing skill which can enhance my competence in nursing practice. Gibbs reflective model (Gibbs, 1988)
E – Assessment in health schools E-assessment starts to be used from the late 1990s. The Definition of e-assessment is including all uses of electronic technologies for the improvement, operation, information delivery and assessment. E – Assessment in health school based on learners work on assignments as regular, but their files are accessed via computer or technology instead of printed papers that assess by an assessor or teacher. The using of technology by teachers to introduce the information
I found the most interesting was the SWOT analysis(Humphrey, 1960), we had to write down our strengths in one box, weaknesses in another then think of opportunities we can do in order to improve our weaknesses. Finally, we had to think of possible threats that may prevent us from these opportunities. I found this self-assessment useful because I was able to identify my weaknesses and think of opportunities I can do to Improve them. I found this analysis important as one of my weaknesses was time
Reflective Report In this assignment I will complete a reflective report on two types of occupational therapy interviews, The Canadian Occupational Therapy Performance Measure (COPM), and The Occupational Case Analysis Interview and Rating Scale (OCAIRS). Each of these interview guides contain their own unique contrasting format. An interview entails of two people maintaining a conversation, in our case between an occupational therapist and his/her client. However interviews can vary significantly
This has including acquiring new study tools, incentivising myself to habitually engage through pure neoteric appeal. I am improving my time management skills by regularly attending classes, forcing myself to engage with the material before busy assessment periods. Importantly, after classes I have found pointless, instead of disengaging with the unit as I have previously done, I review the class and try to gain at least one insight I did not have before. I have found this technique useful in maintaining
In Learner-Centered Assessment on College Campuses (Huba & Freed, 2000) show a strong connection between assessments, learning, and effective teaching. Here, the students: • Are properly associated and receive the feedback required • Use their experience in problems • Incorporate their experience and general skills • Recognise the importance of excellent work • Become sophisticated learners • Accept the provided guidance for improvement • Forward their opinions • Value descriptive feedback as an