Sunday, January 26, 2020

Responsibilities of the Graduate Nurse

Responsibilities of the Graduate Nurse Privacy and confidentiality are important aspects of the nursing profession. It is important for the Graduate Nurse to understand and respect the need for patient confidentiality. As healthcare professionals, the nurse’s connection to their patients and colleagues depends on it. Nurses have the ethical responsibility to safeguard the information they obtain whilst caring for a patient. When patients entrust their healthcare and personal information to a nurse, they expect it to be kept confidential (Erickson Millar 2005, p. 1). In most situations, nurses must keep information given to them by patients confidential. However, they are required to report information they receive if they have serious concerns about the clients or someone else’s safety. It is also important to realise that confidentiality is not to be broken unless it is absolutely necessary. It is not something that nurses take lightly. They want to do what is best for the patient and a decision to break confidentiality only happens after a lot of thought, and should be done in consultation with the relevant supervisor. The nurse should only tell those who absolutely need to know, and this is usually a very small number of professional or relevant authorised people. In all areas of healthcare there will be many personal things that as a nurse we will learn about the people that they care for. A nurse will be privy to information regarding a person health, family, social history, personal needs and financial affairs. All of this information is to be regarded as confidential unless consent for the disclosure of such information is given by the patient or as stated earlier the nurse deems that there is a danger to the individual or to someone else. Nurses are only permitted to talk about these things at our workplace with other healthcare professionals who care for the same patient. It is also important to note that when nurses talk about a patients personal details that it is done in a respectful way. All individuals have the right to have their details and personal information kept private. There are laws in Australia which state what nurses can and cannot do with confidential information. Discussing confidential information of a patient in your care to other people outside of the workplace may lead to legal action. When a nurse discloses personal information about their patient they are breaking their duty of care to that patient. Confidentiality is seen as an obligation to the provider of information whereas privacy is an obligation to the source of the information. Confidentiality and privacy require that all parties must ensure that information is restricted to those who genuinely need to know, and that those people should only be told as much as they need to know and no more. For example, a healthcare professional may need to know of the medical condition so that they can provide advice, but not of the identities of the patients involved. Every person has the right to equal recognition and protection before the law. Everyone is entitled to equal and effective protection against discrimination, and to enjoy human rights without discrimination. This applies regardless of a person’s age, gender, race, disability, religion, marital status and a range of other personal characteristics. Scenario- An emergency medicine technician (EMT) responded to an emergency call regarding a possible overdose. On arrival, the patient was found unresponsive and transported to the hospital. The EMT later told a friend that she had helped transport the patient to the hospital for treatment of a possible overdose. The EMT’s friend told another nurse about the medical treatment. The EMT then learned that her friend worked with the patient (a nurse at the other hospital). The patient claimed that the EMT had defamed her and violated her privacy by publicizing information regarding her medical condition and making untrue statements including that she had attempted suicide. The patient was awarded $3,000 in compensatory damages and more than $30,000 in legal fees. Casual sharing of personal and health information regarding a nurse is a failure to respect them as a person. Nurses value the keeping of confidential information between friends, colleagues and other authorised individuals. All nurses should expect that our relationships with one another will allow us to trust that particular private information will not be exposed. Exposure of confidential information can lead to low self-esteem if made public. Everyone has secrets that they don’t want to be made public. Nurses need the benefit of confidentiality when seeking health advice or assistance. In order to support confidentiality of nurses private information, there needs to be respect for an individual’s autonomy and their right to privacy, the promise of information remaining confidential and the benefit that the security of confidentially offers us. Graduate nurses have the right to work in an environment that supports and facilitates ethical practice in accordance with the Code of Ethics for Nurses in Australia (2008) and its interpretive statements. One provision of the code is ‘nurse’s value to management of information’. This statement refers to the management and communication of health information. Graduate nurses are entitled to the same moral, professional and legal safeguards as any other person in regards to their personal information. Personal information is any identifying information about a person that is verbal, written or electronic form. This information can relate to physical or mental health, including family health history. (McGowan 2012, p. 61). Factors that may influence confidential and private communication: Communication is the transfer of information between or among people. The practice of nursing utilizes constant communication between the nurse and the patient, the patient’s family, the nurse’s co-workers, supervisors, and many others. Professional relationships Graduate Nurses are required to care for and safeguard the public. They must practice autonomously and be responsible and accountable for safe, compassionate, person-centred, evidenced-based nursing that respects and maintains dignity and human rights. They must show professionalism and integrity and work within recognised professional, ethical and legal frameworks. They must work alongside other healthcare professionals, carers and families including the community. All nurses must use excellent communication and interpersonal skills. Their communication must always be safe, effective, compassionate and respectful. They must communicate effectively using a wide range of strategies and interventions including communication technologies. All nurses must practice autonomously, compassionately, skilfully and safely and must maintain dignity and promote health and wellbeing. They must assess and meet the full range of essential physical and mental health needs of people of all aged who co me into their care. Self-disclosure In nursing there are many boundaries that one must not cross. Self-disclosure is the easiest and most often crossed by nurses today. Self-disclosure refers to the nurse sharing personal information, experiences, feelings, ideas, thoughts and views with their patient. It can be comforting to the patient because it shows that the nurse has an understanding of the patient’s current situation and reinforces that their experience is not unique. Self-disclosure should only be used if it is deemed as helpful to the patient, aimed to benefit the patient and the focus will not remain on the nurse after self-disclosure has occurred. Self-disclosure can be used to promote and encourage patients to express fears, feelings and experiences. It also shows the patient that the nurse trusts them with personal information, making them feel more comfortable therefore reciprocating that trust. In deliberate self-disclosure the nurse intentionally tells the patient information about themselves. The nurse can tell personal experiences and their personal history or they can intentionally tell their feeling about the patient or the situation. This disclosure gives the patient a glimpse of the nurse’s life and likes. The patient did not ask to see these things; they were the nurse’s decision. Also information that the nurse posts online are another form of deliberate self-disclosure. Scenario- You are the nurse on a surgical unit preparing a woman who is undergoing a mastectomy. She is very upset and says that she feels alone. She is afraid she will no longer be attractive and she may even die. You are the same age as the patient and have also had a mastectomy. You are now healthy and work full time. You remember the challenges you faced when you were diagnoses and wonder if it would be helpful to share your experience with your patient. It is generally not appropriate to disclose personal information to patients. However, after careful consideration it may be appropriate for you to disclose a limited amount of information to the patient. You would firstly acknowledge the patients fears and then explore her grief and focus on her needs. It may then become apparent that it is appropriate to disclose a limited amount of information about your past experiences. The disclosure of personal information provides information, support and hope for the patient. Eg./ in relation to the patient feeling alone, the nurse may refer to a time when she also felt alone. The nurse would then offer information regarding a support group that helped the nurse and other patients in the same situation. Unavoidable self-disclosure is another type of disclosure that a nurse does not have much control over. Pregnancy is something that is disclosed at a certain point, whether the nurse wants to disclose it or not. A physical disability is also hard to hide whether it is a limp or a brace, as these are things that can be seen. A wedding ring or lack of ring show a patient if the nurse may be married. These forms of personal expression are outward expressions that are left to the patient to interpret. Another unavoidable self-disclosure is if a patient sees the nurse at an outside establishment such as a restaurant or the mall. This inadvertent disclosure sheds light on the nurse’s personal life and choices. Accidental self-disclosure occurs when the nurse discloses something by mistake. A nurse’s facial expression or subtle response to a patient is a good example of accidental self-disclosure. Emotions can be hard to control even for the most experienced clinician. Positive uses of nurse self-disclosure occur when the nurse uses the disclosure therapeutically. Always think about what you are going to use therapeutically and use good judgment at all times. A nurse talking about healthy lifestyle habits such as diet and exercise that has worked for them is a positive disclosure. The negatives of nurse self-disclosure is the fact that there is too much self-disclosure by the nurse. Therefore the roles can feel reversed and the patient can feel like they must comfort them. Nurse self-disclosure shows the patient and their family that the nurse is unable act in a professional way. Professional boundaries One thing that most nurses encounter daily is a patient asking them a personal question. Whether it is curiosity or uncomfortable silence, patients ask questions. Many nurses find it hard to redirect or reflect these questions, and end up answering them, especially if it is just casual conversation. Nurses need to practice situations like this so they know how to give a patient centered answer. It is the nurses duty and in the patients best interest to divert all conversation to the patient for a successful nurse patient relationship. Patients often ask these harmless questions not realizing that it is not in the best interest for them. Sometimes not answering the questions might make the nurse seem evasive and closed off. Nurses need to practice so their answers to the questions do not offend the patient that is making casual conversation Confidentiality When thinking about privacy and confidentially, it is important that the nurse questions themselves â€Å"what would I want if it was my personal and health information?’ Scenarios One of your nurse colleagues is expecting and its been decided that you will organize the baby shower. Not having access to co-workers addresses, you only look in the demographics portion of the electronic medical record to obtain this information. You do not look at any clinical information. Would this be OK? Answer: No, even demographic (address, phone number, etc) information is considered protected health information under the privacy regulations and should not be accessed without approval of the patient. You have a very good friend who is a nurse practitioner and is away from the hospital on vacation. While she is out, her breast biopsy results come back. Because she had told you she was having this procedure, you felt it would be the right thing to do out of concern to look up her results and call her with this information. Is this appropriate? Answer: No, just because a colleague chooses to disclose certain portions of her health information with you, it does not mean you have the right to continue and follow up on any related results or findings.

Saturday, January 18, 2020

Health Education and Technology Essay

According to Bastable, â€Å"Technology has had such an impact on workforce training that it has given birth to a new industry and a new set of buzz words that define an Information Age approach to staff education. † (2007, p. 548) Thus, the inclusion of technology early on, as in its integration to education, has been deemed necessary. However, due to the evolution of technology, curriculum design and implementation in the field of health education will undergo a series of changes and modifications. These various changes will be determined based on the outcomes of technological evolution, the perceived potential of technology to change the landscape of health education in the future, and the educational theories, principles, approaches, etc. developed by respected members of the academic institution through research studies. According to Iwasiw, Goldenberg, and Andusyszyn, â€Å"Curricuralists should gather data about technology and informatics for health care and education, as well as expected developments† (2008, p. 13) Based on pertinent information gathered by academicians, the focal point and foundations of curriculum design are expected to change. Apart from the traditional contents of the curriculum, the scope of curriculum design should be broadened in order to include the â€Å"e-health paradigm of heath care† (Iwasiw, Goldenberg, & Andrusyszyn, 2008, p. 113), literacy in information technology, health education across disciplines, and health education in the changing world. In addition, due to the impact and contributions of technology to the field of health, allowing the course nursing informatics to become compulsory will help in opening up opportunities for the improvement of curriculum design through the undeviating inclusion of technology and informatics. When we think about it, making nursing informatics compulsory makes the course an important learning area or aspect of health education. Consequently, much needed attention will be diverted to the improvement of the course by making course objectives, contents, instructional processes, and so on, up-to-date. Thus, the quality of health education, due to its appropriateness with current technology, will also improve. Just as curriculum design changes due to the evolution of technology, the implementation of the curriculum during instruction is also expected to change. As Bradshaw and Lowenstein (2006) have discussed, the delivery of the curriculum as influenced not only by traditional concepts in education but also by technology â€Å"require organized and planned educational experiences that are guided to promote lifelong learning as well as individually motivational and experiential learning activities that involve a variety of experiential teaching methods† (p. 272). Due to the inclusion of technology in the curriculum, the process of instruction will become more complex such that the assessment of the students and the selection of instructional tools, methods, and approaches are not merely based on student interests, learning capacities, learning content, etc. but also on the kinds of technology that fits the curriculum content. (Bradshaw & Lowenstein, 2006) In terms of the instruction, the instructional process is facilitated by the use of technology. However, when it comes to learning content, the integration of technological concepts become necessary. In addition, the scope of learning content also varies from time to time since available technological tools and devices intended to facilitate heath education and health care processes change over time. For these reasons, diversity and variation should be accepted and acknowledged by academic institutions since the curriculum design and the implementation of the curriculum shall change along with the evolution of technology along the way.

Friday, January 10, 2020

Ethics Of Trial Design Health And Social Care Essay

Compare and contrast the rightful outlooks that patients and research topics may hold of the medical professionals they encounter in the clinical and test scenes. What aspects of test design prevent chase of the research topic ‘s best medical involvement? Be every bit specific as possible. Rights of patients in clinical scenes and the right of research topics in the test scenes Introduction Narratives of patients who have been denied attention or coverage with black and sometimes fatal effects[ I ], together with a series of incidences in the past such as the Washington Post narrative in late 2000[ two ]( of a 1996 medical experiment conducted by Pfizer research workers in Kano[ three ], Nigeria, depicting the slow decease of a 10-year-old miss known merely as Capable 6587-0069 while Pfizer research workers, watched her deceasing without modifying her intervention, following the protocol designed to prove their antibiotic Trovan in kids ) and the â€Å" Tuskegee Study of Untreated Syphilis in the Negro Male †[ four ]has led to 1 ) relevant governments taking legislative and oversight involvement in the intervention of patients and the behavior of clinical tests, 2 ) a subdivision of the public naming for confidence that all those involved with patient hospitalization or intervention and clinical tests will put the protection of the rights and public assistance of patients and human topics above all other involvements and 3 ) patients and research topics anticipating and demanding certain rights. There are similarities and unsimilarities in outlooks that patients and research topics may hold of the medical professionals they encounter in the clinical and test scenes. Similarities Areas were similarities exist include ; 1. Rights to information Patients in clinical scenes expect to hold a right to information about their intervention program such as type of intervention and options available and the hazards associated with them, so that they can do informed determinations. Similarly, topics in test scenes expect to be good informed about all facet of a test they are about to inscribe in such as the rights, benefits and hazards. This is usually done via an â€Å" Informed consent †[ V ]mechanism. 2. Rights to decline intervention or medicine As a corollary of the above, patients and capable alike besides have rights to do of import determinations such as refusing, authorising or holding to undergo specific medical intervention or take any medicine or take part in a test. This is possible through the procedure of communicating between a patient and medical practicians ( a.k.a. informed consent[ six ]) , which is non unlike in the instance of topics in test scenes. In both instances the medical practician must obtain informed consent from the person concerned without coercion and incentives, utilizing a linguistic communication that they understand. The cardinal message is that consent is voluntary with freedom non to take part or retreat any clip. 3. Rights to Confidentiality Another country of similarity is the issue of confidentiality. Patients in clinical scenes have the right to speak in private with medical practicians and to hold their wellness attention information protected at all times. Similarly topics in test scenes expect medical practicians to do equal commissariats to protect their privateness and keep the confidentiality of their records. Dissimilarities[ seven ] Areas of contrast in outlooks between patients in clinical scenes and topics in test scenes include ; While patients expect that the result of their relationship with medical practicians will ensue in the proviso of medical attention, clinical tests in topics aim at advancing improved medical attention from cognition gleaned from controlled experimentation. Subjects enter into tests without the chances of holding any medical benefit. These tests are conducted on the footing that the cognition to be gained will be valuable and hence warrant the hazards. On the other manus, patients accept the hazards of medical intercession on the footing of possible medical benefits to their individuals. The medical practician has a fiducial duty to patients in a clinical scene to work in their best medical involvement. On the contrary, because the chief purpose of clinical tests is research, the medical practician in test scene has no fiducial relationship with the topics enrolled in the test. Decision In contrast to Thomas Chalmers place that the pattern of medical specialty is more or less the same thing as carry oning clinical research, because harmonizing to him every practicing physician conducts clinical tests every twenty-four hours as he sees his patients and that â€Å" clinical test † research is nil more than a formalisation of this procedure[ eight ], the similarities and unsimilarities enumerated above prompts one to differ with his positions because the unsimilarities are so important that disregarding them will ensue in non seting in topographic point the right steps to guarantee the best involvement of patients or topics are served in either the pattern of medical specialty or in clinical research. Aspects of test design that prevent chase of the research topic ‘s best medical involvement In order to reply this inquiry we have to define between healthy and non-healthy voluntaries. The facets of test design that prevent the chase of the non-healthy topic ‘s best medical involvement during research, is the usage of placebo controls, randomisation, blinding, protocols curtailing intervention flexibleness, and research processs to mensurate survey results during tests.[ nine ]This concerns whether a control group in a test must have the same intercession as the trial arm. For illustration, tests that compared a short class of Retrovir with placebo for the bar of antenatal transmittal of human immunodeficiency virus ( HIV ) infection generated considerable contention as some participants were intentionally put at hazard.[ x ]These issues are non of concern in surveies utilizing healthy voluntaries. Another aspect common to both healthy and non-healthy topics is in instances were there might be â€Å" Financial Conflicts of Interest In Clinical Research † . Significant fiscal involvements in human topics research can show serious issues and expose topics to hazards[ xi ]. The Task Force on Financial Conflicts of Interest in Clinical Research, under the protections of the Association of American Medical Colleges, in their 2001[ xii ]study pointed out that â€Å" chances to gain from research may impact – or look to impact – a research worker ‘s judgements about which topics to inscribe, the clinical attention provided to topics, even the proper usage of topics ‘ confidential wellness information † . â€Å" Fiscal involvements besides threaten scientific unity when they foster existent or evident prejudices in survey design, informations aggregation and analysis, inauspicious event coverage, or the presentation and publication of research f indings † they added.

Thursday, January 2, 2020

The Most Famous Poet By William Yeats - 841 Words

The Important Isn’t Appreciated (An analysis of Sailing to Byzantium by William Yeats) William Butler Yeats is considered the most famous poet throughout the modernism era. The most memorable writings are considered romantic visionary writings; romantic meaning looking towards that past and visionary looking towards the future. Throughout the twentieth century these ideas were not very popular or even talked about very often. Yeats had a new approach that drew people in and made them realize the idealism of these ideas. Because of this it made William Yeats the most famous poet of the modernism period. Richard Hopkins, a biographer explained this about Yeats, â€Å"I assign Yeats the high praise of having written some the most beautiful poetry†¦show more content†¦Every single person goes through life and has completely different experiences then the next person. Not a single person can truly step into someone else s shoes. Throughout Sailing To Byzantium William Yeats explains, â€Å"O sages standing in God’s holy fire As in the gold mosaic of a wall,†(lines 17-18). By saying this, Yeats alludes to the fact those who a have had to sit on the sideline and watch those around them progress, truly know and can relate to every situation. The knowledge gained from not only participating in the activity, but also watching others do the activity will allow those people to relate to almost every situation. Nadia Goodman wrote an article about ways to give advice, in which she explains, â€Å"Rather, advice comes freighted with implications regarding power and autonomy. This simply means that advice only means something if taken into account and used. Sailing To Byzantium by William Butler Yeats also explains that great art speaks in three different ways; past, present, and future. In this era poetry was very popular and was well accepted. The work of Yeats was well accepted from the beginning of his career. 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