Reflective Practise for Intramuscular Injection
During my first placement simulation, I practised giving intramuscular injection, is the best tolerated form or injection, and the safest way of injecting medication into a patient xxxxxx, (2014). Within the first week of my placement simulation, I was offered the opportunity to practise administering an injection on a dummy. However, as a student, I was cautious and anxious, feeling that I was not competent enough. I discussed my concerns with the lecturer who was empathetic and helped formulate a plan to conquer my doubts. The plan involved a step-by-step conversation of the procedure of administering intramuscular medication, preparing the medication on numerous occasions and practising the injection technique on a dummy. Throughout these stages I was given the opportunity to discuss any questions, feelings or concerns that arose. Once confident enough to do so, under the supervision of the lecturer, I administered an IM injection to a dummy. I recorded my intervention in a reflective journal. After giving the injection, I was given feedback and the opportunity to discuss my feelings which was valuable and of significance.
As a novice, I never really enjoy giving injections, but after my second practise, good compliments from colleagues and lecturer my confidence increased. Most importantly, l kept thinking, if l gave the injection to an unwilling patient, how awful would I feel? I reminded myself, ethically, what is it like to carry out a therapeutic procedure that inflicts pain on another human being? All these challenges came to my mind before giving the injection. I began to feel quite anxious and nervous, wanting to delay the procedure for as long as possible hoping my anxiety would decrease. I believe the build up of nervousness beforehand is common, particularly for beginners like me. I prepared the injection using the necessary mathematical calculations, picked the right...
An intramuscularinjection is an injection given directly into the central area of a specific muscle. In this
way, the blood vessels supplying that muscle distribute the injected medication via thecardiovascular system.
Intramuscularinjection is used for the delivery of certain drugs not recommended for other routes of administration, for instance intravenous, oral, or subcutaneous. Theintramuscular route offers a faster rate of absorption than the subcutaneous route, and muscle tissue can often hold a larger volume of fluid without discomfort. In contrast, medication injected into muscle tissues is absorbed less rapidly and takes effect more slowly that medication that is injected intravenously. This is favorable for some medications.
Careful consideration in deciding which injectable route is to be used for the prescribed medication is essential. The intramuscular route should not be used in cases where muscle size and condition is not adequate to support sufficient uptake of the drug. Intramuscularinjection should be avoided if other routes of administration, especially oral, can be used to provide a comparable level of absorption and effect in any given individual's situation and condition. Intramuscularinjections should not be given at a site where there is any indication...
...The clinical skill I have chosen to reflect on is the administration of Intramuscular (IM) injections. I will use a reflective model to guide me in my reflection. The Gibbs reflection cycle features, description, feelings, evaluation, description, conclusion and an action plan (Gibbs 1988).
The first stage of Gibbs (1988) is description of events. On my clinical placement I had the opportunity to administer a drug to a patient via IMinjection under the supervision of my mentor. I had already observed this skill on various occasions and previously had the opportunity to administer IM injections in previous placements. My mentor was talking me through the process as this was the first time I have performed the skill with her supervision. When the mentor got to the step of using an alcohol wipe to cleanse the area of the injection site the patient said he did not usually get that done. He continued to say that an alcohol wipe had been used once before and had caused him an unpleasant stinging sensation and he would rather it was not used. The previous times I had administered IM injections, I had cleansed the site with alcohol wipe, and therefore I asked my mentor for some guidance in this situation. My mentor confirmed that it was acceptable to administer the injection without using the alcohol wipe and I continued with the injection....
Feelings – what are my feelings
I had a really good feeling about the numeracy practise what I did with kids. Because they found it really entertaining,it was good fun for them too and if they can enjoy what they doing,it’s always lovely to work with them. They showed me such an enthusiasm and I felt great afterwards.
Evaluation – what was good and what was bad
They learned importance of shapes and patterns as well to have a fun in same time.So that is definitely positive for them and for myself. I think it was good how I explained them what they need to do,it is really important to get their attention at the beginning and show them what I want to see them doing. As soon as I got all their attention,everything went really well. What was bad I think was that I could explain better to one specific child,who can’t really talk properly yet and he needs extra attention when we doing something.
Analysis – what can I learn from the event
I definitely learnt from this event that when I am going to do something like this next time, I’ll be doing this type of practise with kids who needs extra attention on one –on-one as it will be easier for me to concentrate on specific child and once he gets the full attention,I am sure he won’t be struggling that much.
Conclusion – what could I have done better or in addition
I do think that apart from what I mentioned already about paying my...
Essay/Report 1 (Day1)(M2)
Describe your reflective practice, how it takes account of theories and models, legislation, principles and codes of practice (2.1 – 2.4)
‘The Practitioner allows himself to experience surprise, puzzlement, or confusion in a situation which he finds uncertain or unique. He reflects on the phenomenon before him, and on the prior understandings which have been implicit in his behaviour. He carries out an experiment which serves to generate both a new understanding of the phenomenon and a change in the situation (Schön 1983: 68)’
I reflect on my practice in several ways, the main way I reflect is through informal/formal meetings with a range of audiences, these include meetings with Managers or Professionals from external agencies, or it could be with Clients who I have seen before.
I feel that reflective practice should be an on-going process and that it coincides with the organisations Code of Practice as well as the main principles of what reflectivepractise s all about.
Principles of reflectivepractise could be:
* Reflective practice should be an on-going process
* Reflecting through Skills Action Plan moderation
* Reflective through regular observations, either in-house or through the National Careers Service
* Should be compliant with the organisations code...
...This is a reflective essay based on my experiences whilst on my six week medical placement on a haematology ward at a local hospital. The aim of this essay is to discuss the psychological and sociological impact on the family when a loved one dies, and then focus on how the nurse supported the husband and relatives through their loss. I chose this particular incident as I felt very strongly about the care given to this patient shortly before her death, and felt the need to reflect on it further.
In order to help me with my reflection I have chosen Gibbs (1988), as the model to help guide my reflective process (see appendix 1). This model comprises of a process that helps the individual look at a situation and think about their thoughts and feelings at the time of the incident. Reflective skills help us to think about what could have been done, so that if a similar situation occurs again the experience gained can be used to deal with the situation in a professional manner (Palmer et al 1997).
To enable me to use this situation for my reflection the patient will be referred to as “Ann”. This is in order that her real name is protected and that confidentially maintained in line with the NMC (2002) Code of Professional Conduct.
Ann was a 58 year old lady married to a very loving husband, she had been previously diagnosed withmultiple myeloma with secondary renal impairment, and had been receiving cycles of...
...My original purpose for beginning this education was to achieve a master’s degree. I had no thought process put into the idea except simply achieving the degree. As time progressed into my first semester my competitive nature kicked into gear. I did not just want to achieve a degree and slide by the next two years I wanted to excel. I had found my drive again and I wanted to soak up everything I possibly could about technology. A considerable amount of time and effort needed to be put forth and I made up my mind to achieve this goal I set for myself. This experience has brought about some exciting and phenomenal advancement in my career, as a media specialist and educator. I have always loved computers and have always found them rather fascinating. I originally decided to major in computer information systems when I began my college career. How I was ever deterred from a CIS major still puzzles me. I ended up majoring in health and physical education with an emphasis in exercise science. I have been an athlete my whole life and the aspect of exercise science is my second passion. I quickly realized that with this master’s degree I could merge my two passions into one love. This is a broad enough master’s degree that I could use in the clinical realm of exercise science and with that known my drive for this degree ignited. Upon completion of this master’s degree I feel adequately prepared for any technology challenges I may face in the future. I feel I had...
...Course Pro Forma
Program Ijazah Sarjana Muda Perguruan Dengan Kepujian
Course Title ELT Methodology
Metodologi Pengajaran Bahasa Inggeris
Course Code TSL3103
Credit 3(3 + 0)
Contact Hours 45 hours
Learning Outcomes 1. Demonstrate an understanding of the theories of language learning and acquisition and the different approaches in language teaching. (1.2)
2. Evaluate the features of the different approaches in language teaching. (6.1, 6.4)
3. Discuss issues and implications of second language learning in the primary classroom. (6.3, 8.3)
4. Design activities based on the principles of different approaches in the primary ELT classroom (6.1, 8.5)
This course focuses on language learning and acquisition – key concepts and issues, theories of language learning, second language learning theories, overview: approaches, methods and techniques,syllabus design-Malaysian primary school English Language curriculum and second language learning in the classroom.
Kursus ini memberi fokus kepada pembelajaran dan penguasaan bahasa – konsep utama dan isu, teori pembelajaran bahasa, teori pembelajaran bahasa dan bahasa kedua, pendekatan, kaedah dan teknik, rekabentuk sukatan pelajaran-Kurikulum bahasa Inggeris sekolah rendah dan pembelajaran bahasa kedua.
Language acquisition and learning – key concepts and issues
• Nature of language