NR 500 Week 2: Knowing Self

Sample Answer for NR 500 Week 2: Knowing Self Included After Question

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Reflect the concepts addressed in this week’s lesson plan and required reading. Recall a challenging experience in either your personal or professional life. In the initial response, start with an introduction that includes a brief description of two core values that influence your nursing practice and interaction with others. Provide a concise description of the challenging experience. What core values were challenged in this experience? What lessons were learned from this experience? How did the experience inform future professional behaviors, decisions, and actions? Provide a specific example on how lessons learned from the challenging experience were applied in your professional practice. Use at least one outside scholarly reference to support your position.

A Sample Answer For the Assignment: NR 500 Week 2: Knowing Self

Title: NR 500 Week 2: Knowing Self

- To Patrick and Class,

Education plays a major role in identifying bias in health care. Health care providers as well as patients may have unknown fears and biases related to their expected care delivery; and refuse care from individuals of opposite gender, race, religion, or cultural background. Patrick, I think it is important to respect a patient’s right to having a male nurse verses a female nurse if it infringe on their religious or cultural beliefs. However, if a patient is just refusing care from male nurse base on perceived biases; education and confidence on your ability to deliver state of the art care in a respectful, confidential, and professional manner should be discuss allowing for a caring moment of trust to be establish and the patient’s right to be reevaluated and upheld. Establishing trust and confidence in our patients gives them an opportunity to make educated decisions on health care choices. It is no doubt that I believe patients have the right to chose who delivery care to them, because I know as I have gotten older I prefer a female advance practice nurse or a women physician as my primary health care provider. However, at the bedside I just want a nurse who would deliver the best caring and compassionate care; advocating for the care choices ordered for me. It is known that Self-awareness is one of the important components in nurse to patient relationship, nurses spend the most time with patients then any other health care professionals; therefore, Self- awareness is an important tool to develop a therapeutic relationship with a patient (Rasheed, 2015). Knowing how comfortable you are delivering care to patients of the opposite or from a diverse background will make you more aware on approaches to making a patient fell confidence in your nursing ability. In Georgia, throughout the Wellstar Health Care System, a female health care provider is mandated to accompany a male nurse or provider when giving care such as Foley insertion/care or assessment of certain areas of the body.

Reference:

Rasheed, S. (2015). Self-Awareness as a Therapeutic Tool for Nurse/Client Relationship. International Journal of Caring Sciences, January-April 2015 (8), 1 p.211-216.

Collapse Subdiscussion Kimberly Miller

Kimberly Miller

Jan 19, 2018Jan 19 at 12:38pm

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Hello Sabrina. I completely agree with your post and Patrick’s post. I have seen many patients refuse a male nurse or prefer certain procedures to be done by a male or female nurse. I think it’s the patients right. They have the right to dictate who delivers there care but to what extent.

One day, while at work, a patient refused care from a resident. The patient accused the resident of not being a real doctor. I work in an ED of a teaching hospital. I asked the attending to speak with the patient. The attending stood his ground and defended the resident. He defended his skills and knowledge as a physician. The attending proceeded to tell the patient, you can’t pick and choose your doctor. You came to our ED for treatment and we are here to help you.

After this occurred, I remember being feeling surprised by the outcome. I was happy the attending took a stand for the resident but not happy with the fact he didn’t take the patients feelings into consideration. I can’t help but think the physician was bias just like the patient. Patients refuse nurses all the time so why can’t they refuse a physician? Clearly the attending was offended by the patient.

Sabrina Hodge

Sabrina Hodge

Jan 21, 2018Jan 21 at 12:21am

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Hello Kimberly,

I have mix feelings about the course of action taken by the physician. Yes, in some aspects I believe the patients rights in requesting a new physician was overlooked but did the patient have a rational reason for not wanting the resident to take care of him. Biases create an environment for care to be submarginal. We as health care providers must educate the public and the patients on health care practices and the standard of care delivery. Many times after proper education and reassure of the care that will be delivered; patients will usually gain trust in the health care staff.

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Caring encompasses the patients whole being, and it is based on a holistic when caring for our patients. My specialty track is FNP, and I plan to largely focus on health and wellness of patients. I firmly believe that there is a strong correlation health and wellness in regards to disease prevention. If we show our patients that we have an active interest in all aspects of their lives and health, I believe they will feel the compassion we have for them and trust us to take care of them (Enzman Hines 2016).

As advanced practice nurses, we need to incorporate patients emotional and social needs to provide holistic care. I believe by listening and relating to feelings/challenges patients and families may be dealing with will show our true compassion. Currently I work in an ED that is a busy/demanding environment, and between technology and workload it can challenge our ability to spend valuable time at the bedside. In addition, patients are sicker and that his significant on time management for our tasks and workloads (Adams, L. Y. 2016). I do find in difficult at times for our patients to think we are truly mindful of their well being. In my current practice I relate to my patients currently with teaching moments, and I feel like it proves that I am interested and engaged in their care. I have done this using examples from past patient experiences and with my own personal experiences regarding health and wellness. I always try to find a teaching moment with my patients, which can be during care or at d/c. I run into a lot of current day smokers in the ED, whether they are borderline COPD, have current COPD, or healthy at present. I share my own experience of quitting smoking and relapses, and how much better I feel 10 plus years later. I have found that patients become very attentive when I share an experience, whether it is related to myself or other experiences in health care. I believe my patients will feel and see my compassion and caring in my advanced practice nursing as I continue to engage in teaching moments related to their health, wellness, and sickness.

Adams, L. Y. (2016). The conundrum of caring in nursing. International Journal of Caring Sciences, 9(1), 1-8.

Enzman Hines, Mary (2016). Turning words into action: The emerging role of advanced holistic nurses. Nursing; USA, 36 (3), 6-33.

A value is concerned with some ideal or belief that an individual becomes committed at holding. They are an integral part of the foundation or base of any given profession and so nursing is not an exception (Kanny, 1993). In essence, the values become embraced by every member of a given profession and are reflected in the way that the members interact with their clients, their colleagues at the place of work and with the society in general. In the nursing profession, values have a central role and they have to be developed and reinforced in the whole life of an individual, whether they are still students or they are practicing their profession.

The four core values that influence my practice in the nursing profession are altruism, equality, prudence and truth. Altruism is all about the unselfish concern for the welfare of other people. This is a concept that is shown in my actions and the attitudes that I have towards commitment for every task that is before me (Kanny, 1993). I always strive to be caring, dedicated, responsive and understanding towards my patients. The other value which is equality does necessitate that I perceive everybody as having similar fundamental human rights as well as opportunities. I demonstrate this value by exhibiting an attitude of fairness as well as impartiality towards my clients. I have the belief that I ought to respect all individuals by keeping in mind that they do have values, beliefs or even lifestyles that are entirely different from our own. It is mostly important in the daily interactions that I encounter (Kanny, 1993). As for prudence, I am concerned with the ability to discipline and even govern myself by reasoning on my own. In order to exercise prudence, I have to value judiciousness, vigilance and care in the way that I manage my affairs. Lastly, truth requires that I am faithful to facts and what is real. I demonstrate this by being accountable, accurate and authentic in my attitudes and actions (Rasheed, 2015).

One challenging experience I encountered in the course of doing my work is when a patient told me point blank that she would not be giving herself insulin after she was diagnosed with diabetes (Zou, 2016). Her main reason was that she never believed that as from 25 years of age until her death she had to survive on insulin yet her parents lived for more than 80 years. The major values that were challenged in this situation were altruism and prudence. I had deep concern for the welfare of this patient and so I had to find the best way of convincing her to accept to administer insulin on her own. She eventually obliged to my persuasions and everyone was happy in the end. I learnt the lesson that it is possible for somebody to entirely not care about their life especially if they do not have hope. It is important for everyone to inculcate hope in their daily lives (Zou, 2016). This experience taught me to always provide a listening ear to my patients as they may be having some deep-seated thoughts that may not go well with their medication. Later on, I had to apply the same principles and values to save a patient who was almost committing suicide by removing the life support machine. When she saw me enter the room where she was hospitalized, she quit her actions and apologized for her actions. She later on narrated to me how I was good to her and that made her to have another reason to live again.

References

Kanny, E. (1993). Core Values and Attitudes of Occupational Therapy Practice (1993). Retrieved from www.pacificu.edu: https://www.pacificu.edu/sites/default/files/documents/8-Core%20Values.pdf

Rasheed, S. P. (2015). Self-awareness as a therapeutic tool for nurse/client relationship. International Journal of Caring Sciences, 8(1), 211.

Zou, P. (2016). Relational Practice in Nursing: A Case Analysis. Retrieved from edelweisspublications.com: http://edelweisspublications.com/edelweiss/article/Relational-Practice-Nursing-Case-Analysis-NHC-16-102.pdf

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. *(5 points possible per graded thread)*	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements *per discussion thread*	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement *per discussion thread*	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

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