Faculty of Health Science - NRSG 140: Nursing Hurdle Task 2 Part B

This assignment is a reflective piece from a nursing student in the NRSG 140: Integrating Practice 2 course, focusing on the development of clinical skills. The student describes their experiences in clinical practicum, including the use of slide sheets, pat sheets, and hoists for patient handling, as well as measuring rectal temperature. The assignment details the student's feelings, evaluations of both positive and negative experiences, and an analysis of their competency. The student reflects on areas for improvement, such as correctly placing sheets and developing therapeutic relationships with patients. The conclusion emphasizes the importance of continuous learning and adapting practice based on experience. The student identifies areas for future development, including refining skills and incorporating therapeutic relationships into clinical practice, and ensuring all needs of the patient are met.

Running Head: HEALTHCARE 0
Nursing

HEALTHCARE 1
Hurdle Task 2
Part B
Description-
Nursing is a profession that involves continuous learning as there are many clinical skills to be
learned to deliver the best performance as a nurse. After getting registered as a nurse, every day I
learn some clinical skills in the clinical practicum to advance by clinical knowledge. In the
nursing classes, we were taught various clinical skills that included blood pressure management,
bed bath and rectal temperature management (Goswami & Dewan, 2017). One of the skills
which I accomplished during my practical classes was the usage of slide sheets, pat sheets, and
hoist for the manual handling of the patients. The faculty of our nursing college has organized
around three classes on demonstrating the right tactics to handle the patients manually. In the
classes, various methods for the easy transfer of patients were taught and I was able to grasp
them intelligently. In many of the exercises, I performed successfully on a dummy patient which
was applauded by my teachers.
Feelings-
During my practical classes, I learned a great deal about various clinical skills. I felt confident
when I accomplished them. As I started learning them, my confidence in delivering the best
nursing practice grew day by day. In one of the instances, one of the faculties asked me to
perform the practical demonstration of carrying the dummy patient to the other ward with the
help of slide and pat sheets. I demonstrated perfectly and transferred the dummy patient to the
ward according to the situation specified in the question. The faculty applauded by performance
to be brilliant. That day I felt very happy and grateful as I achieved my stated goals. The praises
of my faculty improved by confidence in ability to perform the clinical skill of measuring the
rectal temperature of a child. The positive and empowering feelings from the positive
experiences had prepared me for the future clinical practicum (Smith & Roberts, 2015).
Evaluation-
During my practical session, I had various good and bad experiences during my session. In
various sessions I learned that the tactics of implementation of the clinical practice. I had various
bad experiences, one of the bad experiences, I had was when in my first exercise of promoting
the mobility of the patient to the other ward, I could not recall the exact placement of the slide
sheet . On this, the teacher gave me a negative feedback of not having the enough knowledge to
proceed the clinical practice as a nurse. The feedback impacted me negatively for some days and
for some days, I felt like a failure. After few days of effective practice of the clinical skill, I had a
good experience where in another exercise a scenario was given to me regarding the application

HEALTHCARE 2
of skill and I was successful in solving the scenario effectively with great demonstrations, on that
the teacher praised me and gave me good points on the performance (Moghadam, 2016). The
good experiences had given me the confidence and prepared me to perform effectively in a
clinical practicum.
Analysis-
I have analyzed that the competency achieved is very helpful in making you a successful nurse.
The right kind of practice can make you perform the therapies in the right way (Roest & Stams,
2016). It gives you the knowledge to do the work in the most effective manner. I have learned if
the skills are learned diligently during the classes that could pave the way for the high level of
competency in the future.
Conclusion-
Although I have learned the skill to the best way possible but there were certain gaps in my
learning to become a competency. Those gaps included the problem in correctly placing the pat
and slide sheets and the conditions of the requirements of the sheets. I could have worked upon
my other skills in achieving the perfectly competent clinical skill of measuring the rectal
temperature of a child (Husebø & Nestel, 2015). I could have achieved the highly competent
practice by watching beneficial videos. As these videos are helpful in teaching the right kind of
tactics to achieve the good clinical results. Moreover, I could have improved upon my practice
by following the stated guidelines of performing the skills.
Action-
In my future clinical practicum, I could involve the elements of therapeutic relations in my
practice. The therapeutic relationship includes the elements such as trust, genuine, and empathy
(Di Girolamo, 2016). The involvement of these elements in the practice could lead to the better
nursing practice. As my clinical practice would be to transfer the patients safely to the other
wards so it becomes essential to develop the therapeutic relation with the child. In my future
clinical practicum, I would ensure the fulfillment of all the needs and requirements of the clinical
skill of measuring the temperature of small child.

HEALTHCARE 3
References
Di Girolamo, N. T. (2016). Prognostic value of rectal temperature at hospital admission in client-
owned rabbits. . Journal of the American Veterinary Medical Association, 288-297.
Goswami, E. B., & Dewan, P. (2017). Comparison of Temporal Artery Thermometry with
Axillary and Rectal Thermometry in Full Term Neonates. . The Indian Journal of
Pediatrics, 195-199.
Husebø, S. E., & Nestel, D. (2015). Reflective practice and its role in simulation. Clinical
Simulation in Nursing, 368-375.
Moghadam, S. R. (2016). . Psychological health and its relation with occupational stress in
midwives. International Journal of Occupational Hygiene, 217-222.
Roest, J. J., & Stams, G. J. (2016). The relation between therapeutic alliance and treatment
motivation in residential youth care: A cross-lagged panel analysis. Child and Adolescent
Social Work Journal,, 455-468.
Smith, J., & Roberts, R. (2015). Reflective practice. Vital Signs for Nurses: An Introduction to
Clinical Observations,, 222-230.