PPE4- Completion of Reflection of Clinical

Practice
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Week 2 Blog (150 words) - situation, action, outcome
= In week two of CPU class we were to practice the
assessment and management and Interpreting ECGs
(electrocardiograms). In order to do this, we had to
perform ECGs on each other while showing respect and
ensuring each others dignity just as we would if we were
in a hospital setting with real patients. This was achieved
by closing the curtains and asking for consent from each
student prior to commencing. After much practice, we had
learnt where the ECG dots can be placed correctly on each
body type. Dot placements can vary depending on the size
and weight of a patient. The V1 lead should be placed on
the 4th Intercostal space to the right of the sternum, V2 on
the 4th Intercostal space to the left of the sternum, V3
somewhere Midway between V2 and V4, V4 on the 5th
Intercostal space at the midclavicular line, V5 goes on the
Anterior axillary line at the same level as V4, V6 goes on
the Mid-axillary line at the same level as V4 and V5, RL
Anywhere above the right ankle and below the torso, RA

Anywhere between the right shoulder and the elbow, LL

Anywhere above the left ankle and below the torso, and
the LA lead dot can be placed anywhere between the left
shoulder and the elbow. (EMTresource.com) Incorrect
placement of leads and dots can lead to a false diagnosis
of infarction or negative changes on the ECG. We also
learnt that the patient must stay very still in order to
achieve an accurate ECG by keeping the leads in place. It
was vital that we as nursing students and being part of the
multidisciplinary team must also interpret clinical signs
and symptoms to provide timely and safe nursing care to
individuals with cardiovascular and peripheral vascular
disease. Immediately reporting any changes of the patient
to the Registered Nurse we are working under is also
equally essential.

Week 4 Blog (150 words) situation, action, outcome

= In week four, we had to assess the patient using the
ABCDEFG acronym and administer Intravenous
medication (antibiotic- Ceftriaxone). We also practiced
assessing and managing an acute exacerbation of COPD,
asthma and pneumonia. Before preparing or administering
any medication to the manikin (patient) we had to obtain
vital signs in pairs which were charted in a Vital

Observations SAGO chart. Oxygen was administered via

nasal prongs (2 litres) to help the patient breathe and
deliver oxygen to different parts of his/her body as the
symptoms of COPD, asthma and pneumonia cause
shortness of breath (dyspnoea) and deprive them of
something so simple but very important to stay alive
(oxygen). (guideline, 2012) The Intravenous medication
was searched in the MIMS book, and compatible fluids,
any contraindications and the correct way of
administrating the prescribed dose was determined. Then
under the supervision of our tutor and fellow peers, the
medication was prepared and administered correctly.

Week 10 Blog (150 words) situation, action, outcome

= In week 10, we practiced the assessment and
management of fluids, electrolytes and blood products.
We learnt what different components in the blood are
called and what they are used for. Then before practicing
the administration of a makeshift bag of blood, we had to
obtain the vital signs of the patient (manikin) and conduct
a primary survey using the ABCDEFG acronym. My
partner and I picked up that the details of the patient did
not match the details stuck on the bag of blood. Therefore,
if this was a real life situation in a hospital setting, it could

have been potentially detrimental if the mistake was not

picked up on. Our tutor then taught us what we should do
if this did happen while we were out in the field. We must
send the blood back to blood bank where they have to recheck, re-label and send us the blood again. After all the
checks have been performed, we can then administer the
packed red blood cells correctly as per the blood
administration policy of the facility.

Week 11 Blog (300 words) situation, action, outcome

= I will reflect on interacting with families and patients
during times of illness during my previous clinical
placement. Working on an Oncology ward is rewarding as
well as challenging. People who are living day to day life
as normal and have the responsibility of looking after
their families, pets, businesses and homes are often
diagnosed with cancer or another illness and it affects
their whole lives. When interacting with these patients
and their families, we need to maintain empathy and keep
in mind that although it may just be another day at work
for us as nurses or nursing students, these people are
going through many emotions and sufferings that mean a
whole lot more to them than we will ever know. As
upcoming Registered nurses, it is our responsibility to

provide support, care and re-assurance whenever needed.

Communicating with respect at all times and respecting
the beliefs and needs of each individual is essential in
order to provide best possible nursing care for our
patients. We must always assist a distressed patient,
family member or carer to the best of our abilities, only
then will we have acceptable nursing etiquette.

WEEK

Learning

PPE 4 Learning

Code of

Week
2

Week
4

Week
10

Objective

Outcome

Professional
ResponsibilityMaintain a
professional manner
at all times while
carrying out nursing
duties as a 2nd year
nursing student.

2. Recognise and
respond to changes in
health status

Safety
ProceduresComply with
hospital safety
guidelines and
infection control
policies to ensure
the safety of
patients, allied
health workers,
fellow nurses and
myself.
Routes and types
of medications
that can be
administered
according to year
of study- Only
administer
medications
according to 2nd
year students scope
of practice- only
under the direct
supervision of a
Registered Nurse.
Refer to the MIMS
for
contraindications,
dose, route, adverse

9. Identify and
incorporate the social,
economic, cultural,
spiritual and mental
health factors of
individuals in all
aspects of nursing
care.
6. Utilise effective
communication skills
(verbal, listening,
written) to provide
safe nursing practice
in the nursing care of
individuals with
changes to health
status.

5. Provide safe
nursing practice in the
application of nursing
interventions to meet
individuals changes to
health status.
4. Prioritise nursing
actions to provide
timely and safe
nursing care to
individuals.

Professional
Conduct for
Nurses in
Australia
1. Nurses
practice in a
safe and
competent
manner.

2. Nurses
practice in
accordance with
the standards of
the profession
and broader
health system.

1. Nurses
practice in a
safe and
competent
manner.
3. Nurses
practice and
conduct
themselves in
accordance with
laws relevant to
the profession
and practice of
nursing.

Week
11

reactions, and
compatible diluents
before preparing
medications.
Student learning
issues- Student
nurses should
acknowledge that
people come from a
variety of cultures
and backgrounds
and their beliefs
should not affect
nursing care
provided.

8. Apply the
guidelines
underpinning nursing
practice to the
nursing management
of individuals such as
ANMC competencies
for Registered Nurses,
The Code of Conduct,
Code of Ethics, and
legislative
requirements.

4. Nurses
respect the
dignity, culture,
ethnicity, values
and beliefs of
people receiving
care and
treatment, and
of their
colleagues.

References
Australia, N. a. (2008). Code of Professional Conduct for nurses in Australia .
Retrieved from http://www.nursingmidwiferyboard.gov.au/CodesGuidelines-Statements/Codes-Guidelines.aspx

Dempsey, J. H. (2014). Fundamentals of Nursing and Midwifery . In A personcentred approach to care . Broadway, NSW: Lippincott Williams & Wilkins .

EMTresource.com. (n.d.). EMT resources . Retrieved from

http://www.emtresource.com/resources/ecg/12-lead-ecg-placement/

guideline, R. o. (2012, october ). Retrieved from

http://www.rch.org.au/rchcpg/hospital_clinical_guideline_index/oxygen_deli
very/

Tollesfson, J. (2010). assessment tools for nursing students . In Clinical

psychomotor skills . Cengage Learning .