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Week 2 SAO Reflection

Situation

In the clinical practise unit (CPU) this week we had to perform


role-play in Advanced Life Support (ALS). The assigned task
gave opportunities for students to work in small groups as part

Action

of a team (Crisp & Taylor, 2012 p127).


This scenario gave students an assigned specific role to play,
i.e.: team leader, airway, resuscitation, assistant and scribe
and gave opportunity of how we would work in unison to
communicate and save the patient.
In this scenario I discovered that as a team we lacked
efficiency due to our lack of knowledge of assigned roles and

Outcome

lack of knowledge of the resus trolley contents.


In the future, I believe repeated real life experience and
greater understanding and education of specific roles would
be beneficial. According to Greif et al., (2015), education is
essential to improve patient outcomes. Implementation of this
education gives knowledge.

Week 4 SAO Reflection

Situation

In the CPU this week we observed our teacher perform


Intravenous Therapy of Gentamicin and Ceftriaxone for our
OSCA. According to "MIMS Australia", (2016), these are

Action

antibiotics different in actions, but used to treat infections.


The practise of this was difficult to understand as clear
instruction of which antibiotic and which route (either
burette/pump or drip factor) would be used specifically to
practise in detail for our OSCA.
Whilst practising I was able to reflect from previous OSCA
experience and text with reference to basics of criteria needed
(Sparkes, Bassett, & Jacob, 2014 p91), importantly validating
order and drug administration checks. This gave me
confidence in practise, although with regard to technique to
route of administration via burette/pump and drip factor, I feel
further repetitive practise is needed to gain confidence and

Outcome

become correct.
The lack of structure at this time made practise very
conflicting, as I was unable to be drug/route specific. Release
of performance criteria would give greater benefit in
performing skills with reference to OSCA.

Week 10 SAO Reflection

Situation

During clinical this week we were given a case scenario


relating to administration of blood products. A video

demonstrating how and what to do was viewed. Aspects of


this linked in with workshop A with regard to correct policy
Action

requirements.
As a team (Crisp & Taylor, 2012 p127), we checked specific
details on the packed red blood bag. With important detail to
double-checking patient details, date of birth, blood product
type, blood group, batch number, expiry date and time ("Blood
- Management of Fresh Blood Components - NSW Health",
2012). Our teacher also enforced the importance of signed
and verbal consent as mandatory.
At this time we began the IV set up to administer the bloods,
but could not progress, as bags of bloods were not to be

Outcome

used/spiked.
With regards to video demonstration and actual non-practise
of use of CPU bloods, this made practise hard and conflicting.
The video did not do the checks relating to blood
administration. As blood products are a high-risk procedure, I
believe that an updated and informative true to blood
procedures should be viewed. As CPU is a practise
experience for our learning, blood products should be made
available to use so we can simulate.
Week 11 SAO Reflection/Blog

Situation

This blog is based on my experience of conflict management


within my PPE 4 spring semester thus far, as I was not
scheduled for clinical placement at this time. The blog is
based using the SAO acronym (Situation, Action and

Outcome) and is used to critically reflect on my experiences


whilst practising this semester.
As a second year, second semester student there are more
expectations than before. The load of learning and retaining
information is more pressured due to the expectation of where
Action

I am in this degree.
Week 1 was very overwhelming, as during this week we
covered cardiac care and began primary survey. As I am an
advanced standing student I was unaware of the basics of
primary survey. I did not have any experience with this
content. With my group of student team mates and others in
the class we all consulted and asked questions to our teacher
directly.
On consultation with the teacher, instructions and information
was given and it was relayed to students who had approached
us.
Opinions were conflicting with a particular group stating,
thats not right, you dont do it like this. As previously I was
unfamiliar with this assessment so I suggested maybe see the
teacher as I have, to get correct information.
The following weeks in CPU were great, as we all built rapport
and supported each other through out the class with the
exception of the small group of students who just sniggered,

Outcome

undermined and complained.


As a whole, the conflict of seeing this every Thursday made
me disappointed. I believe this is a bad attitude as a student

to have. This type of attitude and constant conflict reflects to


me that as a nursing student in practise they are not adhering
to code of professional conduct and giving respect to others
("Nursing and Midwifery Board of Australia - Professional
standards", 2008). Communication is essential, to deal with
matters of conflict (Chang & Daly, 2012 p163). Students who
work in this way are not providing a comfortable learning
environment, which leads to negative learning. Students who
practise correct communication in a learning environment with
non threatening technique leads to best outcomes thus
ultimately as a student nurse building effective relationships
(Dempsey, Hillege, & Hill, 2014 pp123-124).