Academic literature on the topic 'First clinical placement'
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Journal articles on the topic "First clinical placement"
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Korkmaz, Fatos, Gul Hatice Tarakcioglu Celik, Gulhan Erkus Kucukkelepce, Sevda Arslan, and Senay Gul. "First Clinical Placement: Nursing Students’ Views." Mediterranean Nursing and Midwifery 1, no. 2 (December 28, 2021): 58–67. http://dx.doi.org/10.5152/mnm.2021.21017.
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Hardcastle, Teresa. "First clinical placement: the student ODP experience." Journal of Operating Department Practitioners 2, no. 1 (January 2014): 42–47. http://dx.doi.org/10.12968/jodp.2014.2.1.42.
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Marchant, Julie. "Understanding the Allied Health Professions Student Experience of Practice Placements during the First Wave of the Coronavirus Pandemic." International Journal of Practice-based Learning in Health and Social Care 9, no. 2 (October 5, 2021): 39–48. http://dx.doi.org/10.18552/ijpblhsc.v9i2.741.
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In England, a national lockdown came into effect on 23 March 2020 in response to the rapid spread of the Coronavirus. Healthcare services were quickly redesigned or scaled back to meet the significant and rising demands. Many practice placements were discontinued, which resulted in large numbers of Allied Health Professions (AHPs) pre-registration students requiring placements to meet the required practice hours. The challenge for placement providers, who were experiencing increased demand and uncertainty, was to continue providing quality placements. At the local trust, 58 AHP students had a placement between April and July 2020. Some clinical areas offered traditional placements. However due to social distancing rules many placements utilised blended practice; using aspects of both direct face-to-face and remote practice. It is important to understand the student experience in anticipation of future surges of Coronavirus. In total, 36 students responded to a placement survey. Results showed the majority of the students reported positive placement experiences overall. Despite the ever-changing placement landscape and the need for flexibility, it is important to ensure that placements are well planned and that students are well informed about the safety measures in place. It is vital that student’s feel welcomed and valued in order to learn and reach their full potential whilst on placement. The use of a blended placement model provided valuable learning experiences, however consideration needs to be given to ensure that students feel part of the team and have confidence that their learning needs are met.
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Williams, Janet, Mark Murphy, and Amanda Garrow. "Development of a simulation placement in a pre-registration nursing programme." British Journal of Nursing 31, no. 10 (May 26, 2022): 549–54. http://dx.doi.org/10.12968/bjon.2022.31.10.549.
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Background: A 4-week simulation placement for first-year student nurses using an innovative blended approach was developed and delivered in one university. This was the first tariff-funded simulation placement in the UK for student nurses. Aims: To describe how this flexible simulation placement was developed, operated and adapted due to COVID-19 while exploring the student nurses' experiences and preparedness for practice. Methods: An anonymous online survey was undertaken and a placement evaluation was completed and compared with traditional clinical placement evaluations by previous students at the same point in their studies. Results: Students were as satisfied with the simulation placement as students who had attended real practice placements: 92% of students were satisfied with their simulated placement experience and 92% felt prepared for practice. Conclusion: This simulated placement has been an acceptable replacement for traditional practice placements, particularly during the COVID-19 pandemic.
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Edafe, Ovie, Natasha Mistry, and Philip Chan. "First impressions count: Does FAIRness affect adaptation of clinical clerks in their first clinical placement?" Medical Teacher 35, no. 9 (June 28, 2013): 740–46. http://dx.doi.org/10.3109/0142159x.2013.801944.
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Mažionienė, Asta, Vida Staniulienė, and Vitalija Gerikienė. "THE CLINICAL LEARNING ENVIRONMENT: THE ATTITUDE OF UNDERGRADUATE STUDENT NURSES TOWARDS MENTORSHIP AT HOSPITALS IN LITHUANIA." CBU International Conference Proceedings 6 (September 27, 2018): 659–66. http://dx.doi.org/10.12955/cbup.v6.1229.
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The research sought to determine the attitude of student nurses towards their clinical placement: clinical learning environment, communication with supervisor – mentor, and their satisfaction with the recently completed clinical placement. The research was performed by 283 students of the first to third study year from two Northwest regional higher education institutions for nurses in Lithuania. The students have recently completed their clinical placement at regional hospitals. A quantitative descriptive correlational design was used. The research instrument used was the paper version of the CLES (Clinical Learning Environment and Supervision) questionnaire. The research results revealed that more than half of the students were satisfied with their recently completed clinical placement. Their satisfaction was related to the study year. The student nurses were the most positive about the possibility to approach the members of staff during clinical placement and the fact that there were sufficient meaningful learning cases and situations during clinical placement. Clinical placement of the student nurses was supervised and assessed by supervisors – registered nurses (N=133) and ward managers (N=135). The student nurses assessed their personal contribution in clinical placement as good and very good. Those, who specified the highest personal contribution in their clinical placement, assessed the clinical learning environment the best. The most satisfied students were supervised individually during their clinical placements.
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Furness, Linda, Anna Tynan, and Jenny Ostini. "Words in action: Examining what clinical education placement documents contribute to thinking, acting and feeling like a health professional." Focus on Health Professional Education: A Multi-Professional Journal 21, no. 2 (July 31, 2020): 17–31. http://dx.doi.org/10.11157/fohpe.v21i2.380.
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Introduction: Clinical placements are critical for student learning and transition to practice. They help students integrate their knowledge and skills and support their development of professional identity—so they come to “think, act and feel” like a member of their profession. Students have reported that placements play a role in development of professional identity. Documents are frequently the first contact students have with the placement setting. However, there are few studies examining the impact of clinical placement documents on the development of allied health students’ professional identity. This study examines what clinical placement documents contribute to the development of professional identity through facilitating thinking, feeling and acting like a health professional.Methods: Thematic analysis of clinical education placement documents was conducted using a deductive framework based on review of literature considering how students can be supported to think, act and feel like a health professional.Results: Thirteen placement orientation documents were reviewed. Reference to factors that support “thinking” described learning opportunities to enable students to develop knowledge for practice. Reference to factors that support “acting” described graded learning that enables student contribution to service delivery and recognition as a health professional, and reference to factors that support “feeling” described workplace culture and practices supporting connectedness.Conclusions: This study identified that placement documents can contribute to allied health students thinking, acting and feeling like a health professional while on clinical placement. Academic staff and organisations reviewing clinical placement documents may wish to consider the implications identified in this study, which demonstrate how documents can include or exclude students in the workplace.
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Mahasneh, Deema, Noordeen Shoqirat, Arwa Alsaraireh, Charleen Singh, and Lee Thorpe. "From Learning on Mannequins to Practicing on Patients: Nursing Students' First-Time Experience of Clinical Placement in Jordan." SAGE Open Nursing 7 (January 2021): 237796082110042. http://dx.doi.org/10.1177/23779608211004298.
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Introduction Although clinical nursing placement is an indispensable component of student nurses' education, data on students' first clinical experiences is scarce in developing countries. Objectives The study aim is to uncover nursing students' first-time clinical placement experience and identify related influencing factors in Jordan. Methods: Focus group discussions (n=4) were used. Results The results showed that the transition from learning with mannequins to practicing on real patients in the clinical placement involved both effective learnings through hands-on practice to dealing with clinical challenges. Students perception of nursing ranged from positive comments such as “humanistic” and “nursing almost medicine” to negative images such as “nursing is all about bedside care” and “nursing has poor social status.” Conclusion Students' experience in their first clinical placement is multifaceted, and incorporation of student's perspective in the first clinical placement is a crucial component of educational planning.
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Azzam, Muhammad, Roidah Taqiyya Zahra Wathoni, Wihasto Suryaningtyas, and Muhammad Arifin Parenrengi. "Pediatric shunt revision analysis within the first year of shunt placement: A single center experience." Surgical Neurology International 12 (August 24, 2021): 419. http://dx.doi.org/10.25259/sni_283_2021.
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Background: Hydrocephalus is a common problem in neurosurgery with shunt placement remains the mainstay of the management. However, shunt placement generally requires following surgical procedures, including shunt revision. Despite the recent developments, the incidence of shunt failure remains high, approximately 30–51% in the 1st year following the shunt placement. Methods: An observational retrospective study of pediatric neurosurgery patients whom underwent CSF shunting procedure, both primary and repeated VPS, VAS, CPS, and subdural-peritoneal shunt procedures between January 2018 and May 2019. The patients were observed for 12 months for potential complication requiring shunt revision following the shunt placement. Results: A total of 142 patients underwent shunt placement. The shunt revision within 12 months was found in 26 patients (18.3%), 25 cases were VPS (96.2%) and one case was CPS (3.8%). The mean period of time between shunt placement to shunt revision was 3.96 months. Age of under 6 months old during the shunt placement showed significantly higher risk for shunt revision (RR 2.32 CI 1.13–4.74, P = 0.018). The most common diagnosis requiring shunt revision was congenital anomaly (16 cases, 61.5%). The most common cause of revision was shunt malfunction, with 21 cases (80.8%) followed by infected shunt with 5 cases (19.2%). Conclusion: The 1st year observation showed relatively high rate for shunt revision. The patient underwent shunt procedure should be regularly followed up in long period for better evaluation of the outcome. The application of shunt registry in some countries appears to be efficient and beneficial for sustainable follow-up in patients underwent shunt placement.
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Hinton, Jean. "An exploration of Operating Department Practice students' experiences of placement support during their first perioperative clinical placement." Nurse Education in Practice 16, no. 1 (January 2016): 242–50. http://dx.doi.org/10.1016/j.nepr.2015.09.005.
Full textDissertations / Theses on the topic "First clinical placement"
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Abubu, Janiere. "Experiences of first-year University of the Western Cape nursing students during first clinical placement in hospital." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5115_1363011548.
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In nursing education the clinical component comprises an important part of the students&rsquo
training. Clinical teaching and learning happens in simulated as well as real world settings. First&ndash
year students spend the first quarter of their first year developing clinical skills in the skills laboratory. In the second-term they are placed in real service settings. This study was aimed at exploring the experiences of first year nursing students of the University of the Western Cape (UWC) during their first clinical placement in the hospital. A qualitative phenomenological exploratory study design was used and a purposive sample of twelve nursing students was selected to participate in the study. The research question was &ldquo
Describe your experiences during your first placement in hospital?&rdquo
Written informed consent was given by every participant and ethical approval was obtained from the relevant UWC structures. In-depth, face-to-face interviews were conducted, audio taped and transcribed verbatim. Transcripts were coded and sub-categories, categories, and themes were extracted during the data analysis process. Trustworthiness of the data collection and data analysis processes were ensured. Many of the first year nursing students described theirexperience in hospital as being stressful. However, the first placement in hospital allowed them to work with real patients and provided them an opportunity to develop a variety of clinical skills. Even though the hospital environment was unfamiliar and the ward staff unwelcoming, the patients&rsquo
acknowledged and valued their contribution to patient care. Students tend to seek support from family members and lecturers. It is recommended that first year nursing students be prepared adequately for their first placement in hospital as well as to
provide practical and emotional support to students during their hospital placement
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Sutton, Rosanna. "A focused ethnography of radiotherapy students' learning on their first clinical placement." Thesis, Cardiff University, 2014. http://orca.cf.ac.uk/56955/.
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Building on literature from the medical and nursing field, this study focuses on radiotherapy students on their first clinical placement. Clinical education is an essential component in the process of becoming a qualified therapeutic radiographer. Yet, as this research demonstrates, students are inadequately prepared for their first clinical placement. The study explores the professional socialisation of students new to the clinical setting, identifying the challenges they face in this alien environment. It also examines students’ perceptions of the clinical pedagogy. Three methods of data collection were employed for this focussed ethnography: six weeks of non-participant observation in two hospitals, interviews with seven students, and five focus group discussions with a total of 19 clinical radiographers. The results show how student expectations changed over a short time interval. Clinical teaching was ad hoc and assessment of competence subjective. Hierarchy was revealed between radiographers and students, between students themselves and between radiographers. In trying to fit in and learn the job, students were affected by other demands on radiographers’ time, which limited the attention they received. It was also notable that Band 5 radiographers spent more time teaching than Bands 6 and 7. The radiographers were aware of limitations in their clinical teaching, but defended themselves in terms of workforce pressures and the negative impact of increased student numbers, frequent rotation and short clinical placements. In the analysis, the concept of ‘belongingness’ is used to interpret the impact that student exclusion had on professional socialisation, learning and the importance of teamwork. Foucault’s concepts of ‘governmentality’ and ‘panopticism’ are employed in understanding on how the radiographers were bound and limited by the healthcare organisation and the university’s curriculum.
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Mfombep, Gerard Epat. "ME AND MY SUPERVISORS : Nursing students clinical experiences during their first clinical placement in nursing homes-a qualitative interview study." Thesis, Linnéuniversitetet, Institutionen för hälso- och vårdvetenskap (HV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-71075.
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Nursing has come a long way to become a subject of university study. Clinical placement is a vital part of the study in preparing students for future nursing roles as providers of care to patients. The placement within nursing homes is a compulsory part of the clinical studies. Major actors in the clinical placement are supervisors. Their actions and support are determinant for the nursing student’s experiences, in learning and development of their clinical skills.
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Buchanan, Michelle. "The perceptions and experiences of nursing students attending their first clinical placement in a mental health setting." Thesis, Buchanan, Michelle (2021) The perceptions and experiences of nursing students attending their first clinical placement in a mental health setting. Masters by Research thesis, Murdoch University, 2021. https://researchrepository.murdoch.edu.au/id/eprint/64303/.
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Australian undergraduate nursing programs try to offer a broad and comprehensive approach to nursing education, with the aim in most curricula to provide a general overview of mental health nursing. Undergraduate nursing programs vary in the level of consolidation of theoretical and practical skills with programs including clinical placements in a diverse range of settings that may include mental health. Nursing students come from diverse backgrounds with differing world views, which may lead to pre-conceived views of individuals with mental illness. Potential learning opportunities within the clinical placement setting may be affected if these views are not challenged. The aim of the study was to explore the perceptions of undergraduate nursing students prior to their first clinical placement in a mental health setting and how this compares to their experience on placement.
A two-phase phenomenological approach was used, with the first phase focusing on exploring the perceptions of undergraduate nursing students (n= 14) prior to their first placement in a mental health setting. Data from an open-ended questionnaire administered one week prior to clinical placement was analysed using content analysis. The second phase focused on exploring the experiences during the placement and allowed an opportunity for reflection through individual semi-structured interviews (n=11). Interview data was analysed using thematic analysis and reviewed in relation to findings from phase one.
Participants expressed a range of emotions about their upcoming placement, including for the majority, feelings of excitement and anticipation. Underlying feelings of fearfulness were evident with nearly all participants, despite the excitement of a clinical placement opportunity. Four themes emerged during phase two ‘feeling unprepared’, ‘learning delayed by fear’, ‘time and exposure lead to engagement’ and ‘the system is broken’. These findings help us to understand the nursing students’ experiences as transformative, with key phases identified from pre-placement through the placement and into the post placement period. Based on these findings, strategies are suggested that can be implemented in each phase to prepare and support students to enhance learning within the mental health setting.
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Lyons, Megan L. "First Mothers/Birth Mothers: Social Support and Long-Term Psychological Stress and Growth." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1503403065090081.
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Janiere, Abubu. "Experiences of first-year University of the Western cape nursing students during first clinical placement in hospital." 2010. http://hdl.handle.net/11394/3176.
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Magister Curationis - MCurIn nursing education the clinical component comprises an important part of the students’ training. Clinical teaching and learning happens in simulated as well as real world settings. First–year students spend the first quarter of their first year developing clinical skills in the skills laboratory. In the second-term they are placed in real service settings. This study was aimed at exploring the experiences of first year nursing students of the University of the Western Cape (UWC) during their first clinical placement in the hospital. A qualitative phenomenological exploratory study design was used and a purposive sample of twelve nursing students was selected to participate in the study. The research question was “Describe your experiences during your first placement in hospital?” Written informed consent was given by every participant and ethical approval was obtained from the relevant UWC structures. In-depth, face-to-face interviews were conducted, audio taped and transcribed verbatim. Transcripts were coded and sub-categories, categories, and themes were extracted during the data analysis process. Trustworthiness of the data collection and data analysis processes were ensured. Many of the first year nursing students described their experience in hospital as being stressful. However, the first placement in hospital allowed them to work with real patients and provided them an opportunity to develop a variety of clinical skills. Even though the hospital environment was unfamiliar and the ward staff unwelcoming, the patients’ acknowledged and valued their contribution to patient care. Students tend to seek support from family members and lecturers. It is recommended that first year nursing students be prepared adequately for their first placement in hospital as well as to provide practical and emotional support to students during their hospital placement
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AlShahrani, Yousef Mohammed. "Factors that assist undergraduate nursing students to cope with the experience of their first clinical placement." Thesis, 2016. http://hdl.handle.net/2440/103030.
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Background: Nursing schools prepare nurses for their future career, therefore academic nursing
programs need to be well-developed and structured with both theoretical and practical
components to ensure they graduate competent nurses. Clinical placement is an essential
component in nursing education that integrates theoretical knowledge with clinical nursing
skills which cannot be gained by classroom education alone. The first clinical placement can
be an extremely stressful experience for some undergraduate nursing students which may
lead to negative consequences for students, the profession, healthcare settings or patients.
Objectives: The aim of this study was to identify factors that enable a positive experience of the
first clinical placement for first year undergraduate nursing students. This aim was achieved
by adopting three research objectives including: identifying factors from the literature that
were facilitators or barriers to first clinical placement for first year undergraduate nursing
students; identifying a framework in which to explore and discuss how first year
undergraduate nursing students coped with their experience of their first clinical placement
and identifying coping strategies first year undergraduate nursing students used to overcome
any barriers or to prevent negative experience of their first clinical placement.
Significance of the study: Results of this research will offer academics in nursing schools further insight
regarding coping strategies of nursing students in their first clinical placement, which in turn,
will assist in supporting these students to cope with the experience of their first clinical
placement, continue with their studies and enter the nursing profession.
Method: This study adopted a concurrent mixed method design and was conducted using an
online questionnaire that involved both quantitative and qualitative questions. Adaptation and
content validity was assessed by piloting the questionnaire in order to ensure that the tool was
understandable, relevant and well-designed. The study participants were all first year
undergraduate nursing students at a higher education facility in South Australia. There were
no ethical considerations or risks associated with this study.
Findings: There were fifty-eight first year nursing students of one hundred and fifty-four that
responded to the questionnaire. The majority of participants were female, aged less than
twenty years old, local students with no previous work experience as healthcare
professionals. Most participants had a level of anxiety ranging from moderately to extremely
anxious about their first clinical placement due to several reasons. These reasons included
being worried about making mistakes that could harm patients, providing direct care and
speaking to patients for the first time. Some participants were also worried about being
assessed by nursing staff and clinical lecturers, as well as inadvertently breaking the rules of
clinical placement institutions.
Factors that assisted participants to cope with their anxiety and have a positive
experience of the first clinical placement included supportive clinical lecturers and nursing
staff, co-operative patients, adequate preparation before the clinical placement, effective
communication between nursing schools and clinical institutions, and constructive feedback
from nursing staff and clinical lecturers.
Participants developed different strategies that assisted them to cope with their first
clinical placement, including talking to different people about the experience of the first clinical placement, adopting positive attitudes, asking nursing staff questions, providing help
to nursing staff and asking for help if unsure about their competence in their nursing task.
Conclusion: There are a range of strategies that can be put into place by the nursing students,
clinical lecturers and nursing staff that will enable nursing students to cope well with their
first clinical placement and to have a positive experience. The research shows that
preparation for the first clinical placement is very important for all concerned. Once on
placement, then support and encouragement by clinical lecturers and nursing staff is critical
in building the nursing students’ confidence in the new work environment. It is also essential
that nursing students are provided with opportunities to reflect and debrief with colleagues
and with friends and family about their experiences during their first clinical placement,
being mindful of patient confidentiality.
This study confirms the findings of other research of the importance of using a range
of supportive approaches for nursing students undertaking their first clinical placement to
enable them to have a positive experience that will boost their confidence as they commence
their career in nursing.Thesis (M. Nurs. Sc.) -- University of Adelaide, School of Nursing, 2016
Books on the topic "First clinical placement"
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Hanson, Annette L. Clinical and legal implications of gangs. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199360574.003.0058.
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Gangs are a fact of life in jails and prisons. The extent and impact of gang activity on a facility will depend upon the size and geographic location of the facility. Smaller jails and prisons, or facilities in rural areas, are more likely to be involved with local or regional groups, also known as street gangs, while large facilities in urban areas will be affected more by nationally known or connected gangs. One survey of Florida prisoners found that inmates who were suspected or confirmed gang members were 35% more likely to commit violent acts than non-members. In a study of 2,158 male inmates in the Arizona Department of Corrections, gang-affiliated inmates were more than twice as likely as nonaffiliated inmates to commit an assault during the first three years of confinement Since institutional management often involves restriction of privileges, placement on long-term segregation, or transfer to a control unit prison, advocacy groups and individual inmates have filed suit against these policies based on First and Eighth Amendment, religious freedom, and anti-discrimination claims. Gang validation procedures themselves have been challenged as arbitrary and inaccurate, leading to inappropriate segregation or restrictions on prisoners who have exhibited no institutional violence. Psychiatrists need to be aware of the dynamics of gang leadership, membership or involvement when working with any gang member, as that will affect their ability and interest in collaborative treatment. These issues and best practices for intervention will be presented in this chapter.
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Kahn, S. Lowell. Use of Contrast-Fortified Surgilube for Biliary Drainage in the Setting of Active Leakage. Edited by S. Lowell Kahn, Bulent Arslan, and Abdulrahman Masrani. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199986071.003.0083.
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Biliary leaks are a common clinical entity that may occur after trauma or surgery. Endoscopic retrograde cholangiopancreatography (ERCP) is the first choice of treatment for an active biliary leak. Percutaneous transhepatic cholangiography (PTC) with drain placement (external or internal/external) is increasingly employed either alone or as an adjunct to endoscopy (Rendezvous procedure) or surgery. Performance of a PTC on the nondilated system remains technically challenging and is associated with extra needle passes and significantly longer fluoroscopy times. Technical challenges arise from needle localization of a small nondilated duct and the contrast that is injected will pass through the leak rather than distending and opacifying the ducts. This chapter describes the use of contrast-fortified Surgilube for biliary opacification in the setting of an active biliary leak.
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Frerk, Christopher, and Takashi Asai. The airway in anaesthetic practice. Edited by Michel M. R. F. Struys. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199642045.003.0048.
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This chapter provides a comprehensive review of current airway management set against its historical context and likely future developments in the field. Developments in equipment design are discussed against the background of a short review of the anatomy and physiology relevant to clinical airway management. An exploration of airway devices examines progress in design from the first facemasks and early hands-free delivery systems, through to current second-generation supraglottic airways and the future of providing improved protection against aspiration. Continuing advances in tracheal tube and cuff design are set alongside developments in techniques and equipment for laryngoscopy and possibilities for supplementing capnography in confirmation of correct tube placement within the trachea. The use of newer drugs to facilitate control of airway reflexes is also discussed. The importance of using optimal evidence-based techniques in airway management is highlighted in the reduction of complications. This covers preoperative evaluation of the airway, planning a strategy, induction of anaesthesia, and establishing a clear airway through to safe termination of anaesthesia, emergence, tracheal extubation, and recovery. Techniques for dealing with complications if they arise are described. Drawing on lessons from the Fourth National Audit Project of the Royal College of Anaesthetists and the Difficult Airway Society ‘Major complications of airway management in the United Kingdom’ (NAP4) and the general literature, emphasis is placed on high-risk areas of airway management and areas where the existing knowledge base is not covered in depth in other texts.
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Clarke, Victoria, and Andrew Walsh, eds. Fundamentals of Mental Health Nursing. Oxford University Press, 2009. http://dx.doi.org/10.1093/oso/9780199547746.001.0001.
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In order to provide sound, person-centred care, mental health nursing students need a thorough understanding of theory alongside the ability to translate this knowledge into practice. It can be difficult to apply ideas from the classroom and books when learning how to work with mental health service users for the first time. That is why the theoretical aspects of this book are presented alongside realistic accounts of nursing practice. Fundamentals of Mental Health Nursing is a case-based and service user centred textbook for mental health nursing students. Designed to support students throughout their pre-registration studies, the text covers the essential knowledge required to provide high quality nursing care. Contributions from real service users and cases of fictional clients are explored in detail to provide excellent transferable skills for practice. Dedicated chapters explore fundamental nursing skills and mental health law before providing a case-based exploration of the areas and subjects that will be encountered by students in university and placement. Practice-based chapters introduce students to the needs of a diverse range of fictional clients and explain how the skills of communication, assessment, care planning and monitoring can be applied. Each chapter provides a sample care plan explaining why and how clinical decisions are made, so that students can develop their own skills and practice. The text opens with clear advice to help students succeed in their studies and concludes with a wealth of practical and thoughtful advice on becoming a professional and getting that first job. Online Resource Centre * Twenty one video clips of fictional service users demonstrate the application of theory and prepare students for real nursing practice * Quizzes, scenarios and a range of activities help students to apply their learning * Interactive glossary explains terminology and jargon * Sample CV's and self awareness exercises aid professional development
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Pitt, Matthew. Paediatric Electromyography. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198754596.001.0001.
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Paediatric Electromyography is a single-author textbook which covers the full range of applications of the techniques of nerve conduction and electromyography (EMG) in children from the neonatal period to the late teenage years. It comprises five sections. Section 1 in its first chapter, gives a detailed introduction to the different skills that are needed to effect successful interventions in paediatric EMG. The emphasis here is that paediatric EMG is not simply adult EMG applied to younger subjects. Its second chapter is an introduction to the basic physiology which is common to any practice of nerve and muscle study. The next three sections (2–4), each comprised of three chapters, are structured anatomically covering in order, nerves, muscles, and neuromuscular junctions. All follow a similar pattern with the first chapter of the section dedicated to the underlying physiology needed for interpretation of the techniques used in the investigation of that particular part of the nervous system. The second chapter gives the pathophysiological associations and the final chapter covers any aspect not covered in the previous two chapters. In section 5 the techniques needed to deal with the more unusual clinical requests, such as investigation of facial palsy, swallowing abnormalities, brachial plexus injuries, and diaphragmatic problems are brought together in a final chapter. The book is concluded with three appendices. Appendix 1 describes protocols devised to cover the differing clinical request sent to any laboratory. Appendix 2 gives a comprehensive database of normative data, often derived from e-norm methodology, and intending to cover every measure recorded. Appendix 3 is an illustrated description of electrode placements for all the common nerve studies.
Book chapters on the topic "First clinical placement"
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Stinson, Jill D., and Judith V. Becker. "Response." In Case Studies in Clinical Psychological Science, 456–58. Oxford University Press, 2013. http://dx.doi.org/10.1093/med:psych/9780199733668.003.0048.
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Tony Ward’s commentary on our case study of pedophilia and the application of empirical science to this challenging case begins by noting the empirical and theory-driven approach taken in the treatment of John Smith. Ward makes three observations upon which we would like to comment. First, John has been in treatment for a long time, as was necessitated by the multitude of his mental health and other needs, requiring intervention prior to placement in a less restrictive treatment environment. That he was in treatment for a lengthy duration and made only modest progress does not always imply treatment failure, but could be a reflection of the complexity of his psychiatric, social support, interpersonal, medical, risk management, and sex offender treatment needs....
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Steffen, Ann M., and Nika R. George. "Commentary." In Case Studies in Clinical Psychological Science, 293–96. Oxford University Press, 2013. http://dx.doi.org/10.1093/med:psych/9780199733668.003.0037.
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“Friends of a friend need help with finding a placement for their mother who is getting removed from her nursing home for aggression. Any suggestions for where they could start?” This verbatim request came to us via e-mail from a local colleague the same week that we first read the case study of Marilyn and her daughter Betty. Despite already knowing the importance of good dementia care, we are impressed with this coincidence and the urgency experienced by families in these situations. This commentary highlights some of the points made by the authors of the case study. We also hope to extend our discussion to review some of the skills needed for working with older adults in a variety of settings, with implications for empirically supported practice and professional development....
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Guthrie, J. Michael, and Vadim Gudzenko. "Effect of Early versus Late Tracheostomy Placement on Survival in Patients Receiving Mechanical Ventilation." In 50 Studies Every Intensivist Should Know, edited by Edward A. Bittner and Michael E. Hochman, 157–62. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190467654.003.0026.
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The TracMan randomized controlled trial examined mortality among patients randomized to receive early (first 4 days) versus late (after 10 days) tracheostomy. This chapter describes the basics of the study, including funding, study location, who was studied, how many patients, study design, study intervention, follow-up, endpoints, results, and criticism and limitations. It briefly reviews other relevant studies and information, discusses implications, and concludes with a relevant clinical case. The study found that early tracheostomy did not improve mortality in mechanically ventilated ICU patients. Early tracheostomy did not improve important patient outcomes such as ICU or hospital length of stay. The study also demonstrated that clinicians’ ability to predict which ICU patients will require prolonged mechanical ventilation is severely limited.
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Fyneface-Ogan, Sotonye, and Fiekabo Ogan-Hart. "Perspective Chapter: Epidural Administration - Various Advances in Techniques." In Epidural Administration - New Perspectives and Uses [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.108642.
Full textAbstract:
First described by Fidel Pages in 1921, epidural administration is a technique in which a medicine is injected into the epidural space has undergone various modifications and approaches in recent years. Epidural administration also involves the placement of a catheter into the epidural space, which may remain in place for the duration of the treatment. These advances have changed the face of clinical practice and improved the patient management. Modification to the approach of epidural administration has moved from the single-shot epidural administration to programmed injections. The use of these improved techniques has reduced complications associated with epidural administration and improved care. The administration of medication into this space has been considered as safe and effective for providing pain relief during childbirth and surgery. A review of these modes of administration will highlight the importance of each of the techniques.
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Collado-Mesa, Fernando. "Breast Implant-Associated Anaplastic Large Cell Lymphoma (BIA-ALCL): Breast Imaging Perspective." In Lymphoma [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.101084.
Full textAbstract:
Breast implant-associated anaplastic large cell lymphoma is a rare disease first described in 1997. Since then, its incidence has continued to increase. Current estimated lifetime risk in women with textured breast implants range from 1:1000 to 1:30,000. Most cases present with rapid and dramatic breast swelling resulting from peri-implant fluid collection. Palpable mass, pain, and skin lesions also occur. A high index of suspicion in patients who develop a seroma around the breast implant more than one year after implant placement is required. The combination of clinical history, physical exam findings, and appropriate imaging workup can lead to a timely and accurate diagnosis. The disease has excellent prognosis when it is diagnosed earlier, and complete surgery is performed. Radiologists, particularly those involved in breast imaging, can play an essential role in early diagnosis. This chapter presents an overview of the disease, including relevant imaging findings.
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Stefanita Mogoanta, Stelian, Stefan Paitici, and Carmen Aurelia Mogoanta. "Postoperative Follow-Up and Recovery after Abdominal Surgery." In Abdominal Surgery - A Brief Overview. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.97739.
Full textAbstract:
Postoperative patient care has several components: - surveillance, − prevention of complications associated with surgical disease or other preexisting comorbidities, − specific postoperative treatment of the surgical disease and its complications. While these distinctions are purely didactic, the postoperative care merges into an active surveillance with a higher level of standardization than it would seem at first glance. Computing, interpreting and integrating signs and symptoms with active search of proofs by lab tests or other paraclinical explorations highly depends on skills and dedication of the entire healthcare team. Those attributes gained through continuous theoretical preparation but validated by current practice bring added value, always in favor of the patients’ best interests. In this chapter, we propose to explore the main clinical and paraclinical means and tools that can improve the outcomes of surgical procedures for a faster and safer recovery. We will also discuss the need for different types of surgical bed drains placement and their management, the use of antibiotics and thrombotic event prophylaxis.
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Cordingley, Timothy, Daniel Chepurin, Ghada Younis, Islam Nassar, and David Mitchell. "Fast Track Arthroplasty Using Local Infiltration Analgesia." In Topics in Regional Anesthesia [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.99433.
Full textAbstract:
Fast track arthroplasty is a holistic approach to patients who undergo total hip and knee arthroplasty, a journey or care that begins with setting patient’s expectation, optimising medical status, using intraoperative local anaesthetic infiltra-tion, decreasing narcotics usage either in spinal or post-operative medication, discouraging usage of patient controlled analgesia or urinary catheters, encouraging day of operation mobilisation and optimising post-operative physiotherapy protocols. The use of local infiltration analgesia (LIA) is a good alternative compared to other traditional pain management techniques. The purpose of adoption of LIA technique is to provide comfort from the trauma associated with hip and knee arthroplasty particularly for the first 36 h post-operatively, during the time of high post-operative pain, to facilitate increased post-operative mobilisation and function. LIA is safe and effective to achieve good outcomes, early mobilisation and decreasing length of stay without jeopardising clinical outcomes. This chapter discusses LIA and its multimodal approach to analgesia, regional anaesthesia and early mobilisation that improves overall patient experience and satisfaction. The chapter discusses LIA techniques, wound catheter placement, and postoperative protocol to achieve fast track hip and knee arthroplasty.
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Price, Susanna, and Jean-Luc Canivet. "Echocardiography for advanced extracorporeal support." In The ESC Textbook of Cardiovascular Imaging, 432–42. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780198703341.003.0032.
Full textAbstract:
Extracorporeal circuits are increasingly used to support critically ill patients with severe cardiac and/or respiratory failure. They may be used as a bridge to recovery, transplantation, decision for further intervention, or, in a very few patients with cardiac failure, as destination therapy. Although echocardiography for extracorporeal support is highly specialist, certain key principles apply. First, extracorporeal support is not a treatment per se, but rather a supportive therapy whilst awaiting resolution of the underlying pathological process. Thus echocardiography has a vital role in excluding any potentially treatable underlying cause for cardiorespiratory failure. Second, echocardiography is required to determine the requirement for right and/or left ventricular support, the level of support required, and assessing the ability of the right and left ventricles to support the extracorporeal circuit. This demands that the practitioner understands the different types of circuit, and the load that each will place on the heart. Third, echocardiography is mandatory to exclude cardiovascular contraindications to initiation of support. Echocardiography subsequently has a vital role in its successful implementation, including confirming/guiding correct cannula placement, ensuring the goals of support are met, detecting complications, and assessing tolerance to assistance. Finally, in patients requiring extracorporeal cardiac support, various echocardiographic parameters have been proposed to be used in conjunction with clinical and haemodynamic assessment in order to attempt to predict those patients who can be successfully weaned.
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Price, Susanna, and Alessia Gambaro. "Echocardiography evaluation in extracorporeal support." In The ESC Textbook of Cardiovascular Imaging, edited by José Luis Zamorano, Jeroen J. Bax, Juhani Knuuti, Patrizio Lancellotti, Fausto J. Pinto, Bogdan A. Popescu, and Udo Sechtem, 599–612. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198849353.003.0041.
Full textAbstract:
Extracorporeal circuits are increasingly used to support critically ill patients with severe cardiac and/or respiratory failure. They may be used as a bridge to recovery, transplantation, decision for further intervention, or as destination therapy. When undertaking echocardiography for extracorporeal support, certain key principles apply. First, as extracorporeal support is not a treatment per se, but rather a supportive therapy while awaiting resolution of the underlying pathological process echocardiography has a vital role in diagnosing/excluding any potentially treatable underlying cause for cardiorespiratory failure. Second, echocardiography is required to determine the requirement for right and/or left ventricular support, the level of support required, and assessing the ability of the right and left ventricles to support the extracorporeal circuit. This demands that the practitioner understands the different types of circuit, and the load that each will place on the heart. Third, echocardiography is mandatory to exclude cardiovascular contraindications to initiation of support. Echocardiography subsequently has a vital role in its successful implementation, including confirming/guiding correct cannula placement, ensuring the goals of support are met, detecting complications, and assessing tolerance to assistance. Finally, in patients requiring extracorporeal cardiac support, various echocardiographic parameters have been proposed to be used in conjunction with clinical and haemodynamic assessment in order to attempt to predict those patients who can be successfully weaned.
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O’Connell, Maria J., and Robert A. Rosenheck. "Supported Housing." In Homelessness Among U.S. Veterans, 77–108. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190695132.003.0005.
Full textAbstract:
Supported housing, providing both financial housing subsidies and case management support, is widely recognized as the most effective approach to ending homelessness for individuals with psychiatric and/or addictive disorders. The joint US Department of Housing and Urban Development–Veterans Affairs Supportive Housing (HUD-VASH) program is the largest and perhaps longest running supportive housing initiative for any group of homeless persons, worldwide. Since its inception in 1992, HUD-VASH has assisted more than 146,000 Veterans, most of whom have successfully exited from homelessness, and currently serves more than 80,000 Veterans nationwide each year. Guided by principles such as rapid placement into housing, no prerequisites for abstinence for entering housing, and minimal requirements for engagement in clinical care, HUD-VASH stands apart from traditional homeless service programs. Research over the past 25 years, including the first and one of few experimental cost-effectiveness studies of supportive housing, and an extensive series of longitudinal studies have documented the benefits of this program in reducing homelessness as well in leading to greater social connectedness, higher quality of life, and reduced alcohol and drug use. In recent years, HUD-VASH researchers have been exploring ways to modify, augment, or adapt the program to better meet the needs of Veterans through the use of peers, telehealth, and group support. Official VA documents suggest that HUD-VASH has played a major role in the nationwide reduction in the number of homeless Veterans in recent years.
Conference papers on the topic "First clinical placement"
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Judy, Brendan F., A. Daniel Davidar, Andrew Hersh, Carly Weber-Levine, Amanda N. Sacino, Brian Y. Hwang, Tej D. Azad, et al. "Robotic cervical fixation and sEEG depth electrode placement – pushing the boundaries." In The Hamlyn Symposium on Medical Robotics: "MedTech Reimagined". The Hamlyn Centre, Imperial College London London, UK, 2022. http://dx.doi.org/10.31256/hsmr2022.79.
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The ExcelsiusGPS (Globus Medical, Inc., Audubon, PA) robot received clearance from the United States Food and Drug Administration for clinical use in 2017 with the first in human use for lumbar spine instrumentation at Johns Hopkins Hospital the same year. The applications of the robot soon expanded with the first interbody cage placement in 2020 and first deep brain stimulation performed in 2021. A metanalysis by Kosmopoulos et al1 found that of 37,337 pedicle screws implanted by freehand, 34,107 (91.3%) were found to be placed accurately. Furthermore, there was a higher rate of accuracy in the navigation group (95.2%) compared to without navigation (90.3%). Initial studies with the ExcelsiusGPS robot reported successful lumbar pedicle screw placement rate of 97.4% (339/348)2 and 99% (555/562).3 The ExcelsiusGPS robot has been shown to increase screw placement accuracy enabling utilization of longer screw length and diameters, reduce radiation exposure and surgical time.4 While conventional uses of the robot in spine surgery are pedicle screw placement and sacroiliac fusion, newer navigated interbody placement software hopes to minimize spinal cord injury during interbody placement. Current use in cranial surgery include biopsy, deep brain stimulation, and stereoelectroencephalography (sEEG). High cervical fixation involving C1 and C2 is a complex surgery with potentially severe complications including screw malposition causing damage to neural and/or vascular structures. In a study evaluating the accuracy of free-hand technique of C2 pars screw placement, 11% of screws were mispositioned using the cortical-breach grading system5. Among high cervical transarticular screws, the most common complication included screw misposition at 7% while vertebral artery injury occurred in about 3% of patients6. It was noted that anatomic constraints for this procedure involve alignment of C1 and C2 while inadequate reduction of C1 and C2 contributed to screw misposition. Due to these complications, higher accuracy is needed. Common complications of depth electrode placement for sEEG are hemorrhage related (eg: subdural hematoma, epidural hematoma or intracerebral hemorrhage) and hardware related complications such as malpositioning, electrode fracture, or electrode-recording malfunction7. Robotic navigation aims to reduce these events and increase accuracy. Here we report the first case series of high cervical fixation and sEEG depth electrode placement using the ExcelsiusGPS robot.
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Osorio, Andres F., Alain J. Kassab, Eduardo A. Divo, I. Ricardo Argueta-Morales, and William M. DeCampli. "Computational Fluid Dynamics Analysis of Surgical Adjustment of Ventricular Assist Device Implantation to Minimize Stroke Risk." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12813.
Full textAbstract:
Presently, mechanical support is the most promising alternative to cardiac transplantation. Ventricular Assist Devices (VADs) were originally used to provide mechanical circulatory support in patients waiting planned heart transplantation (“bridge-to-transplantation” therapy). The success of short-term bridge devices led to clinical trials evaluating the clinical suitability of long-term support (“destination” therapy) with left ventricular assist devices (LVADs). The first larger-scale, randomized trial that tested long-term support with a LVAD reported a 44% reduction in the risk of stroke or death in patients with a LVAD. In spite of the success of LVADs as bridge-to-transplantation and long-term support. Patients carrying these devices are still at risk of several adverse events. The most devastating complication is caused by embolization of thrombi formed within the LVAD or inside the heart into the brain. Prevention of thrombi formation is attempted through anticoagulation management and by improving LVADs design; however there is still significant occurrence of thromboembolic events in patients. Investigators have reported that the incidence of thromboembolic cerebral events ranges from 14% to 47% over a period of 6–12 months. An alternative method to reduce the incidence of cerebral embolization has been proposed by one of the co-authors, namely William DeCampli M.D., Ph.D. The hypothesis is that it is possible to minimize the number of thrombi flowing into the carotid arteries by an optimal placement of the LVAD outflow conduit, and/or the addition of aortic bypass connecting the ascending aorta (AO) and the innominate artery (IA), or left carotid artery (LCA). This paper presents the computational fluid dynamics (CFD) analysis of the aortic arch hemodynamics using a representative geometry of the human aortic arch and an alternative aortic bypass. The alternative aortic bypass is intended to reduce thrombi flow incidence into the carotid arteries in patients with LVAD implants with the aim to reduce thromboembolisms. In order to study the trajectory of the thrombi within the aortic arch, a Lagrangian particle-tracking model is coupled to the CFD model. Results are presented in the form of percentage of thrombi flowing to the carotid arteries as a function of LVAD conduit placement and aortic bypass implantation, revealing promising improvement.
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Ma, Ding, Jianping Xiang, Adnan Siddiqui, Sabareesh Natarajan, and Hui Meng. "Finite Element Study of Conformity of Flow Diverter With Intracranial Aneurysmal Vasculatures." In ASME 2011 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2011. http://dx.doi.org/10.1115/sbc2011-53772.
Full textAbstract:
Endovascular stents in the last decade have been extensively used in intracranial aneurysm (IA) management. Stenting procedure is normally performed with the placement of spring coils inside the aneurysm, where stent will serve as a mechanical scaffold to help anchor the packed coils. Although coiling holds relatively lower morbidity and mortality rate than traditional treatment, its applications to wide-necked IAs, IAs with large fusiform shapes, and thin-walled IAs are still problematic due to the difficulty of securing the coils in the first two scenarios and the vascular susceptibility to coil damage in the last situation. Recent flow diverter concept however offers a potential alternative to address these challenging cases with only stent (flow diverter) being implanted. A flow diverter stent usually has relatively high metal surface coverage rate (∼80%) so that it can significantly divert blood flow from going inside the aneurysm, causing the decreased flow in IA and subsequently the thrombogenic cascade in favor of occluding the lesion. Meanwhile, a new flow conduit across IA orifice is expected to form based on endothelial cell re-pavement on the inner surface of the stent. It is thus of academic and clinical importance to further examine the mechanisms involved with flow diverter to better understand the procedure and improve the treatment outcome. Since the straightening of vessel by stent and incomplete apposition between stent filaments and arterial wall could both induce complications, current study applies a developed finite element method (FEM) workflow to evaluate the conformity of a CoCr alloy flow diverter (Pipeline™ Embolization Device as PED by ev3, MN, USA) to patient specific IA geometries.