NRSG139: NMBA Registered Nurse Standards for Practice- Gibbs Framework- Nursing Essay NRSG139: NMBA Registered Nurse Standards for Practice- Gibbs Framework- Nursing Essay Task: Watch the video vignette demonstrating TPR assessment (NRSG139 LEO, Assessments tile). Select one of the following NMBA Registered Nurse Standards for Practice (2016) from the Nursing Competency Assessment Schedule (NCAS) document: a) Standard 2: Engages in therapeutic and professional relationships OR b) Standard 4: Comprehensively conducts assessments. Using Gibbs Cycle of Reflection [refer below] as a structured framework, reflect on the challenges that exist in completing objective and accurate clinical assessment, and what this will mean for you as a student on clinical placement next semester. The relevant NCAS Standard (Standard 2 or Standard 4) must be referred to throughout your reflection. Upload your reflection as a MS Word document via the Turnitin link in the NRSG139 LEO Assessment tile. Keep an electronic copy of your reflection to add to your personal professional portfolio. ORDER YOUR PROFESSIONAL PAPER HERE Task: Watch the video vignette demonstrating TPR assessment (NRSG139 LEO, Assessments tile). Select one of the following NMBA Registered Nurse Standards for Practice (2016) from the Nursing Competency Assessment Schedule (NCAS) document: a) Standard 2: Engages in therapeutic and professional relationships OR b) Standard 4: Comprehensively conducts assessments. Using Gibbs Cycle of Reflection [refer below] as a structured framework, reflect on the challenges that exist in completing objective and accurate clinical assessment, and what this will mean for you as a student on clinical placement next semester. The relevant NCAS Standard (Standard 2 or Standard 4) must be referred to throughout your reflection. Upload your reflection as a MS Word document via the Turnitin link in the NRSG139 LEO Assessment tile. Keep an electronic copy of your reflection to add to your personal professional portfolio. 

ADDITIONAL INFORMATION;

Discuss challenges that exist in completing objective and accurate clinical assessment

Introduction

The clinical assessment of the patient is an important part of the health care system, but it can be challenging to complete. This article will explore some of the challenges that exist in completing objective and accurate clinical assessments through personal experience and socialization.

Standpoint theory helps us understand how personal experiences and socialization influence our perceptions.

Socialization is the process of learning to act and think like others, which we do through interactions with the people around us. These interactions include formal teaching (such as school), informal teaching (such as friends or family), socializing through media and entertainment, and other everyday experiences.

Standpoint theory describes how socialization affects our perceptions. It explains that we have different points of view based on our personal experiences; for example, if you grew up in an impoverished neighborhood where your family didn’t have enough food to eat, then you may have been taught at home not to waste anything when there was food on hand. This would mean that when someone says “I’m hungry” without knowing what happened before their statement was made (e.g., “I just finished dinner”), it sounds like something else entirely: “You’re wasting my money!” Standpoint theory helps us understand what we see and hear so that we can better understand why people think differently from us and why they might feel judged by those who don’t share their situation(s).

Attitudes and beliefs are subjective but can be objective.

The social environment can influence how we perceive things. For example, if you are in a group of people who all believe that a certain type of behavior is acceptable, that belief will be reinforced.

The socialization process involves learning about the world through interactions with others and by observing the actions of those around us. This process often leads us to learn stereotypes and norms based on our own personal experiences as well as those around us.

In order for someone’s attitude or belief system to be objective (i.e., consistent across time), it must also be accurate because there are many ways in which attitudes and beliefs can change over time—including through experience with other people or situations outside one’s control (i.e., situational factors).

Values are deeply held beliefs, but they can change over time.

Values are deeply held beliefs, but they can change over time.

Values are often used to guide decision making, practice and professional development. They can also be used to help guide clinical assessment when assessing the patient’s beliefs about health and their understanding of the individual’s values (i.e., self-perceptions).

Values are often used to guide decision making, practice and professional development. They can also be used to help guide clinical assessment when assessing the patient’s beliefs about health and their understanding of the individual’s values (i.e., self-perceptions).

People with varying lived experience may use different terms to describe themselves and the ways their bodies or minds work.

People with varying lived experience may use different terms to describe themselves and the ways their bodies or minds work. People who have experienced trauma, for example, may use the term “trauma” as a way of describing their lived experience; someone else might more recently come from a background where they were never taught about trauma and thus are unsure what they can call it. In addition, some people may feel that calling an event an event is too limiting because it implies that there was only one thing happening at one time (like an earthquake). Instead, they may say “I felt really anxious when I was walking home from class today” or “I felt upset when my friend said she didn’t want me at her birthday party this weekend.” When describing these experiences on surveys such as ours we need to use language that allows us access into these experiences in order for them not seem like abstract concepts but instead more like tangible experiences with concrete results

Barriers to giving a participant the opportunity to provide feedback on an interview or assessment include not asking for feedback or knowing how to ask for feedback.

Barriers to giving a participant the opportunity to provide feedback on an interview or assessment include not asking for feedback or knowing how to ask for feedback. For example, if you are conducting an assessment and ask your participants how they would rate their experience with the process, but never give them an opportunity to answer this question before submitting it to others in your organization for review and approval, you may find that the majority of participants do not feel comfortable providing honest answers about their experiences with the procedure.

In addition, if you do not know how to interpret responses from individuals who provided qualitative information during interviews or assessments (e.g., “I felt pressured by my supervisor”), then these comments could be misinterpreted as negative behaviors rather than true indicators of problems within your organization’s culture which need fixing immediately before any real damage happens!

Positive self-talk is important to keep yourself motivated when you’re learning something new.

One of the most important things you can do to stay focused on your task is to have positive self-talk. Positive self-talk can help you stay motivated, maintain a positive attitude, and maintain focus on the task at hand. It’s also important for being confident in yourself as an individual who is learning something new or trying something new for the first time!

If you’re having trouble keeping yourself motivated when learning something new then try saying these phrases out loud: “I’m going to conquer this!” “I’m going too!” “It will be easy!” If these words aren’t working then try substituting them with other phrases like “I can do this,” etcetera…

A professional practice framework is a guide that identifies what you should know and be able to do in your role as a health care practitioner.

A professional practice framework is a guide that identifies what you should know and be able to do in your role as a health care practitioner. It helps ensure that your assessments are accurate, consistent, and reflect best practice.

A professional practice framework can also help ensure that all members of the team are working together toward achieving common goals for their patients.

Clinical assessments can be more accurate if you engage in positive self talk, ask for feedback from patients, take account of individual lived experience, and use a practice framework.

• Engage in positive self talk.

• Ask for feedback from patients.

• Take account of individual lived experience and incorporate this into your practice framework.

Conclusion

The next time you are in a clinical setting and are faced with an assessment, remember the following:

• It is important to ask for feedback from patients.

• The lived experience of people who receive care can influence how they respond to clinical assessments.

• If you want to know if something is accurate or not, use a practice framework. This will give you an objective assessment of what has gone on during the patient’s experience in terms of pain management, social support systems etc…