Clinical Placement and Authentic Learning - Clinical Placement Reflection

Zoe M.

Order the writing of a tailor-made Medical care & personal assistance Case study

Free quote online

Case study Format .docx

Clinical Placement and Authentic Learning - Clinical Placement Reflection

Download

Read an extract

Themes

Clinical placement, healthcare, clinical decision-making, clinical practice, care pathway, professional care, clinical skills

Reader
Abstract
Contents
Extract

Abstract

During a shift, the crew of 191 was dispatched to assist police with a transport for psychiatric evaluation. Upon arrival, a handover was delivered by an attending detective, where it was learned that the patient had overdosed on prescription medication to suicide. The crew of 191 was divided to limit scene time. The EMT retrieved the stretcher and manual handling equipment. The paramedic and student entered the patient's house, where the medic liaised with firefighters and police for further handover to provide to hospital staff. The student completed a primary survey and began to prepare the environment for patient extraction. The EMT returned with the equipment and worked with firefighters to quickly remove the patient from their home. The medic completed documentation with police whilst the student researched the prescriptions involved. From this, the crew could confirm that the drug involved was a tricyclic antidepressant. Due to this, treatment could be tailored to unique patient presentation.

Gibbs Reflective Cycle
1. Description
2. Feelings
3. Evaluation
4. Summary
Action Plan

Get this table of contents for free after login.

Extract

[...] It highlighted the importance of adaptability and teamwork within healthcare. It allowed the student to work as part of that team effectively and use clinical skills under pressure. Whilst there were various feelings throughout the case, the overall outcome created a sense of satisfaction and signified a growth point for the student. This scenario allows for cognitive preparedness for future work; an area of importance in healthcare (Perona, et al., 2019). Whilst recognising their part in the team, the student needs a more comprehensive understanding of the clinical guidelines and medications available for their scope. [...]

[...] Paramedic judgement, decision-making and cognitive processing: a review of the literature. Australasian Journal of Paramedicine, 16(16). https://doi.org/10.33151/ajp.16.586 Pietkiewicz, I. J., Roksana Duszkiewicz, & Rados?aw Tomalski. (2023). Feelings of detachment during rescue incidents: Qualitative analysis of depersonalisation and derealisation in paramedics. European Journal of Trauma & Dissociation, 7(2), 100329-100329. https://doi.org/10.1016/j.ejtd.2023.100329 Reid, D., Street, K., Beatty, S., Vencatachellum, S., & Mills, B. (2019). Preparedness of graduate paramedics for practice: a comparison of Australian and United Kingdom education pathways. Australasian Journal of Paramedicine, 16. https://doi.org/10.33151/ajp.16.666 Schrader, M., & Urits, I. [...]

[...] After the patient was transferred to the hospital, the feelings were rather positive. This included pride both in individual performance in clinical skills and communication and in the crew's overall performance. There was also a sense of satisfaction about being able to meet the demands of the call and being able to see the results of providing care in a high-acuity setting. C. Evaluation This call showed the ability to work as a team and be able to take initiative within individual tasks. [...]

[...] Feelings At the beginning of the call, there were predominant feelings of confidence. This stemmed from previous experience with the reported call type and a familiarity with the company's policies and expectations of the student in this situation. On scene, when handover related to the change in call type feelings changed to a mixture of confusion and stress. The confusion was created through the rapid change in call type, lack of knowledge about relevant policy and procedure and what was to be expected from the student. [...]

[...] Revision throughout future placement will be undertaken to assess the validity of the self-directed learning and adjustments implemented where necessary. It is noted that organisational operations are one of the biggest learning challenges facing new graduates as they progress into the professional field (Reid, et al., 2019). This knowledge is somewhat unique to each service and therefore requires independent research on the part of the student to understand the operations of the service they are studying with or hope to work for. [...]

docx