Surgical Trauma Unit for Bega Valley Hospital- myassignmenthelp

Question: Discuss about theSurgical Trauma Unit for Bega Valley Private Hospital. Answer: Healthcare providers have many models of reflection to choose from (Maas, Stocchetti and Bullock, 2008, pp. 728). My most preferable model of reflection is Gibbs reflective model. It promotes proactive thinking and development which in turn promotes autonomous clinical practice (Ekebergh, 2007, pp. 332). I have always been an autonomous thinker and anything that makes my work easier. Classroom instruction and lectures alone may not foster autonomous, and professionalism in healthcare practice (Finlay, 2008, pp. 15-57; Maas, Stocchetti and Bullock, 2008, pp. 728); however, with some experience (through internships), feedbacks and utilization of the Gibbs reflective model, students can gain superior reflective abilities vital in dispensing impeccable healthcare services. To complete one of my elective units, I was designated a one-month placement in the Trauma Unit at Bega Valley Private Hospital. This facility is among the busiest and largest medical providers in Australia. It is also famous for using up-to-date technologies (McCarthy and Murphy (2008, pp. 307-309 Maas, Stocchetti and Bullock, 2008, pp. 728). It is well equipped to offer emergency healthcare services for traumatic injury patients. The facility provided an incredible opportunity for me to put into test Gibbs reflective model teachings on autonomous thinking in healthcare practice. Before I embarked in piecing together this management journal, I started making small but meaningful entries with dates and corresponding observations. These observations were accompanied by my thoughts regarding the issues at hand and how they related to various other incidences taking place at Bega Valley Private Hospital. I then revisited each observation twice at later dates during which I made addition notes after reading materials with similar information. To make sense of the situation, I read my notes alongside Gibbs reflective model as described by Wilding (2008, pp. 34-7) and Maas, Stocchetti and Bullock (2008, pp. 728). March 2017 During the second half of placement period, I began to reflect on the goals. In the course of contemplating on this essential know-how within my medical education, I purpose to pinpoint the themes that made it possible for me to gain the right skill sets, both in the professionally and individual fronts and offer further descriptions how this understanding will guide my future practice as a healthcare practitioner. I am intent to illustrate the experience that gained during my day to day endeavors as a healthcare provider in the Trauma department as encouraged by Bulman and Schutz, eds. (2013, pp. 27-30). Further descriptions will be provided to offer insight into the nurses in the Trauma team in Bega Valley Private Hospital and other facilities with similar capacities with regards to collaboration with other departments as guided by Torsvik and Hedlund (2008, pp. 389). I make considerations with regards influence that culture and political environments pose on the delivery of healthcare services in Australia, predominantly in regions where this is explicitly distinct from what I have witnessed in the USA. In addition, I will investigate how my personal interpretations on moral issues concerning the management of patients were put to the test in the course of the entire placement period and my ability to obtain a more profound comprehension of these issues by interacting with my peers and seniors. The reflective approach has opted to use anchored on Gibbs reflective model. The reflective cycle constitutes four steps and entails recounting an experience, ruminating on happening observed, hypothesizing the experience while using both current knowledge and more inquiry, and ultimately deliberating how the knowledge I have obtained can be put into use in future practice (Staun, Bergstrm and Wadensten, 2010, pp. 635 Maas, Stocchetti and Bullock, 2008, pp. 728). There is a rationale as to why I have used Gibbs reflective model as the suitable approach for pondering on and learning from gained skills during placement. Candid insights can be gained from an article authored by Sawatzky et al. in 2009 titled Teaching excellence in nursing education: a caring framework.' The book was authored by Sawatzky in collaboration with team of professionals and published in the Journal of Professional Nursing. The authors elucidate that the Gibbs reflective model on which his model is anchored, experience blossoms from the blend of gripping and transforming knowledge. In applying this to my placement experience, the statement accentuates both on the significance of acquiring knowledge by observing and partaking as well as through analyzing such experiences into progress skills to be harnessed during my future medical practice (Sawatzky et al., 2009, pp. 260 Maas, Stocchetti and Bullock, 2008, pp. 728). Reviews Just like in many areas of nursing practice, constant assessment of trauma care is vital to characterize areas in need of improvement and develop stratagems for effecting mandatory amendments (Moon, 2013, pp. 120; Chong, 2009, pp. 111). Following the institution of a country-wide trauma system in Australia, a lot of modifications have been made to advance healthcare services and minimalize death in trauma patients (Gimenez, 2008, pp. 520). Great efforts have gone to lessening of trauma deaths in Australia in the last ten years (Dawley, Loch and Bindrich, 2007, pp. 61-65 Timmins and Dunne, 2009, pp. 331 McPeake, 2012, pp. 855). The 2013 National surveys conducted by the Australian National Center for Trauma and Emergency Medicine Research recaps the answers of the ITR in the last decade (Ixer, 2009, pp. 513). It reveals that more in the course of this timeframe; nearly half of all trauma victims in Australia was because of fall related injuries, one-quarter as a result of road traffic injuries, about 6% through violent crimes, while the remaining 4% had injuries related to burns (Dub and Ducharme, 2015, pp. 91). The report focuses on the extent of provision of trauma healthcare in Australia, affirming that one every three individuals will be hospitalized as a result of injury while one in thirty will be receive treatment for severe injury at least once in a life time (Maas, Stocchetti and Bullock, 2008, pp. 728). It notes further that over the last decade, statistics indicate considerable decline of 20% in deaths related to severely and gravely injure (Torsvik and Hedlund, 2008, pp.390). This assignment also ascribes this degeneration principally to the effectiveness of the Australian trauma procedure and those developments made early this decade (Maas, Stocchetti and Bullock, 2008, pp. 728). Case Study On my second week working as a member of the Trauma team, a male patient aged twenty-three was admitted. He had a tear in his axillary artery and a fracture on his humerus due to a collision involving motor vehicles. He was one of a Palestinian group of men originating from Bankwest working illegally in Australia. For this reason, they were being pursued by law officers when the collision occurred. Despite being an illegal immigrant, he was given proper medical care and treatment as soon as he was admitted to the hospital. My supervising consult raised some concerns after visiting the Palestinian patient who had been admitted to the Trauma teams ward. He normally performs round check of patients to gauge their progress and recovery after surgery. The supervisor claimed that the patient might not obtain maximum health care and follow-up after his release from the Australian Hospital. He claimed that, despite the fact that all patients are entitled to emergency care in the hospital, this particular Palestinian immigrant is not supposed to get any non-emergency medical treatment in Australia Healthcare Institutions since he is among a group of people who do not pay for the Australia Health Insurance. To address this challenge, my supervisor claimed that the patient ought to obtain required permission that will enable him to re-enter the Australia territory to receive a follow-up healthcare by the Australia hospital. However, the patient could also be able to receive further treatments form Palestinian hea lth institutions though they are less advanced compared to the health services in Australia. Due to my curiosity, I decided to do research that evening to understand how an individual is entitled to treatment as far as the Australia healthcare system is concerned. In my study, I found out that every Australia resident is entitled to a healthcare insurance by the National Health Insurance Law, through a mandatory payment of monthly subscriptions made by individuals who have eighteen years and above. These payments are made to the National Insurance Institute (Torsvik and Hedlund, 2008, pp. 390 Maas, Stocchetti and Bullock, 2008, pp. 729). Additionally, each resident must be a registered member by one of the Nations four Health Maintenance Organizations that offer similar standardized health baskets concerning the law. My analysis of this case opened my eyes and enabled me to appreciate the importance of being political impartial as a healthcare professional. The impartiality will help to keep political matters at bay when serving the patients as recommended by Torsvik and Hedlund (2008, pp. 390). Despite the fact that politics have an impact on these professionals as well as the lives of their patients, it is important for a doctor or any other healthcare practitioner to provide the best health care to all patients irrespective of their circumstances, political or any other. My time working in the Trauma department made me identify and learn from many critical decisions that doctors and other healthcare officials ought to make daily regarding their patients. Moreover, I became aware of possible ethical, medical and legal consequences that can arise due to such decisions. Normally, there exists no clear nor a correct solution as far as the management of a patients health is concerned, in many cases, the doctor ought to make a decision based on the best interests of the patient and their knowledge, and according to the existing law. In another instance, the Trauma team had to make such decisions in assistance of senior doctors who were specialized in the Cardiac Intensive Care Unit. A decision had to be made regarding the stabilization of the cervical spine of a male patient aged nineteen seriously injured in an accident. When the patient was previously admitted to the hospital, his neck was restrained using a collar due to a possibility of a significant injury of the cervical spine. Additionally, a CT scan was carried out the way it is usually done in many trauma cases as a first-line imaging method (Maas, Stocchetti and Bullock, 2008, pp. 7231). The first CT scan never showed any signs of spinal cord injury. However, the immobilization collar of the cervical spine was left intact until further steps are taken to ascertain the absence of spinal cord damage. Through further consultation with the doctors, I was made aware that the collar is not removed until an MRI scan has been conducted on the patient to accurately assess possible soft tissue disruptions as well as those of neural elements of the spine. I also learned that another option is for the patient to be conscious to be able to communicate to the doctors if there was numbness or any pain that could be the cause for concern. After about three weeks of admission, it was evident that none of the reassuring measures was ever going to be a possibly realistic. The patient remained in a critical condition, unconscious and connected to several medical machines that were working together to keep him alive. According to analysis, the risk of moving the injured patient to the MRI scanner could be catastrophic and far much worse than the potential benefits (Maas, Stocchetti and Bullock, 2008, pp. 729). Nevertheless, the patient had started developing a far-reaching ulceration of his chin an d upper neck as result of an uninterrupted pressure of the cervical spine collar on his skin. The concerned team made me aware of the devastating dilemma that they were locked into. They had an option of removing the cervical spine collar and risked intensifying any damage that could have occurred on the spinal cord, or they could decide to leave the cervical spine collar unaltered that could, in turn, continue to cause adverse necrosis and ulceration of the patients skin. Two Trauma team consultants together with a consultant of the Cardiac Intensive Care Unit were debating on possible potential harms and expected benefits that surround the possibilities that they faced. In a unanimous decision, they claimed that it was in the best interests of the patient to remove the cervical spine collar. This situation made realize the importance of collaboration among healthcare professionals especially those who are directly involved in a patients care. The collaboration makes it possible to deduce the best decision when faced with dilemmas about their treatments (Maas, Stocchetti and Bullock, 2008, pp. 729). It makes it possible for a majority decision to be reached that is in the best interest of the patients compared to a decision made by one individual that can lead to the fate of a patient. By considering how the doctors managed this case, I learned of the legal considerations that ought to be looked into before and after making such a decision concerning a patients care. When such decisions are made, it is important that an accurate record is kept concerning the reasons that made the doctors decide to remove the cervical spine collar. The report also must justify how the doctors believed that such a decision was in the best interests of the patient. Additionally, documentation on the details of the personnel who made the decision must be kept. In this case, it was essential to explain that the decision made by the doctors was not made due to negligence but through a thorough analysis and consideration of the best patient management options (Maas, Stocchetti and Bullock, 2008, pp. 729). This documentation was to be used in the future if there is any legal investigation or query to explain why such a decision was made. It could be used to justify the decision of the doct ors as far as the patients health is concerned. When I decided to for my elective placement in Australia, I was far much aware that key obstacle that could affect my leaning would be the language used. I speak not more than a few words of Hebrew, a language that most hospital staff uses. Despite the fact that the hospital staff was happy to share in English, it was not enough since they spoke in Hebrew when addressing each other most of the time. Fortunately, my supervising consultant and Trauma department director was fluent in English. He kept updating me on what was being discussed and what was happening all time. In spite of being unable to understand the conversations between the doctors, patients and their relatives, I was still able to learn the skills that were used when communicating with the patients. All through my placement period in the Trauma department, I have unilaterally learned that the discussions that are done between the doctors and the relatives of the patients involve the breaking distressing and very serious news concerning the health of the patient. One incident that stood out during my placement there was a certain conversation between the consultant of the Trauma team and the parents of the male patient aged eighteen who had suffered several critical injuries when the car he was driving overturned (Maas, Stocchetti and Bullock, 2008, pp. 730). Beforehand, the consultant confided in me that he would be informing the patients parents that the surgery was performed successfully, however, their son remained in a critical condition with little probability of recovery and sur vival. Being aware of my inability to understand most conversations, I drew my attention vividly to the non-verbal communication methods used by the doctor that comprises of body language, tonal variations, and facial expressions. The doctor used to speak kindly and calmly to the patients parents. He also leaned towards them throughout and at times paused to allow the parents to absorb the message and to ask questions if need be. Despite many patients relatives waiting to hear the news, the consultant only took the patients parent into a private room for the discussion. This was better than breaking the devastating message to such a crowd in the hospital corridor. In the entire course of my medical training, I have always deliberated how problematic it can be a nurse to choose the correct words to give bad news to patients as well as their kin. Nonetheless, observing this discussion made me aware quite openly in the manner in which things are said that can be just as vital as the words use d. In the conversation, I notice that emphasis on the need of finding a quiet, secluded place to carry out such a discussion with a patients kin and friends in so that they feel as relaxed and calm as achievable (Bowyer et al., 2010, pp. 462). I am yet to be in a state of having to break bad news such clientele myself, but I believe I am poised enough to conduct having learned a considerable deal during the placement period about the imperative qualities that I would have to take into consideration before the time comes. In similar circumstances that are bound to occur throughout my future nursing career, I will purpose to a similar an equal level of compassion, serenity, and professionalism to that I witnesses among the consulting Trauma team in the occasion discussed. Conclusions My one-month placement in an Australia Trauma Department was valuable in the development of my expert skills as well as my perception of a wide array of legal and moral concerns associated with the practice of nursing. I am confident that the incident has equipped me any possible, demanding circumstances concerning patient management that I will come across in my work as a nursing practitioner. I also learned some essential abilities for handling such situations. I am certain that the skills I have obtained related to nursing services needed in a hospital Trauma team as well as therapy of trauma injuries. These skills are very vital in my future academic undertaking as well as clinical duties. I was exceedingly fortunate to be engaged by the facility and to belong in such as wonderful medical team that was excited to tutor me and responds all of my inquiries during sessions. I extend my gratitude to this incredible enlightening prospect as look forward the skills gained to work. With this in mind, I walk tall towards the future of my nursing career knowing that I will deliver my absolute best in healthcare delivery. References Bowyer, M.W., Hanson, J.L., Pimentel, E.A., Flanagan, A.K., Rawn, L.M., Rizzo, A.G., Ritter, E.M. and Lopreiato, J.O., 2010. Teaching breaking bad news using mixed reality simulation.Journal of Surgical Research,159(1), pp.462-467. Bulman, C. and Schutz, S. eds., 2013.Reflective practice in nursing. John Wiley Sons. Chong, M.C., 2009. Is reflective practice a useful task for student nurses?.Asian Nursing Research,3(3), pp.111-120. Dawley, K., Loch, J. and Bindrich, I., 2007. The nursefamily partnership.AJN The American Journal of Nursing,107(11), pp.60-67. Dub, V. and Ducharme, F., 2015. Nursing reflective practice: An empirical literature review.Journal of Nursing Education and Practice,5(7), p.91. Ekebergh, M., 2007. Lifeworld?based reflection and learning: a contribution to the reflective practice in nursing and nursing education.Reflective practice,8(3), pp.331-343. Finlay, L., 2008. Reflecting on reflective practice.PBPL paper,52, pp.1-27. Gimenez, J., 2008. Beyond the academic essay: Discipline-specific writing in nursing and midwifery.Journal of English for Academic Purposes,7(3), pp.151-164. Ixer, G., 2009. There's no such thing as reflection.The British Journal of Social Work,29(4), pp.513-527. Maas, A.I., Stocchetti, N. and Bullock, R., 2008. Moderate and severe traumatic brain injury in adults.The Lancet Neurology,7(8), pp.728-741 McCarthy, B. and Murphy, S., 2008. Assessing undergraduate nursing students in clinical practice: do preceptors use assessment strategies?.Nurse Education Today,28(3), pp.301-313. McPeake, J., 2012. Holistic rehabilitation from intensive care: lessons from America.International Practice Development Journal,2(2). Moon, J.A., 2013.Reflection in learning and professional development: Theory and practice. Routledge. Sawatzky, J.A.V., Enns, C.L., Ashcroft, T.J., Davis, P.L. and Harder, B.N., 2009. Teaching excellence in nursing education: a caring framework.Journal of Professional Nursing,25(5), pp.260-266. Staun, M., Bergstrm, B. and Wadensten, B., 2010. Evaluation of a PBL strategy in clinical supervision of nursing students: Patient-centred training in student-dedicated treatment rooms.Nurse Education Today,30(7), pp.631-637. Timmins, F. and Dunne, P.J., 2009. An exploration of the current use and benefit of nursing student portfolios.Nurse Education Today,29(3), pp.330-341. Torsvik, M. and Hedlund, M., 2008. Cultural encounters in reflective dialogue about nursing care: a qualitative study.Journal of Advanced Nursing,63(4), pp.389-396. Wilding, P.M., 2008. Reflective practice: a learning tool for student nurses.British Journal of Nursing,17(11).