Use of Glucometer

Published: 2021-08-06 13:15:07
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On the student return to admission room I asked the student if she had performed the blood sugar reading before. She replied, she had practice before as she was a third year student. As a mentor I am determined that she can undertake the activity and able to demonstrate the acceptable performance under direct supervision. We collected the essential equipment. Before taking the device to the patient ,we checked the testing strips are in date, monitor and test strips have been calibrated together and internal quality control carried out in accordance to trust guidelines. To ensure accuracy of the result and patient safety.
The student explained to the patient and obtained consent for procedure. Prepared the patient and asked Mr D to sit down comfortably in the admission room (NMC 2008b,C). This will lessen any fear or anxieties of the student and Mr D. I ensure the student have washed her hands and put on gloves before starting the glucose check. This is to minimize the risk of cross infection and contamination (Fraise and Bradley 2009,E). The student took a blood sample from the middle of the finger of Mr D using the lancet which is in appropriate technique. She inserted the strip into blood glucose monitor and disposed of lancet in a sharps container.
Applied gauze over punctured site to ensure Mr D safety (Wallymahmed 2007, C). The result obtained is 5. 8 mmols which is within normal range. FEELING: I felt that the student did what she was asked to do. She felt she did exactly and felt good even though she was under supervision, and she could expand on her ability to do the task well. I needed to demonstrate the correct techniques and explained to the student why (cited by Ed Bryant 2004). We went to a vacant room and explained to her that when taking blood sample it should be the side of the finger using the lancet , ensuring that the site of piercing is rotated.
I ensure avoid frequent use of thumb and index finger . Ensure you know the suitable sites for lancing. The side of finger is less painful and easier to obtain blood. I ensure the sites should be rotated to avoid infection from multiple stabbings, area becoming toughened and to reduced pain. EVALUATION: After we went through the guidelines as per Trust Policy, I asked her to complete a learning style questionnaire VARK (Fleming 2001). This is guide to show me her learning style. This is a tool to aid understanding of overall personality, strengths and potentially learn more effectively.
I understand that her learning style was Visual and Kinaesthetic after completion of questionnaire. This is a combination of hands on and demonstration approach and a teaching session would be benefit to her. We went into the vacant room wherein we can concentrate to carry out the task and would not be disturbed. We took the glucometer kit with us. I demonstrated step by step to the student. This is not new to her but this is to update her knowledge and skills in glucometer. Competency questionnaires completed for her. The student was able to understand everything and happy to do the glucose testing for the next patient.
Although I knew the student has gained knowledge about glucose testing I supported her and observed her performance for the next patient that needs blood glucose check which she did well. ANALYSIS: As a mentor with a continuous support and guidance of my student performing a task can help lessen her anxiety and fears. One of the most important in developing students decision making is that a role model. Morton-Cooper and Palmer (2000) suggested by being a role model the mentor provides an observable image of imitation, demonstrating skills and qualities for the mentee to emulate.
The student believe that this task help her to identify her role as a nurse as this is activity to nursing. CONCLUSION: The foundation of being a good mentor is building a good working relationship, use of good communication and active listening skills with the student (Walsh 2010). Spending time doing session and day by day working with my students is rewarding because I have seen my student grown her confidence and she learnt new skills that she can apply in her future career. ACTION PLAN:
Students need more supervision and practice when performing clinical skills. The mentor need to give knowledge, ask questions and answers from students on how to prepare the patient and use equipment; on how to obtain a suitable sample. How to prepare the skin cleaning. Using lancet device and proper disposal of sharps (Roche Diagnostic Limited 2011). As a mentor I must make sure that the students apply the guidelines and protocol in glucometer as per Hospital Policy. I will observe the students when doing the competence checklist assessment.
I make sure the Trust Operating Procedure for use of analyse, health and safety as well as sample should be treated as infectious. I make sure the student must wash their hands and proper disposal of gloves and observe infection control. Through this training the students will be able to demonstrate performing test successfully and correctly in the future. I am more prepared to mentor students because I have had completed the course and could apply what I have learnt in the Mentorship Course Program. I was looking forward to my future students and others.

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