I am presently a student of nursing at Western Sydney University. I have completed my foundation in Nursing from Western Sydney University in 2018 and presently a student pursuing Bachelor Nursing. My past accomplishments lie in being a Caretaker and helper in Nigeria, Wynyard during 2019-2020 and serving as a student nurse to providing food and additional care during the crises time. At present working as the COVID Marshall in the Live Well Health, Campbell since July 2020 and aim to educate the patient and the staff about the cleanliness rules, about maintaining the hygiene environment and educating, serving staff during the crises times. As a professional, I have 2 years of experience in nursing care, strictly following the code of conduct and set practices. I ensure, to provide the quality services to patient safety and to follow standard protocols, by having the role clarity. Being a practising nurse, have good interpersonal skills, quality practices and patient safety. I ensure to abide by all the NMBA nursing principles and standards of practising and even show effective communication skills, command in physical endurance and is good with the efficiency problem-solving skills. The aim is to work in a diverse working environment (Van Iersel, et al, 2016),
Standard 1.1 of the registered nurse standards for practise outlines to practice in a safe and competent best available evidence practice nursing (NMBA, 2016). To work in a diverse environment, serve needy people by being a community nurse and in the future to work within the Pediatric Ward after the completion of course.
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A dedicated analyst, proficient successful method-oriented in nursing & taking initiatives for quality services excellence
Professional with almost 2 years of extensive experience in nursing care and providing due diligence care
To work in the Pediatric ward by completing the post-Bachelor of Nursing.
Serving the Needy people by being a community nurse.
Areas of Excellence
COVID Marshall–Live Well Health, Campbell ( Since July 2020-Present)
Food Service (2019-2020) Nilgiri, Wynward
Date of Birth: 3rd April 1987
Address: 523 Charles Street Canterbury
Marital Status: Single
Languages Known: English
I have done the First Aid Training in May, 2019.
I have got certification in hand hygiene course in March 2018
Attended Childhood Child Wellbeing and acquired Child protection Certificate course in October 2018.
3-day PCAL course on paraphrasing on the 18th Sept 2020
Joined career Development course in August 2020.
Basic life support in March 2017
Aimed to work and acquire training in the Aboriginal culture- understanding the differences in October 2020.
Aim to complete my Nursing degree and train myself for any clinical innovations to provide safe nursing practices.
Attended courses to support problem-solving skills and to have critical thinking in me. Aim to provide better approaches that could provide efficient skills set and even help in providing any possible chances in the safe, hygiene and sanitation practices. The quality standards and NMBA code of conduct and principles should always be followed. To provide the quality empathic disposition within me when a comforting patient.
Recently, being a COVID marshal, I encountered an experience of the fellow nurse doing the medical mistake of the needle stick and then capping it again. As the patient was getting checked for the COVID, being an additional staff, I saw how the fellow nurse was administrating subcutaneous injection who was admitted. As the nurse tried to recap the needle, the senior nurse saw and educated us of the erroneous practices within the procedural resistant container.
By seeing this episode, I was shocked and even thought of taking the proactive measures, by undergoing the error practices. I do remember as per the Continuing Practice Knowledge (CPE), we are supposed to not recap the needle and check for the possible puncture container. The medical practice is to ensure, that possibility eliminates any responsibility of getting hurt and even getting infected. I was scared, had the senior nurse not intervened and guided for the risky needle practices of recapping of the needle practice and getting impacted.
As pet the evaluation, it is important for the nurses to secure the health medical practices and ensure, they are not doing needle cap and not get infected with the blood-borne(Thomas, 2018). Rusch et al (2019), mentions The possible problems that could be experienced would be getting infected by the blood-borne such as hepatitis B, hepatitis C and HIV. Masters (2019) mentions, that the evidence-based practices by discussing the needle capping to be one of the erroneous practice and it can cause a serious issue. The same is discussed by the describing the continuing practice education and to follow the nursing codes diligently (Lee, 2016).
After this event, I was able to link with the events more in death and ensured go through the CPE guidelines and practice it primarily and secondary. As per theHarris, (2016) mentions it is important to overcome the problem of the subcutaneous injection, it is important to break the needle into the skin and not to touch the same needle for the possible getting blood-borne diesel. Dawkins (2017) states that it can cause the scarring, lumps, or dimpling with the infected subcutaneous injection
Safety initiatives practices have to be followed with the medication management processes that can focus on the systems and standardization that can provide an unnecessary variation. It is then coupled with judicious use of the tools and resources which can provide better knowledge and skills.
I would ensure to practice and undergo by the CPE to attain good practices for the safety needle practices.
Aglen, B. (2016). Pedagogical strategies to teach bachelor students evidence-based practice: A systematic review. Nurse education today, 36, 255-263.
Dawkins, V., & Solomon, A. (2017). Introducing the World Café to doctor of nursing practice students. Journal of Nursing Education, 56(10), 638-639.
Harris, R., Birk, S. B., & Sherman, J. (2016). E-mentoring for doctor of nursing practice students: A pilot program. Journal of Nursing Education, 55(8), 458-462.
Lee, H. J. (2016). Convergence study on nursing students' stress and satisfaction with clinical practice. Journal of the korea convergence society, 7(4), 75-83.
Masters, K. (2018). Role development in professional nursing practice. Jones & Bartlett Learning.
Rusch, L., Manz, J., Hercinger, M., Oertwich, A., & McCafferty, K. (2019). Nurse preceptor perceptions of nursing student progress toward readiness for practice. Nurse educator, 44(1), 34-37.
Thomas, L. J., & Asselin, M. (2018). Promoting resilience among nursing students in clinical education. Nurse education in practice, 28, 231-234.
Van Iersel, M., Latour, C. H., De Vos, R., Kirschner, P. A., & op Reimer, W. J. S. (2016). Nursing students’ perceptions of community care and other areas of nursing practice–a review of the literature. International journal of nursing studies, 61, 1-19.
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