My clinical rotation in the outpatient department- the emergency room and the operating theatre was very exciting because I got to observe and learn a lot from the different experiences I had with the patients we served. I got to see how the emergency room is generally a busy place; hence, placement had to allow a good flow of people both in and out of the unit. The orientation in the space had to be clear enough to allow space for the safe management of all the emergency cases that had to be dealt with. The coordination between the interprofessional team members was done in a way that allowed the seamless flow of events. All the cases presented required immediate management, and it was interesting how each individual knew their role and performed it so perfectly that I did not encounter any of them having a conflict with another (Yasir et al., 2022). They would consult one another very easily so that one would not easily differentiate their role as each would act and leave space for the other to continue. The coordination was at its best as patients’ needs would be addressed quickly, with those requiring additional care being transferred immediately. It was found that the activities carried out in the emergency room are mainly lifesaving due to the fast rate at which things are done. Here is the sorting space for a patient who presents as an emergency since we would have the medical case and surgical case conditions all present in the unit.
There was also the aspect of the location of the emergency room, the operating theaters, and the radiological department, which were located nearly around the same place. In the operating room, there was the aspect of maintaining sterility as a prophylactic measure to prevent infections for patients undergoing surgical procedures. The institution used technology to minimize the invasive nature of most of the procedures. All the protocols had to be observed from the point the patient entered the operating room till the end of the procedure. All protocols were followed, including administering pre-operative medication, obtaining informed consent before the procedure, and confirming the patient’s name and diagnosis alongside the surgical procedures they were to undertake, which were all captured during a time out. Later, the anesthesia reversal is done, and the post-operative medications are administered (Beauty et al., 2021). The patient is nursed in the post-anesthesia unit until they are conscious before being transferred to the wards. Having the chance to have a session in the operating room enabled me to see the different surgical instruments used such as the da Vinci instrument used during the colectomy procedure. The interprofessional team members all worked together, performing different roles to ensure the success of the procedure with the patient’s best interest at heart.
The clinical rotation allowed the transfer of classwork knowledge to actual scenarios. Here, the application of pharmacology was significantly brought forth as I would utilize the didactic connection of the health history finding physical examination findings and correlating them with laboratory and radiological findings to understand the reason for the choice of the specific drugs (Yasir et al., 2022). Whenever I felt the need, I would ask for clarification from the healthcare team members, who were very supportive during the induction period. The latter provides a very informative background to understand different treatment options adopted. Some of the drugs used included sedatives, analgesics, and antibiotics, among others.
Having learned about therapeutic communication, I would see the multidisciplinary team use it when interacting with the patient. I would hear them inquiring from the patient if they can hear and understand the language they are using, usually at the start of the conversation (Beauty et al., 2021). They had the appropriate communication skills that they used on their clients but also utilized them when interacting with one another. I would also hear them insisting and emphasizing that patients must be actively involved in their care process.
Professional competence
I had the chance to be actively involved in the different procedures within the emergency department. The first was in a colectomy procedure that had been scheduled when I was in the department. I had the chance to go and observe and also ask questions. I was also able to see the da Vinci machine and how it aided in the visualization and working of the surgeon at Caribou Hospital, which shows the need for collaborative and comprehensive management for patients presenting in the unit. It clearly shows that the emergency tray and the drugs there should be replaced and ready for use (Wulan et al., 2023). It offers me the chance to review my pharmacology knowledge, too. It was also a significant opportunity to explore the different causes of seizures as essential critical aspects of identifying the possible factors that enable us to conclude on the most effective management option.in the last scenario, where we were managing a patient with osteomyelitis, there is a need for compassion when dealing with patients in much pain. There is also the need to be patient with them since the pain may sometimes interfere with their ability to cooperate.
Challenging situations
The first challenge encountered in the emergency room was dealing with a patient in too much pain. I felt that I was not ready to deal with such a patient since it would not help the situation. This was a great chance to participate actively in the patient’s direct care. It ended up as a missed opportunity since the receptor addressed the issue. The next time I am given a chance, I just need to be more confident and ready to do what I know under supervision since it is the only way to learn. Through active participation, I will be able to enhance my nursing skills to complement the knowledge that I have acquired in class (Aboshaiqah et al., 2018). The other challenge I faced was missing out on interesting cases that I intended to see their management. It so occurred that due to their urgency, they were attended to while I was away. Therefore, I ended up missing the learning opportunity. In later cases, I will need to plan myself better to ensure that my time allocation minimizes the missed opportunities for learning. Proactivity is needed since the emergency room is a busy place where all cases must be attended urgently.
Personal and professional growth
Growth, whether personal or professional, tends to occur simultaneously. It is worth noting that the two concepts are inseparable. The experience encountered during the clinical rotation has been of great importance. It has further enhanced the knowledge acquired in class. Through the different encounters with patients, I have learned the need and importance of patient-centered care as a critical driver to quality care provision as it allows tailoring care to best suit the patient’s needs. Through the interaction process, I have also learned the need for communication skills for efficient interpersonal relationships. The latter will be applied not only during my nursing practice but also during my life as encounters with people in and outside healthcare settings (Beauty et al., 2021). Another critical concept is collaboration, where I could see the positive impact of collaboration on patient’s health. I will also apply this in my personal life and my profession to achieve different goals in life. At the same time, I have also learned to appreciate individual differences and be more of a listener to understand other people’s opinions. Through active listening as a healthcare professional, I will be able to understand my clients better and even serve them better. Through observation and active involvement, I have gained skills that will be relevant in my nursing career. The latter has been fundamental as it is the way to develop expertise as a nurse practitioner.
References
Aboshaiqah, A. E., Roco, I., Pandaan, I. N., Omar Ghazi Baker, Tumala, R. B., & Paul, J. (2018). Challenges in the Clinical Environment: The Saudi Student Nurses’ Experience. Education Research International, 2018, 1–9. https://doi.org/10.1155/2018/3652643.
Beauty Mchaisi Zulu, Emmerentia du Plessis, & Koen, M. P. (2021). Experiences of nursing students regarding clinical placement and support in primary healthcare clinics: Strengthening resilience. Health Sa Gesondheid, 26. https://doi.org/10.4102/hsag.v26i0.1615.
Wulan Noviani, Mei Chan Chong, & Tang, L.-Y. (2023). Socialization in professional reality integration for nursing student transition (SPRINT) to improve professional competence: A quasi-experimental study. Heliyon, 9(3), e13433–e13433. https://doi.org/10.1016/j.heliyon.2023.e13433.
Yasir Alsalamah, Bander Albagawi, Babkair, L. A., Fahed Alsalamah, Itani, M. I., Tassi, A., & Fawaz, M. (2022). Perspectives of Nursing Students on Promoting Reflection in the Clinical Setting: A Qualitative Study. Nursing Reports, 12(3), 545–555. https://doi.org/10.3390/nursrep12030053.
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