Management of Acute Post Operative Pain in a Clinical setting, by Assignment

Management of Acute Post Operative Pain in a Clinical setting, by third year nursing students - Assignment Example These reflections and observations are later assimilated and put into abstract concepts thus producing new implications for action which can be actively tested and in turn creating new experiences. In a clinical setting, instructors or teachers are expected to apply the four stage learning cycle which is a theory by Kolb. The four categories as stipulated by Kolb are concept experimentation (CE), reflective observation (RO), abstract conceptualization (AC) and lastly active experimentation (AE). Since the learning session is in sort of a discussion in a classroom, the teacher will be required to theoretically elaborate on the four stages or processes towards achieving knowledge (Kolb 2001). For instance the teacher would display an image showing how a doctor attends to a patient and the various processes that are carried out during the treatment procedure. If the learning session was practical, the students would be required to reflectively and keenly observe what the doctor is doing . This would in turn make them absorb any useful information from the experience and thus they would be in apposition to conceptualize the treatment procedure that they witnessed. ... Immediate of concrete experiences lead to observations as well as reflections. The following mentioned reflections are then internalized and translated into abstract concepts just like it has been elaborated thereon earlier, with implications for appropriate exercise which the student can actively experiment with. This further creates space for new experiences. Teaching with patients Teaching in a clinical setting or rather environment has the advantage of using real patients. This offers students some challenges but it requires close supervision so as toe ensure that the patients are in good condition. Students can in turn learn more from some patients than others. Patients chosen for teaching should be friendly, available and willing to talk and be in a position to accept examinations by students at the appropriate or stipulated time. They often feel that teaching students is a way of making some sort of sense of their illness or giving more information concerning their condition ( Petrie et al. 2009). Patients who may be willing to help the students learning process may have important information concerning their experiences of illness or have good, stable clinical signs. There should be no communication barriers unless the teacher is shedding light on how students should deal with communication difficulties from patients. Teaching with a patient may not only help students but may help their medical care; for instance if one wants a full history to be taken and recorded in the notes or consider an aspect of care which has not been explored before (Jarvis 1987). Patients are usually happy to take part in teaching sessions but it is

Understanding Plot Assignment Example | Topics and Well Written Essays - 250 words

Understanding Plot - Assignment Example Loisel (Mathilde’s husband) comes with an attendance invitation to the splendid ball. Mathilde reacts to this invitation by throwing a fit. The conflict arises because Mathilde has the chance of tasting the high and good life, but she lacks something to put on. This conflict sets the story in motion Mathilde’s husband solves the problem by giving her money to buy a dress. However, a second problem arises; she needs some jewelry. Fortunately for her, Mme (her friend) lends her a fabulous diamond necklace. The complication arises since Mathilde has been given something expensive by someone and she has to take care of it. This scene illustrates the potential for a complication. Mathilde’s mingling with the rich was the best moment of her life. The necklace gets lost, and the moment of happiness turns into a desperate search for the missing necklace. This scene implies that things will not end well. This is the story’s climax. We (the audience) are always kept in suspense after the necklace gets lost. First, there is the frantic search for the lost necklace; will they find it? When it dawns that the necklace will not be found, the question which pops up is; what will they (Loisels) do? Will they look for a replacement or what? If they find the replacement, how will they pay for it? As it turns out, paying for the lost necklace takes a toll on their lives for a period of ten years. It looks like the conflict is over when Mathilde finally meets Forestier Mme at the Champs Elysees. The Loisels finally have finished making payments for the necklace. This illustrates that the main action is finally over. Mathilde is anxiously waiting to see if her friend recognizes the substitute. Contrary to the audience’s expectations, things turn out differently. Some critics imply that the twist ending in the story is the climax. However, the twist ending is the conclusion of this story and not its climax. Unlike most other stories, the conclusion