Responding to Scenarios in Nursing

Responding to Scenarios in Nursing
Your Name
Subject and section
Professor’s Name
Date
CASE STUDY #1: EMPOWERMENT & THE CONCEPT OF CARING
One of your students tells you that he overheard one of the staff nurses saying to another nurse that she wished they did not have students on the unit every week. What would you do?
The most vital aspect of this conflict is open communication. Communication should be done on both sides independently and as a group CITATION Lor19 \l 13321 (Loretto, 2019). The head nurse, leader, or administrator should ask the staff nurses about the workplace issues that burden them, leading to their disapproval of the interns’ presence. Consequently, the intern should be asked about his feelings about this and how he will respond. After understanding both sides, the leader needs to talk to the whole team to avoid future conflict secondary to trust.
You notice that an ESL student in your group never comments during your post-conference on the unit. She often “hangs out” in the library on the unit when she is not with her assigned patient. What do you think might be the reason for her behavior?
Language barriers pose a tremendous danger to the health provider and the patients. It is because it leads to miscommunication during history taking, physical examination, and patient monitoring. Consequently, this may result in mistakes or accidents within the workplace that may harm the patient (Al Shamsi et al., 2020). The ESL student is most probably researching how to communicate with the patient properly.
What could you do to create a caring environment?
A caring environment observes order and cleanliness and minimizes inter-and intrapersonal conflicts (Stone et al., 2008).
CASE STUDY #2: THE CASE OF THE UNPREPARED STUDENT
Scenario: You have finally acquired a position as a nurse educator. On your very first clinical day, you are rounding to check on student activities with their patients. Things are going very well until you begin talking with one of your students, who tells you she has not had time to prepare for clinical adequately. The student reveals that she was up all night caring for her son, who had the flu.
As the clinical instructor, how do you manage this situation?
It is crucial to maintain an excellent educator-student relationship by genuinely understanding the students’ needs by engaging with them. Here, it is important to show one’s investment and persistence CITATION Tom03 \l 13321 (Tomlinson, 2003). As a nurse educator, one must listen to the student’s problems and offer a solution. Other faculty members should also be consulted, particularly the team leader, and then refer the situation to the current policy. It must also be explained to the student that this is training for her to face real-life situations where she will be forced to multitask between their roles in their family and work. Thus, the nurse educator must help the student in time management to not repeat the mistake of not preparing in advance.
Pretend you are on a faculty task force that has to devise a school policy ...