Reflect on your day in clinical and answer the following questions.
- Provide the best example of patient teaching you, as the student, conducted during the clinical day. Include a description of your assessment of the patientâs learning need and readiness to learn, what you did to meet their need, and how you evaluated whether learning took place.
- Identify actual or potential legal/ethical issues you encountered during the clinical day and provide a reflective response at least one paragraph in length on the situations (may include cultural, spiritual, socioeconomic issues, etc.) Consider using Gibbsâ Reflective Cycle for assistance with paragraph development.
- Write two âpearls of wisdomâ you learned from your patient or preceptor that you wish to remember, share, and/or pass along to the next student.
I worked on the labor and delivery floor. So I seen several patients delivery babies.
Sample Solution
regards to the osmosis of pieces into lumps. Mill operator recognizes pieces and lumps of data, the differentiation being that a piece is comprised of various pieces of data. It is fascinating to take note of that while there is a limited ability to recall lumps of data, how much pieces in every one of those lumps can change broadly (Miller, 1956). Anyway it’s anything but a straightforward instance of having the memorable option huge pieces right away, somewhat that as each piece turns out to be more natural, it very well may be acclimatized into a lump, which is then recollected itself. Recoding is the interaction by which individual pieces are ‘recoded’ and allocated to lumps. Consequently the ends that can be drawn from Miller’s unique work is that, while there is an acknowledged breaking point to the quantity of pieces of data that can be put away in prompt (present moment) memory, how much data inside every one of those lumps can be very high, without unfavorably influencing the review of similar number>
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regards to the osmosis of pieces into lumps. Mill operator recognizes pieces and lumps of data, the differentiation being that a piece is comprised of various pieces of data. It is fascinating to take note of that while there is a limited ability to recall lumps of data, how much pieces in every one of those lumps can change broadly (Miller, 1956). Anyway it’s anything but a straightforward instance of having the memorable option huge pieces right away, somewhat that as each piece turns out to be more natural, it very well may be acclimatized into a lump, which is then recollected itself. Recoding is the interaction by which individual pieces are ‘recoded’ and allocated to lumps. Consequently the ends that can be drawn from Miller’s unique work is that, while there is an acknowledged breaking point to the quantity of pieces of data that can be put away in prompt (present moment) memory, how much data inside every one of those lumps can be very high, without unfavorably influencing the review of similar number>
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