The terminology, “terminal illness” that emerged and spread in the mid 20th century refers to a condition that cannot sufficiently be treated and is thus expected to end in death after a given period. Among the conditions commonly considered terminal are progressive ones such as advanced trauma-related heart diseases and cancers (Winslow et al., 2005). Terminal diseases are thus conditions that finally end the sufferers’ lives. There are several stages of terminal illnesses that medical professionals should be familiar with. The fact that different patients and their families react differently to news about these stages implies that nurses and other medical professionals should know how to handle and communicate news about each of these stages. The first stage of a terminal illness is the disbelief phase during which most people are shocked and despaired at news about terminal illness. This phase is sometimes marked by feeling of guilt as one suspects he/she has done something wrong to deserve such an illness. The disbelief stage is followed by the stage of depression, which range from mild to moderate in intensity, calling for immediate family and professional support (medical therapy). Since there is no cure for terminal illnesses, only certain types of medical treatments such as treatment to ease breathing or reduce pain could be appropriate. While some incurably ill people accept aggressive treatments to reduce their suffering or in the hope of full recovery, others reject all unbearable treatments that might result in unwanted side effects and worsened condition (Abma et al., 2005). Still. Some opt to undergo untried treatments including radical dietary modifications in the hope that they could prove effective. To help manage pain, suffering, symptoms and to improve general patient life and wellbeing regardless of the management approach used, palliative care is often recommended. To provide the much needed emotional and spiritual support for terminal illness patients and their families, hospice care is highly recommended. Further, supplementary care such as relaxation therapy, massage, and acupuncture are used to manage signs, symptoms and other causes of distress and pain. Analysis of “Patient Journey” An analysis of the ‘Patient Journey’ reveals several challenges that terminally ill patients encounter throughout the rest of their lives. Easily identified in the analysed case of the terminally ill John is the challenge of frequent admissions into health facilities. Accompanying these frequent admission are numerous treatments and therapies such as blood transfusion, which make the patient‘s life more painful and unbearable. In spite of these therapies and treatments, John’s condition continues to deteriorate, rendering him unconscious and unable to make decisions on his own about his health care. John’s family makes the situation worse since they respond to all questions directed at John. This scenario implies that the nurses could not engage the patient directly with questions regarding his health care (Abma et al., 2005). In fact, the patient’s family intervenes whenever the nurses wanted to relieve his pain by administering painkillers. Further, it is the family’s voice and opinion that was heard over John’
Healthcare Challenges in the Patients Journey Module - K342 Tutor - Polly Lee By Sharon Gallagher P I - B5237358 [Word Count] [Date] Introduction For patients, families, relatives, friends and health care professions, diagnoses of terminal illnesses are always pretty devastating as such diagnoses turn their world upside-down as the truth settles in…
The following sections of this paper are dedicated to analyzing the research article “Pneumonia care and the nursing home: a qualitative descriptive study of resident and family member perspectives” The authors of the work are Soo Chan Carushone, Mark Loeb, and Lohfeld Lynne.
However, researchers who use qualitative approaches rarely articulate application of theory consistently and hence, clear consensus do not exist in regard to the appropriate theory application into qualitative studies. Therefore, there is need to provide a comprehensive analysis for practice of qualitative research theory to end of life studies.
She also displayed poor practices. Being frequently late for duty, she could not be allowed to practice as she usually did not complete the instructions given to her by other staff. She left the patient care unfinished. Having difficulty to prioritise, she could not co-ordinate the care needs of patients.
As their clinical teacher, I am fully liable of my student’s action and any errors committed might put my license subject for revocation. In addition, teaching in clinical settings is different from classroom environments as it requires different approaches to teaching and the environment is complex and rapidly changing.
ICU Consultant and a junior staff nurse to the parents. The family appeared to fully understand the news of brain stem death. The family belonged to the Roman Catholic faith. Organ donation was also mentioned to them but they were opposed to the idea of organ
The range of the defect varies from child to child. It can be extremely severe to mild but in any case it usually requires intervention within the first year of birth which was the case with the said infant. Since the 1950’s it has
Paediatric ICU nurses, who should work hand-in-hand with the other members of the medical team, are the primary caregivers and advocate of the babies and children inside the unit. They are trained intensively to perform interventions and assume roles that are uncommon in the
She left the patient care unfinished. Having difficulty to prioritise, she could not co-ordinate the care needs of patients. She also appeared to lack confidence in her nursing skills and had difficulties in relating theory to practice.
Nursing skills are developed
The course has improved my critical thinking by enabling me to identify and challenge assumptions towards a given situation. I am now able to understand how assumptions influence my perception and interpretation of a situation. My critical
3 pages (750 words)Essay
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