Student Learning: Inserting an Indwelling Urinary Catheter - Essay Example

INSERTING AN INDWELLING URINARY CATHETER By Location of the Inserting an Indwelling Urinary Catheter Indwelling urinary catheterisation is one of the most prevalent procedures undertaken in both primary and secondary care by nurses. Nevertheless, the process carries a number of inherent risks such as the potential for trauma and introduction of infection. Additionally, the inappropriate use of a catheter can use cause long-term damage. Therefore, effective mentoring can remarkably help students in meeting their learning goals and objectives in the field of nursing. This can be done by a mentor who has prior knowledge and ability to plan productively proper learning opportunities and enough support for students. According the Nursing and Midwife Council, it is the duty of a mentor to create a suitable environment that will allow for learning and development. The mentor should also familiarize the students with the risks associated with this process. This is so because indwelling urinary catheterisation is not a simple or risk-free procedure as many may think. It is approximated that urinary catheters cause 24 percent of all hospital infections. Patients who have catheters and get UTIs in primary care settings tend to have greater contact with their GP (Rhinehart Friedman& Rhinehart, 2006). My first approach to the mentoring process was by uniting both the nursing team and the students. This was to help me achieve a conducive learning environment which is important for all the nursing teams and students to work together as a team. As stated by Doughty (2006), positive attitude contributes a lot to the learning process of indwelling urinary catheterisation. This will allow the student to gain the courage to approach the team without fear that will support them while onward hence making them become part of the nursing team. I chose ward environment since it was the most appropriate for this kind of process. The environment was very conducive because it provided the student with a chance to participate in real life nursing environment hence making it realistic. It will enhance their understanding by illustrating and showing the students the procedures followed and also introduce them to different types of equipment needed to carry out the process successfully. This strategy enabled the student to understand the process better than telling them theoretically since practical improves ones understanding about a particular topic as in this case the urinary catheterisation. As said by Allen (2015), it is crucial to recognize different learning style and theories. In order to achieve effective learning, the students learning style should be considered so as to allow individual student learning needs to be achieved. I began by introducing my student to the process by defining what urinary Indwelling urinary catheterisation is. Urinary Indwelling urinary catheterisation is a treatment whereby a catheter is inserted into the bladder of a patient due to a failure of one of the urinary systems. Defining the process is very important as it will ensure the student understand what they are about to learn and help them meet all their learning goals and objectives from the mentoring process. However, different authors have criticized learning style tools according to Suki and Massry (1991). Research of the 13 examining models, it is clear that there are a serious weakness i.e. poor validity and low reliability. On the contrary, Doughty (2006) argues that it is very important for students to experience learning in different styles. This helped the students to have a general view of what process they were about to learn. It also gave them time to set their goals and objectives as well as preparing questions which they would ask at the end of the session. During the mentoring process, I provided the student with questionnaires. However, according Brunner and Smeltzer (2010), the student is concluded as an aural learner since most of them learn well from listening. I was able to identify the best teaching methods that will suit the students included discussion, asking them questions and getting their opinions and answers etc. I also used other learning styles i.e. the use of equipment’s to demonstrate the various process that gave the student a better understanding of the process and required skills. I used this approach because most student understand some process better when done practically other than theoretically. Having gone through the procedure and process carefully, the students were able to learn the cautionary measures and importance of the process of indwelling urinary catheterisation. I they was also able to observe patients who had undergone the catheterisation process, and we were able to undertake them through the process of intermittent urinary catheter insertion successfully. This enabled the student to understand the process deeply as it was more practical than theoretical. As we were carrying out the process, we came across the UTI, which opened another learning section for us. This enables us know the dangers associated with the Indwelling urinary catheterisation process for instance urinary catheter can lead to urinary tract contamination if not properly done. It is imperative for every student to set his or her learning aims and objectives. This has been vividly explained by Irwin and Rippe (2008) that learning objectives provide students with a structure to work towards in the teaching session. I was very keen on meeting the student’s goals from the beginning of the mentoring session. I was able to achieve this by having several discussions with the students what they would like to achieve at the end of the session and what were their expectations. It came to my notice that not all students knew the require procedure on the indwelling urinary catheterisation, but a few had an idea. However, they all seemed eager to learn and acquire the skills and knowledge on urinary Catheter insertion. Learning comprises of three educational activities; effective, cognitive, and psychomotor which helped students to write the learning conclusions. The objectives were particular, achievable, measurable, time-framed, and to make them effective. I also used verbal feedback to assess the students. Bryce (2010) notes that owned, balanced, and regular specific feedback will give the student with feedback that is truthful and fair. This method will give you balanced feedback for students and also prevent demoralisation. Lippincott and Wilkins (2008) highlight that mentors can frequently leave it too late to pinpoint failing students as they find it strenuous to give negative feedback. To prevent this, I urged the student to reflect and assess how they found the experience. Reassurance for students to self-evaluate and not rely on teacher’s feedback has significant importance. Though mentoring session may be unfruitful if not properly planned due to various reasons. High level of noise and interruption can tremendously affect the teaching session. Interruptions have a negative impact on students because this will divert their attention hence are not likely to achieve their goals. Gillenwater (2001) study revealed that noise levels in learning environments could impact the accuracy of learning more so to when accuracy is required. Having taken the student through the process, I realized that assessment and feedback are very fundamental to all mentoring training. Allen (2015) explains that assessment is the instrument used to confirm what the students have learnt, which will show how fruitful the teaching session was. I was able to do this by issuing all the students by questioning and observing if they achieved their learning aims and objectives. According to Shirtliff and Leid (2009), observation is the most common and reliable method used in hospitals. Nevertheless, direct observation can also put the student under pressure and alter their performance negatively. Urinary Indwelling urinary catheterisation has a plethora of complications if not properly done. In most cases, improper urinary Indwelling urinary catheterisation may lead to complications of the urinary tract. This is very common with patients with UTIs for instance infections in people recovering from total joint-replacement surgeries (Kavaler, 2006). Cystitis is another complication that is brought about by urinary catheters. This involves the inflammation of the bladder and is frequently caused by bacteria in the bladder due to urinary tract infection. It can also be triggered by certain drugs, chemotherapy and even radiation therapy. However, the mentoring session was comprehended as productive by many students. Though consideration had to be made such as privacy, dignity, and confidentiality issues and the ethics of involving a patient in the session, it was overall a positive aspect. Despite all this, the session was successful and the students were able to achieve their set objectives for the session. The student also outlined some of the principles of urinary catheter insertion. However, the procedure may seem complicated if one fails to follow them to the latter. In order to perform this process, a student requires the following equipment’s: a sterile catheter pack, angle poise lamp, sterile gloves, Syringe 10mL , appropriate size catheter (12-14 FG), waterproof sheet , lubricant , chlorhexidine and cetrimide irrigation solution, pure water 10mL, drainage bag and holder, and adhesive tape. When it comes to the insertion of the catheter, it varies with gender. For males, one should lie down with the legs open and knees bent (Doughty, 2006). Then place a towel or waterproof pad under your body. One can also or stands with one foot on the edge of the toilet. Then ensure that the other end of the catheter is directed into a container or down toward the toilet. In a nutshell, indwelling urinary catheterisation is essential for patients with bladder injury or problems. Having taken the students through the process, as a mentor I will continue to develop my skills and improve my knowledge. In most cases, many mentors do fail to fulfil their roles as mentors due to lack of proper knowledge or know how on how to express themselves. This may bring a lot of difficulty to students who are thirsty for such knowledge hence hampering them from achieving their goals and objectives. Therefore, it is crucial for mentors to get feedback from the learners as a way of confirming if they learners achieved their desired goals. This can be done in various ways depending on the audience. In this case, it can be done by asking the students questions or by issuing them with questionnaires that you can collect at the end of the session. References DOUGHTY, D. B. (2006). Urinary & fecal incontinence: current management concepts. St-Louis, Missouri, Mosby Elsevier. LIPPINCOTT WILLIAMS & WILKINS. ( (LIPPINCOTT WILLIAMS & WILKINS 2009). Lippincotts nursing procedures. Philadelphia, Lippincott Williams & Wilkins. RHINEHART, E., FRIEDMAN, M. M., & RHINEHART, E. (2006). 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