Reflection On Principles Of Moving And Handling Patients Nursing Essay

Reflection On Principles Of Moving And Handling Patients Nursing Essay Manual handling of patients has been a continuous issue of safety among nurses. In fact, the Department of Health(2007) has called for an end in the manual handling of patients due to the injury that it has caused among nurses. The no lifting policy has been imposed as a strict rule in all hospitals and the principles of body mechanics has been stressed among all hospital employees to prevent back pain muscle strain among healthcare staff. In the surgical ward where I am presently working, utilising the ideal way of moving handling patients is an important part of my everyday work especially that we deal mostly with orthopaedic patients. The proper use of manual handling aids and proper body mechanics are very important principles that we keep in mind everyday to ensure safety not only for our patients but for ourselves as well. Schà ¶n, D.  (1983) defined  reflective practice  as the capacity to reflect on action so as to engage in a process of continuous learning. This reflective essay will focus on my experiences while I worked to attain my goal of becoming more proficient in moving and handling surgical patients. Using the Gibbs (1988) Reflective Model, I would be reflecting on my practice to promote more avenues of learning about this topic in the future. The Reflective Cycle DESCRIPTION I have not had much experience with taking care of orthopaedic patients before I came to this country. But, when I started my adaptation program in a surgical ward of a private hospital, I was bombarded with patients who had hip, knee and foot surgeries. I came across manual handling aids like crutches, frames, and sticks in helping patients mobility and focused on promoting patients independence. During the first few weeks, I was not very confident with handling these patients knowing that I was not well equipped with the knowledge skills. Thus, I was motivated to find a way to be better in this aspect. I started by researching about postoperative care for orthopaedic patients and proper usage of manual handling/ mechanical aids equipment. I attended the mandatory training about manual handling as well and improved my knowledge about the principles of body mechanics and the different manual handling aids. We were also taught on how to move handle patients especially in difficult or emergency situations. In the next few weeks, I worked hand in hand with the physiotherapists and I carefully observed how they facilitate mobility and independence among postoperative patients. As cited in the NICE guidelines (draft for consultation, October 2010), the rapid restoration of physical and self care functions is critical to recovery from surgery, particularly where the goal is to return to the patient to pre-operative levels of function and residence. Therefore, it is very important to assist patients in returning to their optimal level of well being by motivating them to be independent as soon as possible as safety allows. FEELINGS During the first few weeks of my exposure, I looked at orthopaedic patients as very delicate in terms of mobilisation. I was aware of the restrictions that each type of surgery has, I knew what aids they need to facilitate their movement and I knew by theory the techniques that nurses physiotherapists apply when assisting them with their mobility. I was competent in knowledge due to the extra time I did with research and with my effort at working with the physiotherapists. Yet, I was not confident with the actual thing. Every time I assist these patients in getting out of bed, sitting on a chair, or going to the toilet, I ensured that I had some other health care professional with me to assist the patient. I had fears within me especially when handling hip patients knowing that these patients commonly experience fainting episodes during the first few days after the operation. I was very careful and very keen with my patients safety and every time I do something, I make sure that I f ollow the principles of body mechanics to protect myself as well. As time went on and as busier the ward gets, I developed more confidence in handling these patients and in giving instructions to aid in their mobility regaining their independence. As time went on, I experienced more incidents which gave me more learning. I experienced a few incidences wherein these hip patients lose their consciousness not only when the patient was about to lie back on bed but also when the patient just had a shower in the assisted bathroom. Those experiences made me very cautious from then on and they enhanced my skills in carrying out immediate interventions during emergency situations. EVALUATION The whole experience taught me to be confident and I was able to achieve a sense of control over every situation I encountered. I always regard safety as priority in doing every action. While assisting patients in regaining independence, there were times wherein I cared for patients who were very stubborn and who wanted to do things their own way. There were instances wherein the patients become overconfident that they do things on their own, not thinking about the risks that they put themselves into. No matter what instructions we give to these patients, they still hesitate to cooperate. In contrast, I also have this tendency of making my patients very dependent at times. As influenced by my culture, I sometimes tend to offer myself to my patients too much that they get used to having other people do things for them, thus conflicting the principle of promoting independence. ANALYSIS Examining deeply the experiences I had made me grasp the reality that we should always act accordingly and think about whats best for our patients. These decisions might not always please them but we, as nurses, have to show to them that we are in control of the situation and act as patient advocates. These incidences taught me to be firm and be authoritative as the situation allows and that I should assist the patients in attaining their goal of being able to do their activities of daily living (ADLs) on their own. CONCLUSION As the age, weight, and infirmity of patients being hospitalized increase in our society, the people responsible for caring for them face greater risk for developing musculoskeletal injury during the routine moving, transferring, and repositioning of those charged to their care. This risk is intensified by the growing median age of nurses (Bureau of Labor Statistics, 2010) and the fact that many of those caregivers suffer daily from previous injuries related to the physical tasks of patient care (Peter D. Hart Research Associates, Inc., March, 2006). There is increasing evidence (Nelson Baptiste, 2004;  Nelson, Motacki, Menzel, 2009) to indicate that safe patient-handling and movement strategies are effective in reducing the risk of musculoskeletal injuries and pain. This entire experience made me realise the importance of safety while helping the patient achieve optimum health and faster recovery. If I were to make changes about the whole situation to improve myself, I could have worked with the physiotherapists by practically getting involved in using the different manual handling aids. Aside from that, I could have exposed myself to the use of other manual handling aids that were not commonly used in the ward where I am working. ACTION PLAN In the future, I intend to make myself more familiar with other mechanical devices by exposing myself to the medical wards. I would also plan to attend any trainings and seminars about manual handling to update me with the knowledge and skills. Upon handling orthopaedic patients in the future, I intend to promote independence as much as possible and be more firm to perverse patients. Bureau of Labor Statistics. (2010). Career guide to industries, 2010-11 edition, Healthcare. US Department of Labor. Retrieved February 21, 2010, fromhttp://www.bls.gov/oco/cg/  [Context Link] Peter D. Hart Research Associates, Inc. (2006, March). Safe Patient Handling: A Report Based on Quantitative Research Among Nurses and Radiology Technicians. [Conducted on Behalf of AFT Healthcare By Peter D. Hart Research Associates, Inc.] Retrieved February 21, 2010,  www.aft.org/pdfs/healthcare/safepatienthandling0306.pdf[Context Link] Nelson A., Baptiste A. (2004, September 30). Evidence-based practices for safe patient handling and movement. Online Journal of Issues in Nursing, 9, 3, Manuscript 3. Retrieved May 17, 2010, fromhttp://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume92004/No3Sept04/EvidenceBasedPractices.aspx[Context Link] Nelson A., Motacki K., Menzel N. (2009). The illustrated guide to safe patient handling and movement. New York: Springer.  [Context Link] ^  Schà ¶n, D.  (1983)  The Reflective Practitioner, How Professionals Think In Action, Basic Books.  ISBN 0465068782.[

History and Politics of the Mexican Revolution Essay

The Mexican revolution was one of the most significant catastrophe in the twentieth century, which involved four momentous leader by the name of Madero , Diaz , Zapata and Obrengo. According to Alan Knight, author of the article â€Å"The Mexican Revolution†, â€Å"the Mexican revolution started as a protest of the middle class against the dictatorship of Porfrio Diaz†. A small minority of people were control of most of the country’s power and wealth, while the major of the population worked in poverty. According to Dan la Botz, author of article â€Å"The Mexican revolution part1, 1910-1920, â€Å"Tens of thousand of men and women fought in battles in many region of the country to end the dictatorship and overthrow the leader†. The attempt to mold a new generation that would continue the revolution’s efforts for the people into the future. Their campaign included programs for land reform, work protection, widespread literacy, and mandatory schools. The nation fund a mental economic, institution were transformed as a basic Agriculture production unit and the foreign own oil industry nationalized. In the 1910s a politician and military struggle arrived among various rival politicians, economic and social groups, the working class and the peasantry were defeated and subordinated to new master. The revolution began as an attempt to overthrow Porfrio Diaz who was a dictator of Mexico. According to Dan La Batz , author of â€Å"Mexican Revolution part 1 ,1910-1920† , â€Å"Mexico’s liberal who wanted a free market capitalist county like England and United States, battle consecutive who wanted a count more like Spain with its monarchy, powerful catholic church and feudal hierarchy (Botz 26). Diaz revived and expanded the nation economy, generally raising the levels of prosperity in the nation. The administration introduce changes that commercialized agriculture, modernized mining, financed industries, initiated railroads and enticed consumer. During the Porfrio ratio, as railroad construction dominated popular attention, city resident also witnesses the introduction of additional technology such as gas lighting, tramlines and other advances. Railroad transported raw material to the United States and Europe. Ordinary people who supplied the labor and raw materials were tricked to increase the country’s economy and Diaz later exploited domestic workers. Diaz fought alongside Mexican president benito Juarez and then against intervention. Diaz then emerged as a leading general and became president in 1876. Diaz served 34 years as the president of Mexico. Diaz took land from villages until most peasants had been reducing from small proprietors to day laborers. Diaz existence caused destruction upon the economy and social lives of Mexicans. He fought against his opponents and wag war. Diaz promised a free election against Francisco Madero another leader of Mexico who ran for election, after it became obvious he might not win. According to Beezley Williams H author of â€Å"Mexicans in Revolution 1910-1946: An introduction† â€Å"Francisco Madero became a revolutionary by accident, his entire life, his family, his education, his marriage and his early business efforts-marked him as a member of the elite (Williams 36). Madero’s family believed that his campaign was foolhardy if not suicidal. He campaign across the nation of Mexico with the aim of no presidential election. Madero’s movement was soon swelled with people who saw his campaign not only a chance for the politicial democracy but also the opportunity to struggle for more fundamental social change. Madero campaign threatened Diaz which forced him to get Madero arrested on felony charges and jailed in San Luis Potosi under house arrest in the summer 1910. In July 1910 with the help of his wealthy and politically connected family,Madero fled from San Luis Potosi to San Antonio, Texas and transformed the Anti reelection political organization for revolution to begin November 20. Madero issued his manifesto, the plan of San Luis, The plan laid out his vision of polotican democracy emphasizing the no presidential reelection. Madero slogans was â€Å"Effective Suffrage (that is honest voting) No reelection (prevent Diaz pattern of holding office) and Municipoo Libre( local control of issue such as taxes). Madero was elected president and assumed power in November 1911. By November 911 Zapata, another Mexican leader and his troops were at war with Madero’s Government. Zapata movement focuses on four main issues which was lands; which should be given to those who work for it, secondly labor unions; which had been suspended under Diaz, fought for their rights to organize and to strike and demand protective legislation for workers, thirdly education; for the country last battle with Catholic Church, the demand for free public education and finally ownership of oil nd mineral; all natural resources of Mexico should belong to is people. Zapata army was driven out of Mexico in the early 1916 by Carranza’s troop who was a Mexican leader that fought against Zapata. After this shift by Carranza’s troops, Zapata had no hope of fighting back Carranza because he didn’t have as much army as Zapata. According to Micheal Mathes author of article â€Å"Frontier Settlement in Mexican California† , with the help of chief advisor , Gildardo Magana he started an alliance for anyone who will want to fight Carranza (Mathes 503). Venustiano Carranza was the son of a middle class and who had been educated in Mexico to become part of the political elite. Carranza joined Madero’s rebellion and became president after the death of Madero. Carranza and his followers attempted to remodel cities, not by pulling down statues, wrecking monuments, or destroying the house of the old regime, but by creating a new society. The Mexican revolution was then divided into two rival bourgeois and plebian. According to WM. O.  OWEN, author of â€Å"The Mexican Revolution, Its progress , cause , purpose and probable result† Carranza’s constructional forces aimed to create a new nationalist state which could provide stability for Mexican born and foreign investors, while Connectionist led by Pancho Villa and Emiliano Zapata, desire to carry out the democratic and social reforms demanded by the country peasants and workers. The Constitutionalist would win the civil war because they understand the significant of the labor movement. Carranza’s armies had been successful in defeating the forces of Villa and Zapata. Carranza and his advisors produce a new constitution which settled in law and the principle issue of the revolution. These laws were divided into four articles. Article 27 provided the break up of the haciendas and distribution of land to peasant and indigenous community. Article 123 gave workers the right to organize unions and strike and create legislation. Article 3 ended the Catholic Church’s control of education, creating the free, lay public schools and finally, Article 130 banned the church from Mexican politics and society. Carranza’s forces continue to fight opposition leaders which he eventually assassinating Emiliano Zapata. On may 21 1920 the rebel forces captured and killed Carranza and the general Obrengon took power. Obrengon became president holding office from 1920-1924and Huerta revolt against President Obrengo in 1923. In conclusion lands were given to the working class and peasant, housing and farming territory and also ranching was easier to get. During the decades from 1917 to 1946 revolutionaries initiated a variety of campaign to bring revolution to people. At the same time the revolutionaries initiate campaign that proved to be only partially successful, to remake the symbols of Profrio rian regime in the image of the revolution.

Culture and Education Essay

When dealing with issues that pertain to people’s beliefs and faith, one has to tread with caution. Although there is religious liberty, one has to be careful about religious issues when it comes to public places. For one, I believe that religion is a personal thing and restrain should be put on it when we come to a place where other people that are not of the same religious belief are. Not that we are not at liberty to display our faith but the truth is that as we have right so do other people have rights too and our own faith should not overshadow theirs. However, there are some instances where we might be in a dilemma of what to do. The case provided is a good example of this scenario. Without recourse to emotions or sentiments, I think the board made a right decision which has been long overdue. However, as expected, some people will rebuff this decision because of some rather emotional or sentimental reasons. Their argument will be will not be objective but their rebuttal of the board’s decision will be patterned after the following argument. The position of the parents who rebuffed the decision of the board will be grounded on the fact that the late principal deserves some respect because he has toiled in that school. These parents will consider the action made by the board as disrespectful to the late principal and thus will call for the reversal. Apart from this, they might argue that the portrait has been an integral part of the school tradition and that they consider the idea of just waking up one day and deciding to remove what has been a part of the school life and tradition rather absurd. â€Å"What do you want the poor boy that painted the portrait to feel? Imagine the number of hours the poor boy spent in painting that portrait. † Furthermore, these parents may argue that since no one is complaining about the portrait, the portrait is not affecting the board. â€Å"Is it disturbing you or is it hindering the discharge of your duties? † Question 2: A. Linda Mealey argued in her paper titled â€Å"Bulking up: the roles of sex and sexual orientation on attempts to manipulate physical attractiveness† that â€Å"Socialization processes can either reduce or enhance biological differences between individuals or groups† Sex role socialization and sexual orientation has led to stereotypes. The more people are aware of their sexual orientation, the more they come to be identified with the general preconceived ideas about the sex. For example, if a lady believes in a stereotype about women generally, she comes to see herself from the point of view of this stereotype and this will make her naturally identify with people that fall under the same sexual orientation. Although, stereotypes might sometimes lead to discrimination of a sex, the truth is that it allows people that fall under the same sex to identify with each others as it serves as a unifying platform. B. There are some school roles that reinforce sex role stereotypes for girls. An example of this is the fact that the position of cheerleaders in the school football teams. This reinforces sex role stereotypes for the girls because they are made to feel that they can not meet up with the challenges that men do. Another example is that in some schools, the positions of vice-presidents of organizations are reserved for ladies. This also reinforces sex role stereotypes that men are leaders and women should support them in whatever they do. Although these school roles might not be directly intended to reinforce sex role stereotypes, the truth is that they do. Reference: Mealey, L. â€Å"Bulking up: the roles of sex and sexual orientation on attempts to manipulate physical attractiveness† (1997) Retrieved on April 28, 2008 from http://findarticles. com/p/articles/mi_m2372/is_n2_v34/ai_19551975

Warsaw Pact Definition, History, and Significance

The Warsaw Pact was a mutual defense treaty between the Soviet Union (USSR) and seven Soviet satellite nations of Eastern Europe signed in Warsaw, Poland, on May 14, 1955, and disbanded in 1991. Officially known as the â€Å"Treaty of Friendship, Cooperation, and Mutual Assistance,† the alliance was proposed by the Soviet Union to counter the North Atlantic Treaty Organization (NATO), a similar security alliance between the United States, Canada, and Western European nations established in 1949. The communist nations of the Warsaw Pact were referred to as the Eastern Bloc, while the democratic nations of NATO made up the Western Bloc during the Cold War. Key Takeaways The Warsaw Pact was a Cold War-era mutual defense treaty signed on May 14, 1955, by the Eastern European nations of the Soviet Union and seven communist Soviet satellite nations of Albania, Poland, Czechoslovakia, Hungary, Bulgaria, Romania, and the German Democratic Republic.The Soviet Union orchestrated the Warsaw Pact (the Eastern Bloc) to counter the 1949 North Atlantic Treaty Organization (NATO) alliance between the United States, Canada and Western European nations (the Western Bloc).The Warsaw Pact was terminated on July 1, 1991, at the end of the Cold War. Warsaw Pact Countries The original signatories to the Warsaw Pact treaty were the Soviet Union and the Soviet satellite nations of Albania, Poland, Czechoslovakia, Hungary, Bulgaria, Romania, and the German Democratic Republic. Seeing the NATO Western Bloc as a security threat, the eight Warsaw Pact nations all pledged to defend any other member nation or nations that came under attack. The member nations also agreed to respect each other’s national sovereignty and political independence by not intervening in each other’s internal affairs. In practice, however, the Soviet Union, due to its political and military dominance in the region, indirectly controlled most of the governments of the seven satellite nations. Warsaw Pact History In January 1949, the Soviet Union had formed â€Å"Comecon,† the Council for Mutual Economic Assistance, an organization for the post-World War II recovery and advancement of the economies of the eight communist nations of Central and Eastern Europe. When West Germany joined NATO on May 6, 1955, the Soviet Union viewed the growing strength of NATO and a freshly rearmed West Germany as a threat to communist control. Just one week later, on May 14, 1955, the Warsaw Pact was established as a mutual military defense complement of the Council for Mutual Economic Assistance. The Soviet Union hoped the Warsaw Pact would help it contain West Germany and allow it to negotiate with NATO on a level playing field of power. In addition, Soviet leaders hoped a unified, multilateral political and military alliance would help them reign in the growing civil unrest in Eastern European countries by strengthening the ties between the Eastern European capitals and Moscow. The Warsaw Pact During the Cold War Fortunately, the closest the Warsaw Pact and NATO ever came to actual war against each other during the Cold War years from 1995 to 1991 was the 1962 Cuban Missile Crisis. Instead, Warsaw Pact troops were more commonly used for maintaining communist rule within the Eastern Bloc itself.  When Hungary tried to withdraw from the Warsaw Pact in 1956, Soviet troops entered the country and removed the Hungarian People’s Republic government. Soviet troops then put down the nationwide revolution, killing an estimated 2,500 Hungarian citizens in the process. Czech Youth Runs Past Invading Soviet Tank with Bloody Flag. Getty Images In August 1968, approximately 250,000 Warsaw Pact troops from the Soviet Union, Poland, Bulgaria, East Germany, and Hungary invaded Czechoslovakia. The invasion was triggered by Soviet leader Leonid Brezhnev’s concerns when the Czechoslovakian government of political reformer Alexander DubÄ ek restored freedom of the press and ended government surveillance of the people. DubÄ ek’s so-called â€Å"Prague Spring† of freedom ended after Warsaw Pact troops occupied the country, killing over 100 Czechoslovakian civilians and wounding another 500. Just one month later, the Soviet Union issued the Brezhnev Doctrine specifically authorizing the use of Warsaw Pact troops—under Soviet command—to intervene in any Eastern Bloc nation considered to pose a threat to Soviet-communist rule. End of the Cold War and the Warsaw Pact Between 1968 and 1989, Soviet control over the Warsaw Pact satellite nations slowly eroded. Public discontent had forced many of their communist governments from power. During the 1970s, a period of dà ©tente with the United States lowered tensions between the Cold War superpowers. In November 1989, the Berlin Wall came down and communist governments in Poland, Hungary, Czechoslovakia, East Germany, Romania, and Bulgaria started to fall. Within the Soviet Union itself, the â€Å"openness† and â€Å"restructuring† political and social reforms of glasnost and perestroika under Mikhail Gorbachev foretold the eventual collapse of the USSR’s communist government   As the end of the Cold War neared, troops of the once-communist Warsaw Pact satellite states of Poland, Czechoslovakia and Hungary fought alongside U.S.-led forces to liberate Kuwait in the First Gulf War in 1990.   On July 1, 1991, Czechoslovak President, Vaclav Havel formally declared the Warsaw Pact disbanded after 36 years of military alliance with the Soviet Union. In December 1991, the Soviet Union was officially dissolved to become internationally recognized as Russia.   Sources â€Å"Germany’s accession to NATO: 50 years on.† NATO Review.â€Å"The Hungarian Uprising of 1956.† The History Learning SitePercival, Matthew. â€Å"Hungarian revolution, 60 years on: How I fled Soviet tanks in a hay cart.† CNN (October 23, 2016). â€Å"Soviet Invasion of Czechoslovakia, 1968.† U.S. Department of State. Office of the Historian.Santora, Marc. â€Å"50 Years After Prague Spring.† New York Times (August 20, 2018).Greenhouse, Steven. â€Å"Death Knell Rings for Warsaw Pact.† New York Times (July 2, 1991).