Essay

What a portfolio is:

Developmental, living, formative

Past, present and future focused

An instrument that documents and guides professional learning

A structured, carefully selected collection of evidence of the students best work over time with accompanying commentary

Reflective, in that the person thinks deeply about what they do and value or the goals they are trying to aspire

Collaborative, in that it can be developed as a result of working with others

Cover page

– Table of contents (only if required)

– Introduction and content:

1. Provide an overview of the project;

2. Describe the context in which your project was undertaken;

3. Critically analyse and discuss the process of meeting the learning contract objectives;

4. Present evidence of meeting each learning objective;

5. Outline any clinical decision and collaboration making that you participated in to meet your learning objectives;

6. Describe how you intend to disseminate the knowledge generated at the conclusion of the project to your colleagues

– Evidence of achievement:

knowledge gained from subject content and how that has changed your and your practice

how your learning matches the original learning contract

how you plan to use the knowledge for future practice

be sure you understand the difference between direct and indirect evidence, for example, direct feedback in written format from a colleague or the item you have developed is direct evidence (Cooper & Emden, 2001).

– Other factors to consider:

Frequently ask yourself: ‘What direct or indirect evidence could I provide to demonstrate I have met my learning outcomes?’ You will become increasingly aware of the possibilities for different kinds of evidence and how you might present this.

Acknowledge any issues or barriers and the strategies used (if any) to overcome them.

Ensure your work includes scholarly references.

Recognise a portfolio has the potential to become cumbersome to the point of being unmanageable – quality and relevance must take precedence over volume

Is the portfolio clearly linked to the relevant objectives in the learning contract? Is it easily handled (not bulky or items falling out)? How could the presentation of this portfolio be improved- Conclusion

– Include any appendices , including your learning contract

Introduction

Give an overviewof the project , its aims and your process for meeting the learning contract include an appendix.

Provide a rationale for choosing the particular subject /topic/context

Describe hoe the evidence of the outcome of the learning contract is presented and organized

Main content

1 literature review

-Include references that are recent,relevant, and evidence-based and have wide scrutiny

– demonstrate understanding of any related theories or issues pertaining to the content of the learning contract

-include your search strategy to locate appropriate literature

–critically analyse the literature used to support development of your learning contract

2 topic

Organize content clearly around the main learning aim

-reflect on issues related to professional development of nurses

–provide evidence of meeting each of your learning objectives

3 discussion and analysis

–include comparison of learning prior to and following achievement of your learning contract

—critique and analyse your learnings strategies and the process

Conclusion

Provide a summary what you have achieved,, outline possible future directions of learning ,

Suggest a process for how you might disseminate the knowledge gained

–include any other relevant comment

Assessment criteria

1. Demonstrate evidence of the ability to work as a self-directed learner, to project mange, and report on the process and outcomes

2. Demonstrate a comprehensive conceptual understanding of the content explored through the learning contract and the ability to take an analytical approach

3. Reports on the project clearly and logically, using an appropriate academic writing style and Harvard referencing

Write portfolio based on below assignment and learning contract

Introduction

Dementia refers to a category of neurological disorders characterized progressive and long-term loss of memory as well as other cognitive functioning (Jones and Miesen, 2014). The clinical manifestation of dementia usually present with altered thinking, reasoning, and memory, thus putting the patient at risk of patient safety (Savya and Arthur, 2015). Due to the alteration of patient cognitive and memory functioning, the management of the patient is very challenging. Dementia is a condition which results from chronic diseases of brain (Pulsford, & Thompson, 2013), and sometimes accompanied by other co-morbidities, which may require palliative care (Phung et al., 2013). The condition hinders with safeguarding the legal and ethical, incorporating family members and significant others, and offering quality and safe services for palliative patients with dementia (Thuné-Boyle et al., 2012). In this context, health workers should equip themselves with adequate knowledge of dementia to meet the ethical, legal, quality, and safety requirement of services offered to dementia patient on palliation.

Upon realization of the need for knowledge regarding dementia, I developed a learning contract on dementia with a goal of improving my competencies on patient management. The specific objectives of the contract included developing skills of offering last office care for dementia patients on palliation as well as their families. Another objective of the contract is to develop assessment skills to ease identification of spiritual, social, and psychological factors that influence pain management among palliative patient with dementia. The contract also aims to add knowledge on the pharmacological management of dementia as well as professional standards of practice to enhance the professionalism and foster safety and quality of services. The contract also seeks to develop an outstanding understanding on the causes, clinical manifestations, and standard management to develop skills of behavioral management. The contract also seeks to advance skills in the selection and utilization of cognitive assessment, diagnostic, and management techniques. Another objective of the contract is to achieve appropriate competencies in teaching others concerning the management of behavioral episodes associated with dementia. Finally, the contract seeks to advance skills in the application of evidence-based practice process in assessment, diagnosis, and management of dementia

Methodology

The intended methodology includes a combination of several strategies such enrolling on online courses, and getting guidance and feedback from colleagues, lecture, and experienced health workers. This progressive report represents the results and discussion of the implanted session of the learning contract. So far, I have undertaken an online course on understanding dementia management. How to establish the multidisciplinary team to deliver palliative approach and recognize the effects of pain on customers, carers, relatives and actualize procedures to bolster them.Distinguish pharmacological ways to deal with pain management including adjunct medications and how to utilize the WHO Analgesic Ladder to manage it.

Results

The management of dementia starts with the understating of the condition and its consequences. According to research, dementia can be understood well using the brain-disease-person models (Borenstein et al., 2014). The brain is the foundation of understanding the nervous system anatomy and pathophysiology of the disease, thus creating a contemporary understanding of the current and future direction of diagnosis and management of dementia (McKhann et al., 2011). The future research of dementia is also based on understanding the normal functioning of the central nervous system (Schrijvers et al., 2012). The concept of the brain is a key aspect since it forms the basis of the second concept, which explores dementia as a disease (Borenstein et al., 2014). The concept of disease deals with understanding the risk factors, signs and symptoms, diagnostic criteria, and medical management of dementia. The disease concept also explores the domains of dementia as well as the differential diagnosis for dementia, for instance, normal aging and other mental disorders such schizophrenia. The concept of person explores the consequences and effects of dementia on victims and other affected persons (Borenstein et al., 2014). The concept of person also consider factors such as the onset of the condition, the progression, and staging, the palliative care, individual behaviors as well as the response to the treatment regime. The concept of person is also the principle behind assessment of the effect of the disease to affected persons such family members with patient suffering from dementia (Borenstein et al., 2014).

Another key aspect of dementia management is the establishment of a multidisciplinary team of qualified service providers (Diniz et al., 2013). The team is composed of a variety of professional

health providers who enhance holistic care for dementia patients. The team is a key source of knowledge to team members and family members thus ensuring that the family and the patient are aware of the course of the disease and the recommended treatment regime as well as need to abide by the treatment regime (Milne, 2010). It is important to educate healthcare professional’s palliative care as an approach, dementia as an illness and how they work together (Rowlands & Rowlands, 2012).

Discussion

Significant progress has been made on the learning contract. The acquisition of knowledge on a conceptual framework of dementia has enhanced achievement of several objectives such to develop an outstanding understanding on the causes, clinical manifestations, and standard management to develop skills of pharmacological and behavioral management. The knowledge has also enhanced partial coverage of palliative care by understanding the prognosis of dementia. The model has also added significant knowledge on the pharmacological management of dementia as well as professional standards of practice to enhance professionalism and foster safety and quality of services. The study on the establishment of a multidisciplinary team plays a significant role in easing the enforcement of all the objectives. The study also enhances incorporation family members into the care thus leading to the provision of dignified palliative care for the patient.

In conclusion, dementia is a chronic neurological disorder characterized progressive alteration cognitive and memory functioning. The alteration lead to numerous challenges in the diagnosis, management, and palliative care thus the need to develop a strategic plan for fostering acquisition of knowledge leading to the provision of quality care. Dementia preparing is required for palliative care experts and palliative care preparing is required for dementia expert’s (Davies et al., 2014). The progressive report demonstrates how the strategic plan has enhanced in building a foundation for achieving the objectives systematically.

Appendix (learning contract assessment 1)

AIM: To identify palliative care needs of advanced dementia and behavioral changes in dementia

Specific objective Resource and strategies Evidence of accomplishment Criterion of accomplishment

To demonstrate skills of offering palliative care for dementia patients on palliation as well as their families. Discuss with the palliative care team, Allied health services, coworkers, and family.

Read guidelines, protocols, and scholarly articles on palliative care. (Chan, & Wai-Tong, 2000).

Enroll an online course of palliative online course for taking an individualized approach to assessing and meeting the palliative care needs (Gee, & Scott-Multani,2014) Illustrate the principles of palliative care from the health workers and family perspectives.

Describe the protocol, guidelines, and recent empirical trends in palliative management with the lecturer.

Produce certification for the online course.

Outline the assessment criteria as well as the concepts of palliative assessment. Get feedback from the lecturer, team members and clinical instructors on achievement of desirable competencies.

Gaining adequate knowledge on palliative care characterized by confidence and competent decision-making.

Satisfying the Examination body.

Demonstrate the ability to conduct comprehensive assessment, which incorporate individualized, and spiritual health perspectives as well as physiological, social, and psychological factors. Family in connection with each of the element of a palliative approach (Roberts, & Gaspard, 2013).

To develop assessment skills to ease identification of spiritual, social, and psychological factors that influence pain management among palliative patients with dementia. Recognize holisticconcept of pain and understand the purpose, principles and requirements for assessing pain.

Identify best practice Australian palliative care context validated tools

To add knowledge on pharmacological management of dementia as well as professional standards of practice to enhance professionalism and foster safety and quality of services.

To add knowledge on pharmacological approaches to pain management in dementia. Discuss with the pharmacist and read about pharmacological intervention.

Review professional code of ethics and standard of practice regarding drug administration.

Seek guidance from nurse specialists as well as other qualified and experienced health workers. Demonstrate proficient ability to administer drugs, monitor patient on drug, note side effect of drug, and act promptly.

Gain a positive feedback on drug administration, and patient monitoring from the senior nurses, lecturer, as well as the team members.

Produce certification of completion of online courses. Able to administer drugs with advanced knowledge that use in dementia care according to relevant legislation, within a framework of professional liability and responsibility

To develop outstanding understanding on the causes, clinical manifestations, and standard management to develop skills of behavioral management. Read textbooks and scholarly articles on pathogenesis of dementia in order to address knowledge gaps.(Clarke, Wilcockson, Gibb, Keady, Wilkinson, & Luce,2011)

Enroll on an online course regarding the management of dementia

Seek guidance from specialists, experienced health workers and follow up some patient cases.

Collaborate with care assistance in assessing efficacy and impact of treatment plan towards reaching the goals. Demonstrate outstanding knowledge of patient management, monitoring and follow-up during assessments and clinical practice.

To enhance the choice and use of appropriate assessment, diagnostic, intervention, and practice cognitive assessment tools. Utilize active listening skills and empathy in interactions with patients to understand their history and the profound impact on behaviors.

Practice self-correction and individual reflection to guarantee continuing professional development Discuss with coworkers and lecturer.

Gained more knowledge about assessment strategies of dementia.

To gain the appropriate knowledge and skills to conduct effective and comprehensive teaching skills in regarding caring for dementia patient before after and during behavioral episodes. Conduct a teaching session for a group of coworkerand care assistances.

Analyze the planning of teaching method.

(dos Santos, de Oliveira, de Rosário, Lira, Tourinho, , & dos,2014)

Prepare teaching plan for the teaching session. Provide written feedback from the audience on the teaching method, time management, mastery of content, as well as the impact of the presentation.

Present a PowerPoint presentation for the teaching session.

Discuss with the lecturer, supervisor, staff, and colleagues about the teaching session and get feedback using a pre-developed tool.

Self-evaluating by using scale(Cadorin, ,Bortoluzzi, &Palese, 2013).

To enhance the application evidence-based practice process in clinical assessment and intervention with dementia patients. Engage in teamwork in implementing and evaluation of current trends in the management of dementia.

Reviewing the current management of dementia and closing the knowledge gaps using evidence based findings and recommendation.

Researching the theoretical and conceptual framework for the current procedures and protocols. Write up a report or critical analysis relating to the role.

Discuss with the lecturer, supervisors, team members, and colleagues progressively and implementing the recommendation gradually.

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