NR 305 Week 7 Debriefing the Week 6 Head to Toe Assessment Assignment

Student Name

Chamberlain University

NR-305: RN Health Assessment

Prof. Name:

Date

Week 7: Debriefing the Week 6 Head-to-Toe Assessment Assignment

Reflection on Physical Assessments in Practice

In my current nursing role, I do not perform physical assessments. Instead, my focus is on the social, financial, and educational needs of our insurance members. My responsibilities include linking patients to services like community programs, medication resources, and providing education on medical diagnoses and testing. In my previous role as the only RN in a busy primary care office, I worked alongside three medical assistants and one nurse. I conducted focused assessments for patients, identifying issues that prompted their visits, recording vital signs, and addressing medication concerns. For diabetic patients, I reviewed their blood sugar logs, examined their feet for vascular issues, and tested sensation using a monofilament. Observations such as skin conditions or wounds were relayed to the physician to facilitate informed care. Additionally, I taught patients to use medical devices such as glucometers, insulin pens, and nebulizers and performed nursing tasks such as dressing changes and administering injections during dedicated appointments.

Evaluating Thoroughness of Patient Assessments

Based on my observations, patient assessments in my previous practice area were generally thorough and aligned with the patient’s presenting concerns. However, nurses must remain vigilant for objective findings that contradict subjective reports. For example, as Saraiva Lucoveis et al. (2018) highlight, patients often neglect regular foot inspections, an oversight that could have significant implications for those with diabetes. Similarly, Lockhart and Davis (2014) emphasize the need for nontraditional solutions to meet patient needs effectively. In primary care, assessments often focus on wellness checks, medication management, or addressing acute issues, requiring a balance of thoroughness and efficiency.

Reflections on the Video Assignment Experience

Participating in the head-to-toe video assignment was both challenging and insightful. Although I have performed countless assessments since becoming a nurse in 2004, the pressure of recording the task for grading brought unexpected anxiety. My initial recordings were either too long or incomplete. By the third attempt, I managed to keep the video under 15 minutes, but I still struggled to recall some details, such as the location of Erb’s point and lymph nodes. Despite these challenges, the assignment served as a valuable reminder of my competence and compassion as a nurse. Reflecting on my early career, I recall being apprehensive about harming patients and struggling to articulate my actions during assessments. Over time, mentorship and hands-on experience helped me gain confidence and develop as a nursing professional. Although my current role is less focused on direct patient care, this exercise reinforced my ability to connect with patients meaningfully during physical assessments.

Summary in Table Format

Aspect	Observations and Reflections	Key Learnings
Physical Assessments in Practice	Current focus is on social, financial, and educational needs rather than hands-on assessments. Previously performed focused exams in primary care, addressing diabetes management and skin conditions.	The role of focused assessments in primary care ensures patient-centered care.
Thoroughness of Assessments	Patient assessments were thorough but required vigilance for inconsistencies between subjective and objective findings.	Patient education and awareness play a crucial role in health management, as noted in diabetes foot care research.
Video Assignment Reflection	Experienced anxiety during recording, with challenges recalling certain details. Recalled early career challenges and growth over time.	Reinforced confidence in nursing abilities despite years of non-clinical practice.

References

Lockhart, L., & Davis, C. (2014). Caring for… Nontraditional families. Nursing Made Incredibly Easy, 12(6), 14. Retrieved from https://search-ebscohost-com.chamberlainuniversity.idm.oclc.org/login.aspx?direct=true&db=edb&AN=99041601&site=eds-live&scope=site