weardemgloves

Respect your teachers; they don't crawl you and bother you for no reason. I also failed to realize until now that those portfolios are useful if you ever want to go beyond the ADN program; actually, they are a requirement at UMC for their RN to BSN program. Please go to bed by at least 2 am on saturday night, also, and one thing I always did to bond with patients (if the teachers believed in this and encouraged it) was to speak to them on Sunday; it may keep you at the hospital for a few hours, but their stories are amazing and it reduces their stress level so much. Also, take as much learning as you can from every alternate experience and ask questions. Today there was a health student (not hinds CC) at my job and the staff was at an amazing opportunity to ask questions, but she didn't ask any... and if you ask a question and someone is mean to you, so what? It is no big deal. Learn all you can and apply that learning to test questions.

I have worked for an HMA agency for a good while and I love it. Times are tough, but their capable employees who are loyal and completely capable of working are taken care of. Sure, they may not give you as many raises as other places, but I love where I work and I would hate ever having to leave it. I can't speak for any other area or any other HMA hospital, but I work at an HMA hospital and I would not trade it for anything.

Impaired gas exchange r/t bronchial inflammation AEB lung crackles per auscultation (if it's an exacerbation he should have them). Ineffective airway clearance r/t chronic, persistant sputum exacerbated by and secondary to disease process AEB presence of productive sputum Risk for infection r/t continual bronchial secretions AEB continuous, productive cough **Emphysema is the other cause of COPD and does not cause impaired gas exchange r/t productive cough, but causes impaired gas exchange r/t entrapment of air r/t damaged/collapsed alveoli and "air trapping" in the lungs r/t that alveolar collapse. You can find all the interventions and alter them to these diagnoses in your med/surg book r/t most diagnoses you find or information on the internet. It is not easy, but then again, I am not going to give you any other advice or diagnoses proofreading unless you put forth a large amount of effort on your part from now on. Good luck.

http://books.google.com/books?id=dSIGj8-9bewC&pg=PA108&lpg=PA108&dq=persistent+asynclitic&source=bl&ots=sOQ4Mw0v4d&sig=PbHOShGnP9frb2PbJpxGwjRqAbg&hl=en&ei=jqhGS6jZBI-6NqCC3ZAJ&sa=X&oi=book_result&ct=result&resnum=1&ved=0CAcQ6AEwAA#v=onepage&q=persistent%20asynclitic&f=false if the keyword "persistent asynclitic" position does not come up, type it in and it will show you the answer. Google search is great for learning if you can apply the concepts. One learning key to help in nursing is to apply the words into a thought that will help you remember the definition, even if it is dirty sounding.

Another biggie is don't make derogatory remarks about the teachers; they have feelings, too... I think (j/k). If you feel the need to complain, do it away from everyone else to a trusted friend because you never know who's listening. I haven't had to complain in a while, but it also took me a while to realize it's not the smartest idea to say something mean about a teacher, although I never got in trouble for it. It's kind of like a, "Don't bite the hand that feeds you" sort of thing. Be nice; these teachers know what they're talking about and if you disagree, please pay particular attention to not being rude. I have heard people argue with teachers and these people didn't think they were being rude, but how they said things did sound a little rude.

i'm graduating in december almost definitely. it really depends on the teacher and whether or not they think you respect them, or whether or not they like you. if you don't communicate with them properly (get scared or don't communicate with the nurse assigned as well) they will practically crawl up your ass when you're doing clinical skills. spend some time with (moderator edit of name) in the learning lab or by yourself as much as possible; no matter how much you think you can do a skill you will almost inevitably mess up something if a teacher is breathing down your neck, so it really helps to practice. i never had a problem with tests, but most everyone else i know has had problems with them. airway, breathing, circulation, safety, and pain in that order are your priorities if all the preceding factors are pertinent on a test question, but only when the problem of airway is there. if the client is breathing fine but has +2 post-tibial edema while sitting in a chair, prop up the feet (circulation). if a client has just had 4 mg of morphine and has a rr of 16, a hr of 76, a normal bp/temp/oxygen saturation but states they feel sedated/dizzy/tired, put side rails up times 2 and hand them the call light and tell them to ask for assistance with ambulation (safety). always think abcsp with priority questions. a big helper is covering up each question, then uncovering the question, then uncovering each answer and writing a "y" for yes, a "m" for maybe, and a "n" for no and then pick the best answer; it helps to decrease confusion and focus on the problem at hand.