Case Study of Infection Control Mr Jones

Case Study of Infection Control Mr Jones Mr. Jones is a 72 year old Gentleman who was cared for in an acute medical setting, to ensure patients confidentiality is maintained (NMC2009) his name has been changed. Infection control is a fundamental aspect of a nurses role, as well as the responsibility of everyone who works within healthcare systems (Department of Health (DH) 2006a). Infection control and the prevention of all infection remains a major goal within all healthcare settings, and lies with all healthcare professionals and personnels responsibility to ensure this is achieved. The NHS and healthcare systems have specialised infection control teams to ensure an effective infection control programme has been planned and implemented, also regularly evaluate the effectiveness of programmes and update their findings. The infection prevention and control team provides advice about the prevention and management of infection including outbreaks of diarrhoea and vomiting, as well as promoting education and awareness to patients and carers. They work closely with staff and senior members of the healthcare setting to ensure that correct policies and procedures are adhered to. (www.nhs.uk/infection-prevention-and-control/). Healthcare consists of a multi disciplinary team and all professionals must work together in order to encourage the effectiveness of the infection control programme is achieved. Microbiology has become an advanced science in the investigation of infections and the management of their control in the hospital setting, the study of living organisms that are so small that can not be seen by the naked eye, Microbes are everywhere, they are able to survive in almost every conceivable environment(J.Wilson). Many species of bacteria exists as well as virus and other micro organisms, but thanks to advance scientific findings a very small proportion cause disease and infection (J.Wilson). The student nurse acted appropriately and was aware of following the NMC guidelines at all times within the clinical area of placement, and adhering to confidentiality guidelines and ethical policy. The student nurse was called to assist Mr. Jones who had alerted the staff on the ward that he was in need of assistance in the toilet. When entering the room it was obvious to the student nurse that Mr. Jones was distressed. Mr. Jones had been incontinent and defecated on to the floor of the toilet and surrounding area. The student nurse gave reassurance to Mr. Jones to encourage the relief of his anxiety and distress, making the care of people your first concern, treating people kindly and considerately. (NMC2009). According to the Bristol stool chart the stools that Mr. Jones had passed were type 7, the Bristol stool chart shows seven categories of stool and was developed by K.W Heaton and S.J Lewis at the University of Bristol and first published in the Scandinavian journal of Gastroenterology in 1997. Types 5-7 according to the Bristol stool chart may indicate diarrhoea and urgency, with stools passed watery with no solid pieces which presents entirely liquid. The Bristol stool chart is an extremely useful guide as having a reference to adhere to gives the healthcare professional a better understanding and descriptive way of passing on information regarding their patient, a great deal of information can be learnt by the consistency of the patients stool as to indicate if their is any cause to be concerned, Clostridium difficile is an infection which is seen within the healthcare setting such as the hospital or care home, and was first recognised in the late 1970s, it does not present a problem in a healthy person but can present a problem in people who have been taking long term antibiotics, as this can interfere with good bacteria within the gut which can encourage C.difficile bacteria to multiply and produce toxins which causes diarrhoea and vomiting, C.difficile is more common in the over 65 age group, and can be spread through cross contamination from patient contact, via healthcare staff or via contaminated surfaces within the environ ment. (www.nhs.uk/conditions/clostridium-difficile). Healthcare environments are constantly battling against outbreaks of infection with implementing effective control measures which the infection control teams have implemented in guidelines from policy and procedures, in many cases time of outbreaks can not be determined but effective control measures can prevent the spread of infection to other areas, Norovirus which can present huge problems and stress to the healthcare setting can usually be determined to present in the winter months, vomiting and diarrhoea can present any time outside this time frame and procedures will be a duty of care to adhere to, to minimise the risk of the spread of infection. An outbreak within the clinical setting may be defined as two or more cases of the same infection which are linked in time and place and any suspicion of an outbreak must be reported and documented to the relevant departments. (The Health Act 2006). Having identified the risks of potential cross contamination and infection the student nurse intentions were to ensure that the necessary precautions were adhered to. Protective clothing such as gloves and aprons should be worn in accordance with the standard universal precautions policy. Staff can be at risk of infection or transference of pathogens if they do not comply with good infection control practices. Essential skills clusters for nurses. The student nurse prior to assisting Mr. Jones any further made sure adequate protective clothing was worn with putting gloves and apron on. Wearing uniforms or protective personal clothing is affected by current legislation. (Health and Safety at work Act 1974). The student nurse had made the decision not to wear added protective clothing as in this situation her personal judgement did not feel it necessary, face masks and eye protection are not always necessary for most intervention or activity to prevent cross infection, however, when there is a likelihood of accidental splashes from blood, body fluids, secretions and excretions to the face they must be worn. (Arrowsmith 2005, p.81, Pratt et al.2007). The first priority of the nurse is the patient, so that they feel comfortable and less distressed about the situation, Make the care of people your first concern, treat people as individuals and respect their dignity (NMC 2009). It is a general legal and ethical principle that valid consent must be obtained before starting treatment or providing personal care for a patient. Explaining clearly the students intentions to Mr. Jones was important to ensure that Mr. Jones was informed and consented to the student nurse helping with personal care he was to receive, you must ensure that you gain consent before you begin any treatment or care (NMC2008). Mr. Jones mental capacity was at a satisfactory level to have the ability to understand what had just occurred and made the informed personal choice that the student nurse could assist him with resolving the situation that he had found himself in, For consent to be valid, it must be voluntary and informed, and the person consenting must have the capacity to make the decision.( www.nhs.uk/conditions/consenttotreatment). The hygiene needs of Mr. Jones were met, using soap and water and clean underwear and gown was supplied. Hygiene needs are an important fundamental role of the nurse, and the protection of the skin and ensuring the patients skin is left clean and dry. Skin care is critically important, remembering to cleanse and protect the skin, especially if the skin has been exposed to urine or stool, also being aware of damaged skin, which can lead to infection, especially serious among the elderly. As well as infection it is essential to promote the prevention of skin breakdown, again, especially within the elderly. The presence of urine and faeces on the skin increases the normal PH of 4.0 -5.5 and makes the skin wet. The rise of PH and excess moisture increases the risks of tissue breakdown and infection. (Ersser et.al.2005). This also ensured that cross contamination of any possible infection did not pass onto any person on the ward and contamination of the surfaces at Mr. Jones bed space. Ba cteria may multiply rapidly to create a source of infection, provided that a suitable vehicle transfers them to a susceptible site on the patient. (Infection control in clinical practice, J.Wilson). Appropriate handling of infected items is the key to minimise the risk of transmission and cross contamination within the clinical area and responsibility of the student nurse and all other staff within the clinical areas, removal of gloves and aprons after use should be exposed of in the nearest clinical waste bin and soiled linen placed in a red linen bag. Contamination of the environment is a necessary duty of the nurse and the relevant domestic staff on the ward was informed of the area of risk, NHS Infection control precautions policy states, that spillages of faeces and/or vomit must be cleaned up immediately using detergent and water. The area should then be disinfected using a hypochlorite 10,000ppm (Antichlor Plus) solution. Prior to the student nurse escorting Mr. Jones back to his bed space within the ward necessary and crucial hand washing was carried out thoroughly and encouragement for Mr. Jones to carry out the same precautions were implied, by doing so this action dis couraged transmission of pathogens and possible cross contamination. Hand decontamination is a low tech clinical intervention that can prevent transmission of infection (DH2006b). Unclean hands have been shown to be a significant vehicle for the transmission of micro organisms and contribute to outbreaks of infection in healthcare environments. (Pratt et al 2007). A healthcare professionals role and responsibility is to collaborate with those their care at all times and to encourage education and understanding about their individual promotion of health and wellbeing, NMC, Standards of conduct, performance and ethics states that, you must support people in caring for themselves to improve and maintain health, and recognise and respect the contribution that people make to their own care and wellbeing. The student nurse encouraging Mr. Jones to wash his hands and help with his personal care can encourage promoting Mr. Jones independence and mental wellbeing as well as encourage the understanding of the importance of discouraging of cross contamination within the environment. A senior member of the nursing staff was immediately informed regarding the situation with Mr. Jones as the information was important with the care he was currently receiving and relevant to any future care that he was about to receive, as well as the possible risk of infection as type 7 stool poses to the environment. The need to respect peoples confidentiality is a duty of care to the patient so it would be necessary to ensure the patient was informed that any information passed on was in their best interest, NMC 2010 states, you must ensure people are informed about how and why information is shared by those who will be providing their care and you must disclose information if you believe someone may be at risk of harm, in line with the law of the country in which you are practising.

Ottomans Versus the Safavids

Many empires of Middle East civilizations have had strong political and social structures. Two of these empires are the Ottomans and the Safavids. The rise of the Ottomans correlates with the decline of the Roman Empire, which generated the shift in power from a singular Christian European society to a more Islamic influence. The Ottoman people became powerful in Asia Minor, which collapsed as a Seljuk Turk Kingdom, in the 13th to 14th centuries. The Safavids rose to power following the collapse of the Turkic Empire and invasion of the Mongols in the 13th and 14th centuries. Although the Safavids had advanced political and social systems, the Ottoman empire had more efficient political and social methods. The Ottomans and the Safavids both had strong features to their political systems. The Ottomans controlled using a strong military, use of weapons, and an extensive bureaucracy. Their empire was known to be geared for warfare. The Ottoman empire had strong governmental power. They ruled in their center of Constantinople, which the Ottomans built defense walls around, aqueducts in, and was where they opened their markets. Absolute power was granted to their Sultans, such as Suleymon the Magnificent. Another unique political factor of the Ottomans was their use of Janissaries. Janissaries were Ottoman infantry divisions that were made up of boys that were legally slaves that were captured and forced to fight. They were extremely strong and beneficial to the Ottomans. The Safavids ruled under the control of a Shah, or emperor. Some of these Shahs were Abbas the Great, Tahmasp I, and Isma’il. A large part of the Safavid political control was their followers who were given the nickname â€Å"Redheads† due to their red headgear. Similar to the Ottomans, the Safavid also had one especially great leader who led the empire to good times and success. This Shah was Abbas The Great, who, like Ottoman janissaries, captured boys from southern Russia for the military and created a grand and powerful army. There were many differences between these empires because the two empires tended to stay separate from each other. When the Ottomans went to advance into the Safavid territory they had to retreat because it was too far away from the supply areas that the Ottomans survived off of. Due to this and other reasons the two seemed the stay separate and just pay attention to other areas and what they could do to better their empires individually. The social life of the two empires were similar in some ways and not at all similar in others. The trade of the Safavid was also more advanced. There were roads built and workshops made during the time of the Safavids. The Ottomans had more religious tolerance than the Safavids did. These two societies for women were very similar. In both of these empires many women in the Islamic heartlands struggled against social restrictions in dress and confinement. In both of the empires, the women were politically weak. They had little to no power over the decisions and politics of the empires. They were meant to be loyal to men and to be veiled. Both of these empires captured boys for their militaries. These men were considered slaves with few social rights, although they did have more then women. Even though the Safavids had many strong ideas on the correct political and social way to run their empire, the Ottoman empire had more efficient and advanced methods. The Ottomans used more warfare than the Safavids. But, the rights of women were the same in both empires. The Ottomans and the Safavids were both strong political empires of their time, with improved and efficient political and social systems.

The One Approach to Use for Descriptive Essay Samples for Grade 4 Exposed

The One Approach to Use for Descriptive Essay Samples for Grade 4 Exposed Descriptive Narrative Essay Example may be used mainly to recreate an occasion. Essay introduction samples can help you in receiving an idea regarding how you should begin an essay. On the 1 hand, our descriptive essay outline sample will provide you a good idea of the important sections and portions of a descriptive essay. The author should use words that would entice the reader's attention at the start of the essay. The introduction ought to start with a thesis statement that states how you are feeling about your topic. Writing a great introduction and conclusion is just one of the greatest touchups an essay can get to turn into noticeable. Ahead of writing, you've got to understand the subject of your essay! Furthermore, you are able to also have a look at our Argumentative Essay templates. Essay writing is a challenging business whenever you're at college. It comes in several different forms. A descriptive essay is a brief paper that's about describing or summarizing a topic. It allows a reader to understand the essay's subject using illustrative language. A fantastic descriptive essay comes out of a knowledgeable and imaginative mind. A normal descriptive essay contains five paragraphs. Simply take each merchandise and write what sense you may use to spell out the item in every paragraph. If you're describing an event, you'll need to compose your paragraphs in chronological purchase. Each and every detail of a particular subject plays an important part in developing a visual representation for such. If you're writing about an individual or a place you must order the paragraphs so you start off in a general fashion and write more specific details later. Essentially, you can discuss an identical object or subject as tackled in the identical manuscript. Chemistry is a subject which, basically, supplies you with useful information concerning the different substances or varieties of materials which make up the physical world around us and the way in which they behave or react with one another. It is possible to also be more specific on how you want to describe your subject. Since you may see, this structure works particularly well whenever the topic of your essay is an object. As you pay for homework, we provide those options at no cost. Students lead busy lives and frequently forget about an approaching deadline. Throughout their academic careers, they will often find the need to write a variety of essays that can take any one of a number of different forms. Essentially, when 4th grade students are requested to work on this sort of task, learners shall be asked to develop a format for the endeavor. The Definitive Approach to D escriptive Essay Samples for Grade 4 The environment was not precisely the safest for anybody to walk the streets. It's better to compare a few topics first to make certain they'll do the job. You should have your reasons, and our primary concern is that you find yourself getting a great grade. Write a story relating to this occasion. Normally, most readers receive the best representation of something through using their senses! Bear in mind, if you're describing something, you should be appealing to the senses of the reader. You might be interested in adding some details if you require telling something more about your primary object. When deciding what things to highlight about your topic, have a step back and take a look at what draws you to it. By this time, you probably get the concept that the style choice for your descriptive essay is really open. This issue of theme of the essay can be inspired from all sorts of unique things. Since the aim of the essay is to pain t a mental image of a particular subject, it can help to generate a list of all of the situations you associate with your topic. If you are searching for descriptive essay examples here's a great one below. Citations and extracts from assorted sources have to be formatted properly. Among the most well-known forms of essays it is very important to grasp how to write one. Quick Tips for Writing Your Descriptive Essay Writing a descriptive essay may be rich and fulfilling experience, but nevertheless, it may also feel somewhat complicated. You can't ever be too thorough when it has to do with reading the essay over again and checking for any locations that ought to be reworked. When you have the columns laid out you are able to start to fill them with details that help support your thesis. The following advice will steer you in writing a very good introduction to your descriptive essay. Now you have a topic for the essay, and a whole lot of notes, create a workflow chart.

The Empty City - 1156 Words

There is a city where the sun and the moon neither rise nor set a city of perpetual twilight. Where there is no good or bad, no right or wrong. Everything is based on perspective in this ephemeral city. This city has no people, only shadows. Shades of former denizens who lost their dreams but not their hearts, a stagnate state of being alive but not living. This was the empty city. He was a lonely soul, new to this city devoid of life. Lucien had no memories of the past and no direction to move on into the future. The boy was about the age of 18 and he was taller than average, he also had a strong thick build to him. His eyes held a cold steely gaze that would show he was no stranger to a good fight as well as he how disconnected from people he really was. The boy had shaggy brown hair and equally as brown eyes. They were dark, not only in color but as well as in there was untold mysteries and an even more mysterious aura about him. 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