Hello, this is my friend’s portfolio sample, i want you to look at it and do the same for me however, PLEASE CHANGE EVERYTHING (Paraphrase) don’t copy and change everything as there is a plagiarism test that my paper will go through. The topic is about our clinical skills labs and its difficulty during covid and online Also, please focus on the self reflection as it the most important thing in the portfolio!. Im going to upload the portfolio rubric and information please read it before starting with anything. Also the word count should be between 800-1100 words in total (description 300-350+self reflection 600-800). PLEASE MAKE IT PERFECT! if you have any question contact me ASAP. REMEMBER: focus on the self reflection and change it completely from my friend’s, add more emotions into it. +++ CHECK THE GRADING RUBRIC IT HAVE VALID INFORMATION
Patient Care and Clinical Skills Training
Description of the Event
COVID-19 impacted all sectors of the economy, with the education sector, one of the most affected sectors. Forced to close schools for months, many higher learning institutions resorted to online learning in place of face-to-face learning to save learners from idleness and keep with academic calendars. During August, I attended one of the online learning sessions, the clinical skills training lab. The event was a continuation of the Neuroscience-II, and Mental Health canceled due to the COVID-19 impact. In preparation for the Oral Case Presentation class, I received course materials days before the actual online class. I perused through the material covering clinical communication and documentation methods such as Situation-Background-Assessment-Recommendation (SBAR) and Subjective Objective Assessment and Plan (SOAP). I was also required to have the Microsoft Teams software to access the virtual class on the said date. According to the class organizers, we had to switch from the usual software, Cisco WebEx, due to its lagging issues and lack of familiarity with many learners.
The class was to start at 8.30 AM and end at 10.30 AM. During the August 26th, 2020 virtual class, we were divided into five students, with the eight virtual clinics taking place concurrently. I believe the class division into eight groups minimized congestion and the likely distractions, given the high number of learners attending the class. However, the organizers informed us that we all had to participate in a general clinical class to familiarize ourselves with preclinical preparations before taking part in the virtual clinic sessions. The instructor opened the class with a brief preview of the learned communication and documentation methods (SBAR and SOAP) and their significance in oral case presentations. After the general class, I moved to my assigned group, took up my assigned hospital scenario, and presented it to the best of my ability. The virtual clinical skills lab class ended fifteen minutes earlier and the instructor allowed us to leave after ensuring we were all contented with the concepts learned that day.
Reflection
After the announcement that we were going to have the clinical skills lab virtually, I felt excited since I am keen on sharpening my skills and helping my patients and my organization. However, I was unsure of the class’ outcome, given the high number of students in our class and the confusion that could arise through everyone’s active participation. I reflected on the impact of this clinical skills lab on my competency and advancement of my career. Regardless of the outcome, I was prepared to benefit the greatest from it, given my keen attention to continuous learning and desire to add to my knowledge and skills. I also felt the need to have an online clinical skills lab. Despite my preference for face-to-face learning, resuming learning virtually could significantly save time and accelerate my program’s completion.
Having switched from Cisco WebEx to Microsoft, I was confident that the current software could improve the transmission and communication between instructors and learners. However, Microsoft Teams also misbehaved with slight lags that killed time and distracted the lecture’s flow. Despite the distraction, I committed my attention to the presented concepts, made short notes to peruse through later, and concentrated like a typical class. The failure to focus strictly on the lecture could hinder my learning ability in the class and, as a result, eliminated everything that could distract me in my background. I found it strange that I was attending a class without my colleagues and unable to communicate with each other in real-time. However, I focused on the most critical issue of the moment, which was the concept of learning in the class. I also took a keen interest in this virtual class since I felt that these skills could improve my delivery in the clinical skills department and pave the way for me to serve in leadership or managerial roles.
The clinical skills lab opened up my clinical reflection regarding patient safety and avoidance of clinical errors. In the clinical setting, practitioners must consider their safety and that of their patients. However, a healthcare giver must understand and apply the skills and practices that safeguard personal safety and patient safety. I had this reflection amid the on-going pandemic that has crippled economies, greatly disregarded people’s safety, and threatened the efficiency of delivering service in healthcare settings. With the need to adjust the mode of service delivery and the nature of safety precautions, I realized that the clinical skills lab class came at the right time. I felt the need to perfect the concepts in class and apply them to respond to situations such as the one caused by the impact of COVID-19.
The virtual clinical lab served as the start for future online classes due to the uncertainty of the current global situation resulting from COVID-19. After the class, I also assessed the online class’s contribution to my studies and career preparation. I also evaluated my preparedness for the virtual class and focused on what I could improve to gain from future online classes. I also engaged in a review of the differences in the delivery of face-to-face learning and online classes. In this review, I noticed slight differences in the delivery with online classes more technically focused on the interaction between the instructor and the learner. However, I assumed the differences brought about this comparison, believing that online learning presented the best available replacement to face-to-face learning, given the current situation. I was thankful to the organizers that they cared about learner welfare and wanted us to resume learning and fulfill our future career goals despite the current global crisis.
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