DEAL WITH CONFLICT THROUGH: acknowledging and educatingCELBAN PREP SPEAKING 1. INTRODUCTIONS How can I prepare to introduce myself in the Celban speaking exam settings? One thing that IEN do not realize is that your introduction is part of the assessment in your speaking skills.The assessment begins the moment you enter the room. So how can you prepare? Organization is central to the CELBAN. This means you should take time to think about your answers before you give them, making sure you add an introduction and conclusion. CelbanPrep suggest that you do this in each of the activities including your introduction. Depending on what you are saying to your introduction make sure you use a concluding statement. Some suggestions are: That is why I came to Canada For these reasons I love being a nurse Or, you can ask questions It is important how to ask questions in the exam setting, especially in preparation for the speaking component of the CELBAN test. Why ask questions during my CELBAN Speaking exam? Asking questions is an important part of communicating. It is a skill that allows the evolution of a dialogue, the acquisition of more information and IEN to demonstrate developed communication skills. Questions can be used at any time during the Speaking component of the CELBAN. You can ask questions in the introduction You can ask questions to conclude your introduction You can use questions after you have been given an instructions to clarify what you have understand One thing the most IEN do not understand is that asking question is a higher order communication skills. When it comes to the CELBAN Speaking Assessment asking question is a simple way of demonstrating your English language skills, It is best to use Open Ended Questions. Types of Questions: There are two types of question: Open ended questions Closed ended questions Closed ended questions Open ended questions When a question is closed ended the Alternatively open ended question answers are limited to yes or no provide multiple possible answers, Many of these questions begin with allowing for a greater amount of Do,Is, or Are information gathered Just as the answers are limited , the Open ended questions allow amount of information gathered conversation flow and evolve through these questions is limited Open ended questions begin with Who. Often these questions are conversation What, When, Where, Why and How enders Take a moment to think of a few Take a moment to think of a few questions that start with Who, What, question that start with Do, Is and Are When, Where, Why and How. Think Think about the answers to these about the answers to these questions: questions, are the answers limited to are they limited to yes or no, how many yes or no? answers can you think for each questions? Type of Questions Table Closed ended Open ended Starters Do Who Is What Are Where, When Why How Answers Yes Varied No Detailed Results Conversation ends Conversation flows Limited information Information gathers Two Assignments There are two assignments for this week: Asking questions Introductions Spend a minimum of half an hour a day doing the assignment of your choice.Ensure that you practice both skills. When it comes to celban it is important to observe your conversations over the next few days. Pay attention when you ask questions.: Are you using open ended questions? If not rephrased your sentence to one that is open ended. For example: Did you do the dishes when you came home? Change it to: what did you do when you came home? Do you like blue? Change it to: What is your favorite color? Is your sister a teacher? Change it to: What does your sister do for a living? ASKING QUESTIONS: Take some time to practice rephrasing questions this week: use open ended questions. Record yourself in conversation with someone; you can talk about anything that is appropriate for public viewing. Listen or view the recording, identify the questions. What type of questions did you use? What kind of answers did you get? Record yourself a second time, this time change the question. Listen or view the recording again, How did the answers differ? Use an audio host or a video host to upload a recording on-line. Once you sign in and create a post, add the link to your recording. Include your observations INTRODUCTIONS: Practice your introductions using questions, make sure they are open ended questions. For the next week pay attention to your conversations. Each time you have an opportunity to introduce yourself take a moment to prepare your answer. Take a moment to think about your answer Start with an introductory statement End with a concluding statement or questions. Practice with your friends and family in person and on the phone Practice your introduction on a daily basis. Ensure you: have introductory and concluding sentences pay attention to the types of questions and answers you get, and use open ended questions spend at least 30 minutes a day practicing TIPS FOR SUCCESS At the end of the week you should be able to introduce yourself with both an introductory and concluding statement without having to think. Continue to introduce yourself in this manner until it is natural to you Doing this will allow you to be calm during the celban speaking component of the exam Remember that for the CELBAN your introduction needed only be from 3-5 sentences! CELBAN PREP SPEAKING 2. CONDUCTING AN ASSESSMENT CELBAN Prep will now guide you through the second task of the speaking portion of the exam. For this task you will be given a Medical Assessment Form. You should have received an attachment with your CELBANPrep Tutorial emails. You will be given instructions: You are the nurse, one of the assessors is the patient. Using role play you will be asked to complete the Medical Assessment Form. Print the Medical Assessment Form Ask a friend or family member to participate as the patient Set a recorder to record your interview Acting like a nurse, ask the patient questions to complete the form You do not have to write the information Listen to the recording and evaluate your interview Do another interview, using some of the things given Practice, practice, practice Make sure to repeat points 2-6 until you are able to interview a patient to complete a Medical Assessment form with ease, comfort and confidence. Before you begin the assignment you need to know how to ask about pain. Ask about pain? Often IEN face a difficulty in thinking of a way to ask a patient about the amount of pain an individual is facing. Some have asked: Are you in excruciating pain? Is your pain really bad? How much pain do you have? The best way to ask this question is with an open ended question that is not based on words. The CELBANPrep suggestion is to: Explain the use of a scale from 1-10 where 10 is the highest Ask the patient to use the scale to describe the level of pain experienced Once you know how to ask a question about the level of pain experienced, you need to consider asking about the Lifestyle Choices. Ask about Lifestyle? What are some of the lifestyle choices that impact the health of an individual? What exactly is this section about? Individual choices impact health: whether a person smokes, drinks , does drugs or does exercises. Considering these choices, how can you ask Lifestyle choice questions? Use open and closed ended questions Post your questions Apply active listening in your role plays How should I begin the role play with the Assessment Form? Introduction and Conclusions are an important part of all communications. Often IEN's are used to adding introductions and conclusions when writing, but very few people add introductions and conclusions when speaking. Speaking naturally with this kind of organization is a characteristics of someone that is comfortable with the englidh language. When it comes to CELBANPrep you need to be able to introduce yourself at the beginning and conclude the interview at the end. How can you do that? What do you usually say at the beginning of speaking to a pattern? How would you end the meeting? How would you tell them what to expect next? This is only one way of having an introduction and conclusion. Introductions and conclusions can also be added to each section. How can you add an introduction for the Family History Section? How can you summarize the information you received from the patient? How can you do this for each section? Practice using the Assessment Form with friends or family members either in person or on the phone over the next week. Ensure that you are using open and closed ended questions appropriately. Practice different introductions and conclusions. Evaluate your performance using CELBAN Speaking Active Listening. ACTIVE LISTENING There are two different ways to listen: passively and actively. How do you know if you are an active or passive listener? Here are a few cues: How do you let other people know that you are following them and understanding what they are saying? Who does most of the talking? Are your conversation more like an interview of a conversation? How often do you initiate conversation or question? Passive Listening Active Listening Passive listeners spend more time listening With active listening both people speak in turn: than talking, the other person or people do there are questions, assuring words and most of the speaking. There is very little clarifications and gestures that allow the following, very few questions, hardly any speaker to know that they are being listened clarifications. Interactions are more like to. Conversations occur with both people interviews or one way conversations. In some being engaged in the conversation. countries this is a sign of respect: in Canada Developing these skills can be difficult for this is interpreted as lacking of interest. people who come from different culture with different values. Yet when it comes to CELBANPrep it is important to be able to actively listen. ASSIGNMENT You are the nurse, one of the assessors is the patient. Using role play you will be asked to complete the Medical Assessment Form. 1. Record your assessment 2. include intros and conclusions for each section 3. apply active listening 4. use open ended questions 5. ask about pain 6. ask about lifestyle 7. record yourself 8. evaluate work 9. integrate what you have learned in your next role paly 10. if you know how to, upload a video to youtube and send a link for addition and feedback Your Resources: You will find that your friends and family will be willing to role play, using their own health for examples. On role plays: On break at work on the phone or while using skype while riding the bus with friends and family while waiting in a long line Once you have recorded yourself, listen to your recording. Complete a self evaluation o Did you introduce yourself o Did you summarize each section (contact information, family history, reason for coming and lifestyle) o Did you conclude the assessment o Did you apply active listening.?Was it a dialogue? o Did you use open ended question? o Did you ask about pain? o Did you ask about lifestyle: smoking , drinking, exercise, etc o Did you ask follow up question? o Did you integrate what you have learned from previous role plays? MEDICAL ASSESSMENT FORM Name of Patient Reason for Visit Patient Information Family Information Symptoms Experienced Additional Health Information Current Level of Pain Lifestyle Choices CELBAN PREP SPEAKING 3. DISCHARGE INSTRUCTIONS What should I expect after the assessment form? The third component of Celban Speaking is to give instructions. For this activity you will be given a page of paper with discharge instruction. You will be given instructions explaining that you are to act as the nurse giving discharge instructions to one of the assessors acting as a patient. DISCHARGE INSTRUCTIONS When you receive your sheet of instructions take the time to review the information. Read the headings and pay attention to what would be really important information. Mark the section, mentally or with a pencil, to remind yourself to ask questions When the patient voices concern, use phases to acknowledge their cares and concerns. Acting like a nurse, give the patient the information Make sure to ask to check for understanding CELBAN Prep identifies this final point to be one to take into consideration; the most important information on the sheet of Discharge Instructions is the section entitled When to Call the Doctor. If you forget to Check for Understanding while you are giving discharge instructions, make sure that you do so for this section. How can I Prepare for the giving instruction part of CELBAN Speaking? CELBANPrep offers two things to consider when it comes to giving Discharge Instructions: Checking for Understanding Dealing with Conflict Each time you practice giving discharge instructions, make sure to check for understanding and deal with conflict. Let's start with Checking for Understanding. Checking for Understanding is one of the most important parts of giving instructions in all situations, allowing the Canadian nurse to ensure that the patient has a clear understanding. The process of Giving Instructions is more than simply reading the instructions: It also includes asking questions to ensure that there is understanding. Asking questions allows the evolution of a dialogue. When the patient tells you what they heard, it gives you an opportunity to: Clarify misunderstandings, stress important points and ensure instructions will be followed correctly In fact, CELBANPrep suggests that you ask for understanding when you are being given instructions by the CELBAN assessors for the exact same reasons, allowing a highest level of communication. How do I deal with a conflict situation, where a patient does not want to follow instructions? To IEN's, this may seem to be extremely rude and disrespectful. In Canada, it is an expression of ownership over one's own being: autonomy. In dealing with personal rights and freedoms, when it comes to a medical situation, the NUrse may feel that the position of authority is threatened. This is not so, CELBANPrep gives you two keys to dealing with a situation like this is: Acknowledgement and, Education One of the best way to de-escalate a situation is by acknowledging the feelings or concerns of the patient: to empathize with them. This can be done by using: "I understand that " (speak about the feelings or concerns) " People on your situation often have similar concerns/ feelings Write down three or more phrases you might use to acknowledge the concerns of feelings a patient may have. In the Giving Discharge Instructions activity, ensure that your friend or family member who is acting as the patient has chosen one point to disagree with you about. The next step is de-escalating a conflict situation is through education. Using language that the patient can understand and explain. The importance of the procedure self care method or safety need Persuasive language, and a firm voice are important components to securing the confidence of patients. DEALING WITH CONFLICTS Communication skills required by Canadian nurses are different from the communication skills required internationally. The CELBAN has been created to assess some of these skills. In Canada, citizens value both autonomy and the ability to make their own decisions when it comes to health so there is a high probability that IEN's will be dealing with with patients and clients that are highly educated. With this autonomy, patients are apt to question what they are told by health professionals. WRITING TASK 2: INCIDENT REPORT Having learned to apply the first stage of writing to a nursing context, this lesson teaches you how to apply the second stage, writing to create an incident report. For this lesson you will not only see samples of incident reports written by IENs, you will also be given the opportunity to identify errors, helping you to develop skills that allow you to increase your score on the CELBAN. ASSIGNEMENT: Now that you have used the incident flow chart to organize your thought for the pre-writing lesson, you will apply the other stages of writing to learn how to write in a time efficient manner. Make sure you take the time to edit your report: spot errors and correct them to increase your score. You must be able to self correct grammar, spelling, punctuation and capitals for this lesson. So if you have not posted previous assignments, you will be required to do so before. Using the IR Flow Chart The last lesson of CELBANPrep writing introduces the skill of using a mind map to organize your thoughts and ideas in relation to writing an incident report. Here you followed a step by step process of creating individual mind maps towards linking them together in an incident report flow chart. Know Your Role Incident: A 16 year old found on the ground near the hand sanitizing stations On May 19, at 8:00am, a male teenager was found on the ground screaming for help. Plae looking, crying in pain. A few minutes later found to be gasping for breath. Radial pulse taken, 50bpm, Ambulance was called. After 15 minutes, the ambulance came, took vital signs, BP taken 120/60, p-60bpm. Sent to the hospital for further assessment. __________signature Debriefing This IEN was fortunate to take CELBANPrep before her exam. She did not understand the instructions of her role as an RN. In her incident report, she wrote as a bystander in a public setting rather than on a duty nurse at a hospital. A similar thing happened to the IEN who wrote the next piece. Choose Your Location Incident: A 65 year old man found on the floor by the elevator with an IV pole August 10, 2008 11:45 am. A 65 year old male fall down on the floor beside his wheelchair near the elevator with an IV line intact. Pt was alone, conscious with vital signs of BP 120/80, RR18<PR25. Patient claims pain on his RT leg. Check for any bruises: he has lighty bruises on his elbow. Call for help, Mr. Adams our LPN helped to apply a splint in the rt leg. Called for ambulance. Debriefing This IEN work in an extended care facility and wrote asan RN at such facility, which does not have facilities for X-ray. For this reason the description was short and lacking details. Where this is acceptable, creating a situation that allows for more detail, in a hospital would be better. The IEN also wrote that the man "fell down". How does she know this? Did she observe him fall? Did he tell her he fell? Could he have been pushed? Unless it is observed by the IEN or verbalized by a witness it is incorrect to write that he fell. Choose the location. Remember, regardless of the work you are doing, when you write the CELBAN you are writing the report as a registered nurse. Choose a location for your report that allows you to write a detailed report. Avoid Assumptions Incident: A 65 year old man found on the floor by the elevator with an IV Pole Feb 2, 2009, 12:00pm 65 year old man found beside the wheel chair with IV pole, by the elevator. He was complaining of chest pain. His breathing was laboured. His vital signs were normal: Temp 34 degrees celsius, pulse 100/min, Resp 12/mn, BP 180/100mmhg. Patient's skin was cool, his arm was limp. Called a co-worker to help to bring the patient back to bed with two person transfer. Head elevated, 02 started, and continuous monitoring. Informed the doctor, emergency blood work was ordered. Patient was on NPO. He was laying on bed in a comfortable position. ________________signature At first this IEN wrote, "Patient seemed to be fatigued" This is unclear and an assumption. Reporting requires clear documentation. She was sasked, "How can you tell that a person is fatigued" |What can you observe?" The IEN replied " Cool skin and limp body ". Write that, she was told. Examples of assumptions: Everything is fine Breathing is normal Vital are normal Using the word seems These statements are unclear and assumptions. Clear statements are followed by details of observation or actions. For example: Breathing is normal, add rate Vitals are normal, add pulse, rr,bp temp with units Avoid assumption. If you make a statement, make sure you back it up with factors or details. A GOOD START: Incident: A 65 year old man found on the floor by the elevator with an IV pole August 18, 2008 11:50 am. Mr. X. 65 year old found on the floor beside his wheelchair with the seatbelt open. Assessment shows the following findings: IV line is intact; bruises on L foot; he is oriented to time place and person. Vital signs taken as follows : BP=180/80, PR =20. Patient moved back in to the wheelchair with assistance of a co-worker. The physiscian was informed about the condition. Medications were given. All safety precaustions were followed. First aid treatments were given. Documentation completed. Debriefing This is a good start, having chosen a hospital and knowing her role as an RN. There are a few holes: what is his name, what are his other vitals (RR, Temp), how the patient was trasferred, what medicines were given and what dose, what safety precautions were followed, what treatments were given and what documentation was completed. After you read what you have written, see if you have answered all of the questions or if what you wrote creates more questions. INCLUDE VITAL SIGNS AND MEDICINES Incident: A 65 year old man found on the floor by the elevator with an IV pole On 10th August at 10am 65 year old Mr Chang was found on the floor beside his wheelcahair in front of the second floor elevator. His seat belt was opened and IV line came out. His left leg was stuck between the foot rest. He was conscious and narrated the incident that he was trying to enter the elevator and somehow his seatbelt opened and he fell down. He looked pale and his vitals signs were stable. Abrasion present on his left foot. Called for assistance and put him back to the wheel chair. He became stable and cleared the abrasion and applied some ointment. Notified the incident to the doctor on duty. Medications given as prescribed by him. Explained the safety and precautions to him to make sure that his seat belt is on. ______signature, RN Debriefing This IEN did a good job of describing observatories, medical interventions and followed many of the standards required of medical documentation. Yet these are some voids that need to be filled. Did you spot them> It is not enough to state that vital signs were stable, this statement needs to be followed by the bp, rr, temp, pr,and rr. It is good to note that medications were prescribed by the doctor, yet this statement need to be followed with details not only of the medication but the dose. Complete reports allow for continuity of care. Fill Spaces add Time Incident: A 65 year old man found on the floor by the elevator with an IV pole On July 13, 2008 at 12:25 pm Jim Kim, patient from Rm 11 intensive care, was found on the floor inside the elevator beside the wheelchair with IV line. The patient had bruises on his face and he was pale. He said " I don't want to be in the hospital anymore". His vitals: BP 120/80, RR 22,Pulse 90. He complained of left leg pain. Called for assistance. Took patient to the unit for observation. Diagnosis shows fracture of left leg. His vital after 10 minutes: BP 130/90, RR 16, PR 80. After... Debriefing This IEN did a better job of describing the situation without leaving holes. He has a name, vitals include RR, there is an explanation from where he is. Writing in paragraphs, however, leaving a large space between words is not consistent with standards of medical documentation. If spaces are created they must be filled with a line a cross the space. Writing without spaces is better. The hanging sentence that begins with "After" says that this IEN ran out of time. Practising the stages of writing in a timed setting will allow you to ensure that you use your Include Date,Time and Signature Incident: A 5 year old girl found on the floor in the bathroom, a pool of liquid is on the floor Grace, a 6 year old girl came to the ER with left knee pain. She was accompanied by her mother, in a wheelchair, who stated that Grace was found on the wet floor in the bathroom. Her mother was a witness. Grace's knee was swollenand bruised. She complained of pain as a 7 on a scale of 10. Her vital signs were taken: p 120, RR 21,BP 90/60. The doctor was notified. The doctor ordered x-ray test at 10. Tylenol was given as per the docto'r order. She is sleeping in her mother's arms. Debriefing There are a few things missing with this IEN's report: date, time , signature. All are standard for documentation. Not only must this information be added, but it must be added in a way to ensure correct documentation procedure: without any spaces. Spaces must be filled with a line so that others may not change or add to what is written. Where the information presented was good, there are some errors,. It is acceptable to include medication, as ordered by the a doctor, but the dose of the medication must be included. Also a time was given for the appointment, but it is not noted if it is in the morning or evening. One gross error was in understanding. This assignment was for an incident report. Insted the IEN wrote an assessment form. An Incident Report is required of incident or events happening within the facility. An assessment report is completed when a patient is admitted to emergency, a hospital or a clinic. Avoid First person Incident: A 6 year old girl found on the floor in the bathroom, a pool of liquid is on the floor 03-09-2009 On 3rd September at 10am during my morning rounds I couldn't find Misty, a 6 year old girl in her bed. When I looked in the washroom I found her on the floor. She was unconscious, breathing was shallow. I could smell some oil; the floor was wet. Physical examination done. No bruises or discoloration found one her body. Vital signs were checked: Bp was low ie 90/60mmHG. Pulse 80/mt, Resp 16/mt. I called for assistance. We put her back on her bed and immediately stateed oxygen. Notified the physician on duty. Medications given as advised. Checked vital signs again. It was quite normal. She became conscious after a few minutes. Notified housekeeping for cleaning the wet floor. SignatureRN Debriefing The IEN envisioned a different situation for the 6 year old girl. As long as the situation fits and sounds reasonable any description is acceptable. Here observations were used: visual cues of wet floor, olfactory cues of the smell of oil. Housekeeping was called in to clean up the spill. These are all great details. When it comes to the medical information, some is missing. It is wonderful that the blood pressure was noted as 90/60 but what were the other vitals? What medication was given and how much? When vitals were checked again, what were they? Details like these are vital to accurate documentation. Otherwise the IEN is making assumptions. Check Grammar Incident: A 6 year old girl found on the floor in the bathroom, a pool of liquid is on the floor Sept 3, 2009 11:00am, I answered the call from Rm 205. I found Diane, a patient who is 6 year old, on the floor. She was conscious. she was screaming and crying. Her mother Sarah said to me " Diane was in the shower while I went to find a towel for her and she tried to go out for herself". Diane said her right hand was very painful. She answered all my questions. Vital Signs: BP 130/80, PR 130 per minute, RR:30. Her hand is swollen and red. She can not move it. I called her paediatrician, Dr Lung and he ordered a X-ray of her hand and gave her acetaminaphrine 250mg tablets. she was moved to x-ray in a wheelchair._____signature RN Debriefing The documentation with the conversation with the mother ensured that this IEN did not make any assumptions .Her description of the situation was clear and well defined. Medication was named, and the dose documented. However, this IEN repeatedly used the word "I". In each situation, due to the medical situation and the signature, it would be appropriate to drop this word and start the sentence with the action words (answered, Found, Called) It is important in all writing situations to ensure that the tense of the action verb is consistent. In this piece the writer goes from past( was, said,answerd) to present (is, can not). In a nursing context it is best to remain in the past tense, as the report is written after the event occured. A Complete Report Incident: A 6 year old girl found on the floor in the bathroom, a pool of liquid is on the floor 4:00pm, saturday Nov 12, 2009. 6 year old female patient found on the floor by the sink. There was wet floor, no smell and colour. She was unconscious and not able to move. Her temp 35 degrees celcius, pulse 92, resp 12, bp 90/60mmhg. Head to toe assessment showed back of the head had a bump, no other bruises and no skin lacerations. She was not responding. Called for assistance to bring the patient back to bed with controlled mobility and two person transfer. Start O2 and IV fluids. NPO and hourly observations charted. Informed doctor. Patient was, dry, clean and in a comfortable position. Incident report completed by _______sign RN Debriefing This incident report was completed by an IEN that practiced all stages of writing: prewriting, writing, editing and rewriting. She used the flow chart to organize her thoughts so that she included the patient information, assessment, medical intervention, charting and evaluation. Can you see the difference? Can you tell it was written by an IEN or does it seem like a native speaker wrote this? Evaluation: The better you get at identifying errors in the reports you write, or those written by other, the better you will get at identifying your own when editing: thus increasing your score. To evaluate your own work, or the work of others look for the following: timing- 2 minutes mind mapping, 5 minutes writing, 5 minutes editing, 5 minutes rewriting spelling, punctuation, capitalization grammar - tenses consistent in the past grammar - subject verb agreement reporting or charting? appropriate location? date, time , signature? role as an RN? VS? any assumptions? if medicine is noted, is there a dose? spaces filled with a line? a line between a report and signature? avoiding first person: I, me , we, my integrate feedback Your Turn: Sample reports have been added to give you a change at reading reports and identifying the gaps or errors. Instructions: go to the next page read the report apply what you have learned to identify errors wait 45 seconds to see the debriefing repeat Avoid cheating you may use the evaluation list Your Turn 1: A 16 year old man fell down on the ground near the hand sanitizer station Vital signs taken. BP 100/60, RR18, PR80. He was pail and also found bruises on his left face as caused by his fall. He verbalized that he felt dizzy and fell down. He was given water to cool him down and fresh air to breath. He said he felt better after drinking the water . Medical help came in. he was transferred on wheel chair. Your Turn 2: A 16 year old man fell down on the ground near the hand sanitizer station May 6, 2009 10:00am, Mr.X, 16 year old male was found on the floor near the sanitizer. He was slipped on the sanitizer. Pt was conscious but little tensed, Vitals checked. BP 140/80, HR 90, RR 26. Pt's condition was not bad. Called for assistance. With help of two other people shifted the patient to the bed. Informed the patient's condition to the doctor on duty. Checked the patient for any injuries. There were slight bruises in both legs and in left arm. Patient complaints of pain. Analgesics given as ordered by the doctor. Checked for head injuries: nothing found. Dressing done on the wound.______________________sign RN 12pm vitals checked again. It was normal. Now patient looks better. --------------sign RN A 16 year old man fell down on the ground near the hand sanitizer station On May 3rd 2009, at 10 am, 16 year old boy found on the ground near to the sanitizer. He was trying to reach the sanitizer but unable to reach. His foot got stuck on his wheel chair and fell down. His vitals was taken but it seems unstable. Call for help and two person transfer to the wheel chair. |I reported to the doctor. All the prescript medicine given and applied some ointment on his injured part. After a few minutes his vitals seems stable and he feels relief____sign RN Improve Your Score How did you do? The most important thing for you to do, to increase your score is to be able to spot errors in your writing and correct them. Learn how to see your mistakes and correct them too. Spot Errors When sign in to post your assignment, you will see many assignments posted. When you scroll down, you can see that someone from CELBANPrep replies to the post giving feedback, suggestions and comments. Go to the forum and read posts others have written Spot the errors Read the comments from the CELBANPrep official. See what you missed NOTE: Evaluating what others have written allows you to develop skills in spotting errors. I you simply read what they wrote and the comments made without spotting errors yourself, you are limiting the effectiveness of using CELBANPrep to prepare for the CELBAN decreasing your potential score. Ensure that you spend half an hour a day writing incident reports, using the flow chart ASSIGNMENT Using the Incident Flow Chart, your assignement is to write an incident report. You will need paper pen or pencil an IR flow chart completed last week a timer Remember: 5min writing, 5 min editing, 5 min rewriting Follow the steps: 1. Having completed the pre-writing stage , in the previous lesson, you are ready to wriet your work. Using a timer practice to write your incident report. 2. In 5 mins or less, edit the incident report you have written. When you have completed this step go on to the next step. 3. Having completed the editing stage, rewrite the report, in less than 5 mins 4. Spend at least half an hour a day writing an IR, using your work from last week 5. Post your work Practice the process of transforming your completed IR flow charts into written IR. This time instead of doing one step at a time, you will do all the stages at once. VOCABULARY: Some people get confused about the expectations for writng reports for the CELBAN. Remember: Reporting is paragraph form, with a maximum of one additional entry. Each addition has a time and signature. Charting is in notation form, with many entries each with a time stamp and signature Know which kind of report you are expected to write: an IR is required of incidents or events happening within facility an Assessment report is completed when a patient is admitted to emergency, ahospital or a clinic