Blog 17: Interview 3 Reflection

1. What is the most important thing I learned from the interview?

-  One of the most important things that I learned from my interview was that everything is connected one way or another. I learned that if there's no communication, there's no trust, then there's no patient/doctor relationship, and then the patient is then in danger. Another thing that I learned was that a nurse/doctor needs to understand him/herself in order to be able to help others; in other words, they need self-reflection time. 


2.  How has your approach to interviewing changed over the course of your senior project?

-  My approach to interviewing has been a lot smoother; by this I mean that I can easily call or text a person and ask for an interview with confidence. I feel a lot more straight forward and confident in what I say and in what iI'm doing. So, over the course, I'd say that I've grown to not be as shy or scared to ask for help. 

- Link to voice memo: Interview #2 - 

* CLICK HERE* 

Blog 16: Independent Component 2 Approval

1.  Describe in detail what you plan to do for your 30 hours.

• For my independent component number 2, I plan to do the same thing as in number 1 - hours at mentorship. However, this time I want to focus more on the doctor's/nurse's points of views instead of just the patients. I want to be able to understand why doctors and nurses are so stern, strict, stable, firm, serious, and very goal-oriented. I want to understand my senior topic from a different point of view, so I'll shadow more doctors or nurses, I'll do my hours by observing, watching, taking notes, and gathering information for my final senior presentation. 

2.  Discuss how or what you will do to meet the expectation of showing 30 hours of evidence.

• Maybe I'll write letters, scrapbook, or create a replica of the medical facility of where I volunteer at. I think what I'll end up doing is try to convince them for photography use and maybe create a slideshow or story book that explains my topic throughout. Or, what I can do is teach middle schoolers about my topic - meaning I'd prepare, plan, and present them my with an overview of the entire senior project and its importance. But, what I really want to do is learn the doctor's point of views for every choice that their making. 

3.  Explain how this component will help you explore your topic in more depth.

• This component will help me explore my topic more in depth by learning both sides of the equation when putting the equation together. I'll understand why a patient and a doctor say, think, or do what they do. I'll understand of my answers (patient-doctor communication) a lot more in detail and in depth. 

4.  Post a log in your Senior Project Hours link and label it "Independent Component 2" log.

• Independent Component Log Hours

Blog 15: Independent Component 1

LITERAL

•    (a) Write: “I, Itzia Chavez, affirm that I completed my independent component which represents 32 hours of work.”

•    (b) Rose Robledo, my guidance, has guided me throughout the volunteering work and in helping me complete this independent component. 

•    (c) Update your hours in your Senior Project Hours link. Make sure it is clearly labeled with hours for individual sessions as well as total hours.

             ◦Click here to view mentorship hours

•    (d) Explanation: Throughout my independent component, I was able to grasp a lot more knowledge than I thought I would. I was actually able to work more specifically on my senior project aspect, regarding my essential question and in learning new ways to answer it as I volunteered around the facility with filing papers, learning about patients, and connecting with people, like Nurse Rose, who would help me. 

INTERPRETIVE 


• So, aside from my log, linked above, the only other proof I have is a letter from my mentor stating that I did 32 hours of work. I couldn't take any pictures due to confidentiality issues and patient procedures. 

APPLIED


• The independent component helped me understand my foundation and answer # 1 to my essential question. Working side by side with my mentor, Cara Johnson, allowed me to understand patients and fully grasp the views of a nurse. I worked a lot more with patients for my independent component, especially because of my essential questions, which then lead back to answer. With this in mind, I was able to communicate with patients; I was able to shadow nurses who communicated with patients about critical answers to their procedures and medical outcome of their life. I understood both views of a problem, the patient's side and the nurse's. Eventually, I understood my topic a lot more in depth and soon enough my answer #2 came to mind. So, at the end of this component, I was able to learn a lot more on my topic, specifically answer #1 and come up with answer #2. 

Lesson 2 Reflection

1.What are you most proud of in your Lesson 2 Presentation and why?

- I can honestly say that the thing I’m most proud of the most in lesson 2, was actually meeting time, and speaking a lot slower than usual. Usually, I’d just slur my words, mumble, speak really fast, and be done with it. However, this time, I was a lot slower than usual. Yeah, I was still pretty fast, but I was a lot slower than I’m used to. I’m also proud of all the information that was retained within my head, and for not reading word for word directly off the board. I’m just overall a lot happier and more content with this lesson.

2. a.     What assessment would you give yourself on your Lesson 2 Presentation (self-assessment)?

       AE       P          AP       CR       NC

-  I would give myself a P.

     b.     Explain why you deserve that grade using evidence from the Lesson 2 component contract.

- The reasons to why I think I deserve this grade, is because I did everything that was asked for on the “P Requirements contract”.

3. What worked for you in your Lesson 2?

- Walking around while presenting my lesson worked for my lesson 2, having a video as a hook worked, and allowing people to interact with one another during activity also worked.

4. What didn't work? If you had a time machine, what would you have done differently to improve your Lesson 2?

- If I had a time machine, I’d take a deeper breathe and speak nice and steady. Also, I’d arrange the classroom into pairs of two, allowing them to just have one partner to discuss their activity with.

5. What do you think your answer #2 is going to be?

- I think my answer number two is going to be addressing medical history or background.

Blog 14: Interview 3 Preparation

EQ: How can a primary care nurse best ensure the quality of care for their patients? 

1.  Who do you plan to interview?  What is this person's area of expertise?

•  I plan on Interviewing my mentor, or one of her co-workers. She's been out of town and just got back, so the whole interview planning is still in the works. 

2.  Verify that you have called your interviewee to schedule an interview.  What is the date and time of the interview? 

• Interview is set to happen February 1st, or the 8th, depending on work schedule of the interviewee. The time would be at 2:00pm at my mentor's office in Arcadia, CA.  

3.  Phrase an open-ended question that will help you find research resources that would help to answer the EQ.

• What can a nurse do to make sure that the patient and him/her are always on the same page? Are there any obstacles she/he must overcome? 

4.  Phrase an open-ended question that will help you think about other useful activities you might do to help you answer the EQ (IC2, possible experts to talk to, etc).

• How do you ensure that the patient feels safe enough to trust the nurse that's working with him/her? 

5.  Phrase two open-ended questions that help you to understand your interviewee's perspective on an aspect of your EQ. 

• Have you ever encountered bad quality of care by a nurse? If so, How'd that work out for you?
• How does a patient learn that she's getting all the help she needs? What reassures the patient and why?