Nursing; Effective patient transfer within UK hospital Essay

Nursing; Effective patient transfer within UK hospital - Essay Example The multidisciplinary team (MDT) will be working in all aspects of the discharge process. Effective discharge of patients from hospital includes a successful transition of a patient from secondary to primary care. A good communication and planning is important in this process. There must be an effective coordination and collaboration between the PCT and all of the different partners in the care process so that services are seamless and responsive to changing need. The Primary Care Trust (PCT) is the leader in developing the care management in a hospital. Working together with other government companies to be able to achieve its aim to have The NHS plan, to be able to produce a modern, flexible and patient-centered NHS. The NHS is the one responsible in improving the policy in discharging patient. The government is continuing its aim to improve the policy and guidelines in discharging a patient. NHS has made several adjustments on its process . The aim of the policy in discharging patient is to ensure the effective patient care, the appropriate, timely placement of patients dependent on their individual needs and the wider effective management of the elective and emergency workload across the Trust. The discharge planning for patients will start at the admission or at pre-admission clinics for elective patients. The Clinical Team will be the one ensuring that the patient remains in the timely pathway to discharge. The ward managers will be the designated personnel in facilitating this process. Base on the policy done by the Luton and Dunstable Hospital NHS Trust, there are several principles that underpinned the discharge policy: Each patient discharge will be assessed by the multidisciplinary team with the help of the patient, relatives, and carer. The assessment will start on or before the patient will be admitted. A leader will be selected by the care team to take the responsibility in identifying the discharge date and make sure that the discharge process will be effective. Every patient will be treated with respect. If in any case the patient will reject the care being extended, his decision will be respected. In case of disabled patient all his needs will be given. The MDT will assess the case of each patient. They will classify it base on the severity of the patient. This will be treated first and will be given proper attention to avoid over staying in the hospital. All the discharge planned along with the dates and contact numbers will be clearly documented. The checklist will be available such as the one being used by the Nursing Assessment. The care providers will be informed instantly about the plan for discharge. Relatives and carers will be given proper attention. If necessary they will be assessed by the social services. Patients will be provided with proper health education and support relating to the discharge process. All the information given to patients, families and carers will be consistent with that given by community agencies. The patient will have access to information about the discharge arrangements. Any instruction given regarding the discharge arrangement will be provided in a written form. This include the following: leaflets, booklets, advice sheets following operations, relevant contact numbers should the patient or carer

5 Important School and Statutory Framework Essay Example for Free

5 Important School and Statutory Framework Essay Thousands of Muslims were becoming followers of Guru Hargobind Sahib Ji. Khawaja Raushan was a very respected Muslim Faqir with thousands of people visiting him to pay him respect and get boons. However Khawaja Raushan’s own mind was restless, he was in search of a true Guru. Once a friend told him about Guru Ji, Khawaja Raushan reached Kiratpur and met Guru JI. When he heard Guru Ji’s he was so impressed that he decided to stay at Kiratpur. He became an admirer of Guru Sahib; he started doing Seva of Guru Ji’s horses. One day Guru Ji went out for riding his horse, Khawaja Raushan ran behind Guru Ji in Bairag. See more: Sleep Deprivation Problem Solution Speech Essay He ran more than a mile after Guru Ji, who then dismounted his horse and embraced Khawaja Raushan with great love. Guru Ji then gave Khawaja Raushan Charan Amrit and Naam as well as spiritual Gian and sent him to Doaba to preach Sikhi.Khawaja Raushan was going from one village to another for preaching Sikhi, one day he met Sayyad Jaani Shah who was wandering in search of bliss. Jaani Shah had met many Sadhus and Faqirs but could not get spiritual Gian from anyone. Khawaja Raushan told him he should go to Kiratpur to achieve your aim. Firstly Jaani Shah did not believe him but when Khawaja Raushan told his story he was determined to go. When he reached Kiratpur and sat in front of the door of Guru Ji’s house and cried loudly â€Å"Janni Ko Jaani Milaa Do (Let Jaani meet his dear one )†.

Shakespeares Othello - Othello and Desdemona :: GCSE Coursework Shakespeare Othello

Othello and Desdemona In the play, The Tragedy of Othello, Shakespeare really tests our conception as to what love is, and where it can or can't exist. Judging from the relationship between Desdemona and Othello, the play seems to say that marriage based on an innocent romantic love or profane love is bound to fail. Shakespeare is pessimistic about the existence and survival of a true type of love. There is a common thread of betrayal and deceit among his female characters, especially. Othello and Desdemona, as portrayed in the play, are the two greatest innocents there ever were. The two appear to love one another romantically at first, but this romantic love becomes more of a profane love, or more likely was truly a profane love all along. This comes to pass because there is no foundation for a relationship here. There is no trust, no communication, and no understanding. Othello has spent most of his life in battle, which makes him good at some things-- namely, battle. Othello says "Rude am I in my spee ch,/ and little bless'd with the soft phrase of peace;/ for since these arms of mine had seven years' pith,/ Till now some nine moons wasted, they have us'd/ Their dearest action in the tented field;/ And little of this great world can I speak/ More than pertains to feats of broils and battle" (1113). Desdemona is little more that a girl, inexperienced in the ways of the world. She is taken in by Othello's war stories. Desdemona takes one look at the hunk of burning love that is Othello, his virility and manliness, and she is swept off her feet. But is this a true love? She speaks so fondly of him, yet hardly knows him. As she defends her newly born love for Othello, Desdemona says (among other things), "My downright violence, and storm of fortunes,/ May trumpet to the world. My heart's subdu'd/ Even to the very quality of my lord./ I saw Othello's visage in his mind,/ And to his honors and his valiant parts/ Did I my soul and fortune consecrate." (1118). I can say from experience t hat in the "Magic Time", the first part of the relationship, some things are said that maybe affected by Love's blindness. Put these two together, and you have the equivalent of a couple of kids playing doctor. The two big clumsy babies "fumbling towards ecstasy" might have actually made it if they were free from outside forces.

Regarding Maternal Deprivation Essay

1) Give an understanding of your feelings regarding maternal deprivation. â€Å"Maternal depravation† has been used to describe a whole range of situations in which the infant is deprived of his/her relationship with its mother/ primary carer. Bowlby’s theory of â€Å"Maternal depravation† was founded on the hypothesis, that if a child is detached on a physical and emotional level from its primary carer that this will have long term effects emotionally for that child. According to Bowlby this detachment will see an increase in disruptive and defiant behaviour as well as a detachment between themselves and their children in the future. Bowlby even goes as far as to suggest that the affected child could possibly grow into an affectionless psychopath lacking and social conscience. Bowlby based his research on a group of children who had been referred to his clinic for stealing (Juvenile thieves). Bowlby found that 32% of them were indeed lacking any conscious understanding or empathy towards the society in which they inhabited and were a part of. 86% apparently had indeed experienced early separation (if only for a week before the age of five). And in contrast only 17% of these children had not been deprived during their early years. On this basis Bowlby claimed that maternal depravation would have the following consequences on the child:- * emotionally and physically aggressiveness, * Depression, * Delinquency, * Dependency anxiety (clinging), * Dwarfism (retarded growth), * Affectionless psychopath (showing no feelings for others), * Intellectual retardation and, * Social maladjustment. Maternal Deprivation has always been an emotive subject giving rise to extremes of opinion, for example, in 1951 Bowlby concluded that â€Å"..Mother love in infancy and childhood is as important for mental health as are vitamins and proteins for physical health† however at the other end of the scale Casler (1968) concludes â€Å"The human organism does not need maternal love in order to function normally.† Klaus and Kennell (1976) found that if  a separation occurs during the first 4 hours after delivery it is infact the mother who may fail to establish a bond with her baby. Evidence has been provided (Freud and Dann) to show that it is not necessarily the formation of a bond with just the mother that is so vital, they conducted a study of 6 children who were orphaned by Nazi persecution and raised together. All of these children made strong bonds with each other in the absence of a parental figure, all these children were under the age of 5 when the study began, Moskovitz (1985) then carried out a follow up of these 6 children and he found that in middle age two of them were happily married, successful, charming with warm personalities, the third was very insecure and suffered from depression, and the fourth had not adapted at all and was still preoccupied with the insecurities and privations of childhood, these findings contradict Bowlby’s theory that children who suffer maternal deprivation go on to have affectionless psychopathy. Spitz (1945) studied children who had been hospitalised long term, where the child is separated from their parents and the home environment he said that children in this situation frequently showed apathy, slow development and general depression and he concluded that environmental circumstances experienced by children who are separated from their mother will undoubtedly make a major difference to the infants emotional reactions. He also concluded that ample toys and play facilities were vital on the grounds that boredom leads to distress. Rheingold and Samuels (1963) investigated 10 month old hospitalized infants and found that that child who’s mothers stayed with them but didn’t provide toys for the child to play with led to the child being fussy and they fretted more than those children who had both toys and their mother present. Goldfarb (1943) found that children raised in institutions were often retarded intellectually and linguistically, he conducted a study of thirty children who had all been removed from their natural parents at a few months of age, half of these were raised in a foster home and half in an institution, when the children were between the age of 10 and 14 he discovered that the children who were institutionalised were significantly more retarded developmentally, but he didn’t take into account the level of stimulation these children had received nor did he consider why those children were adopted and some were not- maybe they were already ‘different’ at the start of the study. Tizard and Rees (1974) studied a group of 4 year  old children and concluded that with a good staff-child ratio together with a general provision of toys, books and outings this will promote an average level of development at 4 years of age when there is no close or continuous mother relationship. They suggested that children who are not often talked to or read to and are not given a variety of stimulation tend to be retarded whatever the social setting. However when they followed the development of a group of these children who were adopted from the residential nursery between the ages of 2 and 7 they did demonstrate some problems but by the age of 8, although the majority of them had well above average IQ’s half of them were experiencing problems at school, such as being unpopular, restless, quarrelsome and attention seeking. By the age of 16 however their relationships with their adopted parents was still good the problem lay with their peer relationships and the children were generally more anxious. They concluded that there did appear to be continuing effects of early maternal deprivation however these were different from those which Bowlby predicted. Bowlby was criticised for the research he did and the claims he made. Criticisms such as 1) the adverse effects of separation are due to a variety of causes, not just maternal deprivation. 2) Linguistic and intellectual retardation is more likely to be the result of lack of linguistic and environmental stimulation rather than a breakdown in the mother-child relationship 3) the mother child relationship is not unique. Many forms of research have been carried out based on different situations, children who spent their childhood in care, children in institutions, children who required hospital treatment at a young age, children separated from their mothers and indeed children who remained with their mothers but didn’t receive appropriate amounts of stimulation, and the effect these different situations had on children with regard to maternal deprivation. While evidence shows that some children who are believed to have suffered some form of maternal deprivation have gone on to have successful happy lives later on, whereas others have shown to have problematic relationships or psychological problems later on in life. It is always good to remember that before making any generalisations that  there is a definite relationship between early separations and later antisocial behaviour it is essential to consider the causes of the original separation. There are a much larger percentage of children who are separated from their parents due to family discord showing later antisocial behaviour than those separated due to physical illness. Bowlby indicated that children had an inbuilt tendency to form just one major attachment which is different in kind to that of other relationships they form however when children suffer maternal deprivation they are rarely deprived only of their relationship with their mother. There are always many different factors involved. It is a mixture of different factors and different circumstances which leads to such varying results.

Roman Fever

( , 445000) , , , (Alida? Sladea? Grice? Ansley)(  ·  · ) , , ; ; An Analysis of the Application of Cooperative Principle and Conversational Implicature in Roman Fever Li Yu’e (School of Foreign Languages, Hubei University for Nationalities, Enshi, 445000) ?Abstract? According to Grice's conversational implicature theory , conmunicators should conmunicate based on the cooperative principle which consists of four criteria,namely: quantity, quality, relation and manner. Betrayal of those four criteria means the arising of conversational implicature. This paper intends to apply the theory of conversational implicature into the conversations of Roman fever’s main characters(Alida? Sladea and Grice? Ansley)to give a pragmatic analysis , in order to help readers better understand the development of stoy and the main characters, and ultimately comprehend the work’s theme. Key words? Cooperative Principle;conversational implicature; criteria :  ·  · 19 20 , , 1905 ,1920 , , , , , ,  · , , :  ·  ·  · 25 , , , 25 , , , , 25 , , , , , , , , , , , , , , , , , —— —— , , , , , 1967? , (Logic and Conversation) † Cooperative Principle)† ,â€Å" , , †? 1? â€Å" , , †? 2 , , , ,? â€Å" † â€Å" †, (Quantity), ; (Quality), , ; (Relation), ; (Manner), , â€Å" , , †? 3? , ,? â€Å" †(Conversational Implicature) (2003) , † , , :1 , 2 3 â€Å" †, , 4 4? , , , , , , , , , , , , , , , , , 1. , , , —— , , , 25 , , , (Id) (Ego)? , , , , (superego) , , , (1) Mrs. Slade :Well,I don’t see why we shouldn’t just stay here. After all,it’s still the most beautiful view in the world. Mrs. Ansley: It always will be,to me. Mrs. Slade : It ’s a view we’ve both been familiar with for a good many years. When we first me t here we were younger than our girls are now. You remember! Mrs. Ansley:Oh,yes,I remember. There’s that head-waiter wondering. ?5? , , , â€Å" † â€Å" † , 25 â€Å" † , , ,â€Å" † , â€Å" † , , , , , , , , :â€Å"When we first meet here we were younger than our girls are now. you remember? â€Å"Oh,yes,I remember. † , , ,â€Å"There’s that head-waiter wondering. † , , (2) Mrs. Slade: Well, why not! We might do worse. There’s no knowing, I suppose, when the girls will be back. Do you even know back from where? I don’t! Mrs. Ansley: I think those young. Italian aviators we met at the Embassy invited them to fly to Tarquinia for tea. I suppose they’ll want to wait and fly back by moonlight. Mrs. Slade: Moonlight-moonlight! What a part it still plays. Do you suppose they’re as sentimental as we were? , , , , , , , â€Å" †(moonlight) â€Å" † , , , , , , , , , , , , â€Å" † , â€Å"Museum specimens of old New York†(â€Å" †), , , , â€Å"‘vividness’†(â€Å"‘ ’†) , , , 2. (1) Mrs. Slade:Five o’clock already. Mrs. Ansley: There’s bridge at the Embassy at five. Mrs. Slade:Bridge, did you say! Not unless you want to†¦Ã¢â‚¬ ¦ But I don’t think I will, you know. Mrs. Ansley: Oh, no. I don’t care to at all. It’s so lovely here; and so full of old memories, as you say. Mrs. Slade:I was just thinking, what different things Rome stands for to each generation of travelers. To our grandmothers, Roman fever; to our mothers, sentimental dangers-how we used to be guarded! to our daughters, no more dangers than ghe middle of Main Stree. They don’t know it-but how much they’re missing! I always used to think, that our mothers had a much more difficult job than our grandmothers. When Roman fever stalked the streets it must have been with such beauty calling us, and the spice of disobedience thrown in, and no worse risk than catching cols during the cool hour after sunset, the mothers used to be put to it to keep us in-didn’t they! Mrs. Ansley: One,two,three—slip two;yes,they must have been. â€Å"Five o’clock already. † , 25 , ,â€Å" There’s bridge at the Embassy at five. † , , , ; , 25 , , , , , , ,â€Å" , ‘ ’: ‘ ’? ‘ ’, ‘ ’? ‘ ’, ‘ ’? ‘ ’,‘ ’ †? 6 , , â€Å" † , , , , , â€Å"One,two,three—slip two. † , , , , (Id) (Ego), (2) Mrs. Slade:I-oh, nothing. I was only thinking how your Babs carries everything before her. That Campllieri boy is one of the best matches in Rome. Don’t look so innocent, my de ar-you know he is. And I was wondering, ever so respectfully, you understand†¦. Wondering how two such exemplary characters as you and Horace had managed to produce anything quite so dynamic. Mrs. Ansley:I think you overrate Babs, my dear. Mrs. Slade: No, I don’t. I appreciate her. And perhaps envy you. Oh, my girl’s perfect; if I were a chronic invalid I’d-well, I think I’d rather be in Jenny’s hands. There must be times†¦ but there! I always wanted a brilliant daughter†¦ and never quite understood why I got an angel instead. Mrs. Ansley:Babs is an angel too. , , , , â€Å"and never quite understood why I got an angel instead. † , , , â€Å"Babs is an angel too. , , , , , , , (3) Mrs. Slade:The sun’s set. You’re not afraid, my dear? Mrs. Ansley:Afraid- Mrs. Slade:Of Roman fever or pneumonia! I remember how ill you were that winter. As a girl you had a very delicate throat, hadn’t you? Mrs. Ansley:Oh, we’re all right up here. Down below, in the Forum, it does get deathly cold, all of a sudden†¦ but not here. Mrs. Slade:Ah, of course you know because you had to be so careful. Whenever I look at the Forum from up here, I remember that story about a great-aunt of yours, wasn’t she? A dreadfuily wicked great-aunt? †¦Ã¢â‚¬ ¦ Mrs. Slade:Not often; but I was then. I was easily frightened because I was too happy. I wonder if you know what that means? Mrs. Ansley:I-yes†¦ Mrs. Slade:†¦Ã¢â‚¬ ¦ And the Colosseum’s even colder and damper. Mrs. Ansley: The Colosseum-? Mrs. Slade:Yes. It wasn’t easy to get in, after the gates were locked for the night. Far from easy. Still, in those days it could be managed; it was managed, often. Lovers met there who couldn’t meet eslewhere. You knew that? Mrs. Ansley: I-I daresay. I don’t remember.