HSEEP offers stakeholders with the necessary preparedness and opportunities to craft planning, validating and examining capabilities together with the areas that are worth improvement. By considering the National Preparedness Goal, the organization offer support in improving the national capacity of coming up with a capability to deal with a real challenge. Evaluation of exercises is also carried out meeting the strengths, improvement areas and corrective actions. Since there are numerous varieties of incidents, the disaster managers and organization leaders should make prior preparations to mitigate the impending risks. This paper will discuss the various principles of disaster management as asserted by HSEEP (Martinez et al, 2019)

1. Nursing Reflection Journal 1
Foundations in Adult Nursing
Name
Course
Institution Affiliation
Date

2. Nursing Reflection Journal 2
Introduction
Nursing is a vital element of our communities whenever the well-being aspect of any
human being is mentioned (Academic Papers on Porter’s Strategy, n.d.). There are several
qualities that nurses and their leaders ought to possess efficacy management and leadership.
According to Delgado and Mitchell (2016), emotional intelligence, integrity, professionalism,
and critical thinking are the essential attributes that a nurse should possess. Such emphatic skills
are hence valuable, particularly in nursing, as they help different types of professions to ensure
the facilitation of the learning supervisee experts (Quinn, 2015). Hence, it is of much
significance to address the issue of the shared human empathy as the most remarkable thing
within the nursing profession in which the unconscious individuals react upon the others without
necessarily having to pass through consciousness. In the profession, an individual's conscious
reaction, therefore, can communicate itself to other people within the setting. Hence, individuals
end up instinctively taking notice as a way of understanding the intentions and perceptions of
others. This paper is a reflective journal on some of the significant nursing practices presented in
the field, having been obtained from the nursing theories.
Part A: Awareness
Reflection refers to how one makes a review of a given routine exercise in describing,
analyzing, evaluating, and giving an informative study of a selected case. The above is a critical
element as it helps nurses to develop the critical qualities and aspects required in the field, thus
improves their knowledge in the practices. As a nursing department student, reflection on my
development and growth progress aims to allude to my constant development in theoretical
aspects of learning to the experiences gained readily in the clinical setting practice. When
carrying out routine practices, a nurse goes through various circumstances that require one to

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show concern and care for the patients. Consequently, one cannot portray the above attitude
towards the public without passion and skills in the nursing field.
Theoretical Approach
This paper aims to focus on the underlying, emotional, skills, and understanding of both
policies and ideologies in nursing under the employment of Professor Gary Rolfe and
colleagues’ reflective model (Rolfe, 2016). The initial stages of the model seek to unearth three
different and straightforward questions which are what, that describes a particular situation,
hence focusing on the accomplishments, the consequences, any challenges as well as feelings.
The model's second step, therefore, involves the description of the question "so what," which
will aid me in discussing whatever has been learned which focuses on learning about self,
models, relationships, attitudes, and cultures as well as the thoughts, actions, improvements and
understanding of the nursing care practice (Rolfe, 2016). In the last step, I will discuss the
question "now what," which will identify the needs that have to be implemented to improve the
future outcomes and, thus, development in learning.
Self-Awareness
First, I must admit that I am a nursing student who currently got placed in the medical-
surgical ward, where I had been assigned different roles under my mentor. My supervisor is a
very competent nurse staff within the facility’s ward. The ward is ever severe when it comes to
the mode in which medical care services provision is met. Occasionally, I have found myself in
confusing situations because of the strict guidelines despite the joy of working in an institution of
such caliber and ratings. The often confusion resulted from the flurry of the numerous activities
that resulted in numerous critical incidences and moments that were capable of accentuating
further due to such a lack of knowledge. Therefore, it is worth noting that the above mentioned.

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Therefore, it can be argued that this happened as a reflective account of a very crucial incidence
as part of my placement during a very busy drug round day in a particular evening (Quinn,
2015).
So What?
This case study's incident is closely related to a victim who got admittance to the unique
ward in the previous day. He had been diagnosed with cellulitis of the lower left leg, and as such,
he was put under treatment for an unknown period within the hospital's facility. The account of
the reflection presented in this discussion does not contain the real gender or identity of the
affected person for ethical and confidential considerations emphasized in nursing practices. In
my reflective analysis, I will employ the Rolfe et al. (2016), reflection model from a nursing
student or expert perspective.
During the analysis, I keenly checked on the prescription given on the drugs and the
recommended medication to be administered to the patient in the ward. Notably, the prescription
that was given to the patient comprised of Flucloxacillin 250mg. Later on, I realized that there
was an absence of a 250mg capsule in the hospital facility's trolley despite the presence of the
500mg capsule. Because of the situation at hand, the staff had to make an intervention and offer
the available medication of the prescribed 500mg. It was confirmed from the mentor that I
should just proceed and give the 500mg prescription to the patient. Members of the stuff raised
claims that it was essential practice as it was just, but the same stuff was given to the patient only
with the amount in quantity changing.
The supervisor's instructions and comments and the one by stuff members respectively
caught me by surprise. The former happened as I used to be more observant in both learning and
training. Such an instruction got me by surprise since there was no reason for medical staff to

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knowingly violate the prescription as far as I knew. I felt very horrible because of being coerced
by staff's way of convincing me about the dose by implying that it was the same of which it was
not according to my knowledge and the education I had received from my tutor in nursing class
(Mann, Gordon, and MacLeod, 2019). My curiosity drove me to establish if it was right to
dispense 500 mg when the prescription indicated 250 mg.
Now What?
I went ahead and corroborated with my classroom training on the probable effects of
higher dosage, which made me wonder if such was a violation of the code. Because I was a
trainee, I did not have much to act on or even take better action and thus had to adhere to the
rules as I pointed out the error within the facility's staff (Bain et al., 2019). The next medication
happened to be "cure-it-all" and thus went on to fascinate and amaze me as I had never heard of
such kind of a drug in my entire life. As a result, I inquired when it was dispensed and hence the
need to know it better as I gave it to the patient within the ward. Because of any possible adverse
effects such a drug could bring to the patient, I was very struck whenever I remembered that I
hardly knew the drug. My curiosity drove me to the extent of asking why such a drug was being
given to such a particular patient, which at this time round irritated the staff, making her retaliate
by fathoming that she never knew the reason which made me embarrassed.
Now What?
The staff's response upset me as such an experienced doctor must be knowing such.
Hence, it was awkward since rather than assisting me in understanding and knowing more about
the drug. She was directly forcing me to give it to the patient without having to explain the kind
of treatments such a drug was intended for. Upon my insistence of the zeal to know the type of

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drug it was for and why I was supposed to give it to the patient, the staff lamented that she did
not know and advised me that if I keep on wasting time, then I will end up on the wrong end of
the entire conversation. I felt betrayed and asked God why I had to have such a mentor in my
placement, someone I could not wholly rely on during my time of difficulties and challenges in
both my career-wise and provision of life advice. I felt betrayed. I reluctantly proceeded to carry
out my duty as it was my responsibility to heed to the directions provided without much
questioning. However, before I gave the drug to the patient, I started thinking and stopped
abruptly to recollect myself. I remembered the oath, which I was not supposed to break or
tolerate its breaking and said that no to such a command (Holland, K, 2017).
Since I was a learner and I had the desire of learning to practice as per the recommended
standards, I was required to make sure that all the patients were taken care of the people within
the people which is the first concern's professional to aid in protecting as well as promoting
wellbeing and health of their patients. Due to such reasons, I was mostly concerned with
knowing all the medications, the regimens, and the dosage and the adverse effects that emanated
from such medications. I was also very keen to establish why such kind of medication was being
used. What could go wrong in the event I went ahead to administer such medications while
understanding better ways of saving the patient if anything happened to go wrong in error or
even a critical incident during such a drug round (Fowler and Chevannes, 2018)? In nursing, it is
recommended that nurses and other medical staff ensure the application of the appropriate
repertoire of knowledge and skills for safe practice in nursing. Such an incident, therefore,
served as a great example of unsafe practice in nursing in two different counts: the provision of
unknown medication and providing the patient with a dose that had never been in the first place
prescribed.

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Part B; Journal
I have always had deep rooted interest in becoming a professional nurse who follows the
best and regularly updated policies in my career. Besides, my interest in nursing is also anchored
on my long-life desire to pursue a career that involves caring for others. For the above reason I
can make a recap of the situations that I have undergone when being supervised at work and the
relevance or significance in the nursing practice theories. As a qualified nurse with great nursing
experience, the medical staff who was my mentor needed to contribute to the public protection
through the process of creating and maintaining an environment that is safe through better use of
quality assurance and risk management strategies (Fowler and Chevannes, 2018). As per the
NMC guidelines, medicines' administration happens to be an essential aspect, particularly in the
professional practice and serving of a member of staff (Platzer, Blake, and Ashford, 2016). Such
implies that any steps taken together with measures have to be performed with very strict
compliance and a well-documented prescription in writing, which was done hence affirmative.
Furthermore, it also required exercise and thought of professional judgment (Tsang,
2016). Although the patient was appropriately identified, there were no tests conducted for
checking the possibilities of allergies. The medication's therapeutic use was also not established
or known by the staff who was responsible for administering it. It was therefore quite clear in
this scenario that no one head the knowledge of what a "cure-it-all" was and its purpose of using
it, there was no provision of understanding and knowing the correct and usual dosage the side
effects as well as the possible contra-indications together with the side effects.
Therefore, the measures provided in this case never comply with the NMC standards of
practice in such a situation. Therefore, it was supposed to be recommended that the prescriber's
contact or the authorized one in this scenario and an accurate and precise record of this that was

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necessary to be made by the process of withholding medication for a particular duration
presently. Maybe, the "cure-it-all" had been procured online, and hence according to the
standards, such medication should never have to be administered (Fowler and Chevannes, 2018).
Despite the students being required to be capable of collaborating and cooperating with their
mentors, I raised a legitimate question under the clinical standards. Furthermore, I was never
required to be under such a delegation that administered medication without any supervision.
Therefore, the staff should report such an incident in which 500 mg of flucloxacillin was
administered against the prescription with the documentation of the entire case.
It will be of great importance, to be sincere, open, and live with integrity as the nursing
profession I am in requires accountability, which is involved, including that of my mentor in the
program. Therefore although I behaved in a way that irritated my mentor, I was never
comfortable in the dose violation compared to the prescription and thus a worry of adverse
effects as a result of an overdose. My actions indeed violated the NMC codes and standards, and
hence it stopped me from starting thinking critically. In healthcare, patient safety and safe
management of medicines must be a priority as they are critical components of better health
(Platzer, Blake, and Ashford, 2016). Despite most of the medication cases being harmless, they
are preventable and can be capable of preventing severe harm or the death of the victim, in this
case, the patient if I knew the drug together with its indications, and the adverse effects before
interacting with it. I came to establish that a wrong dose was provided to the patient, which
resulted from the immense work pressure, lack of a system that could corroborate the dose, and
reluctance to checking the prescription details.
Since getting stuck was never an option, I forwarded my proposal to the staff to check
the drug and the dose, after which I requested her to phone the pharmacy or a physician despite

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being behind time. In my persuasions, I explained by stating that such a case was preventable
and clarified the error. Furthermore, the pharmacy could as well supply the facility with a 250
mg capsule for the treatment. Hence, such a move could have improved the patient's care within
the safety standards Ménard and Ratnapalan, 2015). She approved, and we progressed to phone
the doctor who maintained that the dose was required to be 250 mg, and hence the capsule was
supplied from the pharmacy for administration to the patient. I was now better off since upon
asking the staff, she also said so. Within the entire stages of my profession, I chose to risk my
relationship with my mentor for the interest and safety of the victim or the patient. However, the
staff did not overpower me, which forced her to ultimately comply with my plan.
Conclusion
To sum, from such an experience as described herein, it is worth to note that I learned the
sense of reiterating verification's importance. Besides, I learnt that it’s of knowledge on drug
administration which is of much significance to comprehend dosing errors' implications which
can be easily prevented hence bringing this reflection model to task in the future practice in
solving such challenges. As a student, this learning is of much help in the future practice to avoid
more such errors where a practitioner ensures that medicine administration standards range
within the codes and values' requirements. Therefore for any of the patients, a practitioner must
be fully involved in understanding the prescription and hence the need for the common
indication's knowledge, their side effects as well as the dosages that are prescribed and if in
doubt, quick decisions have to be made to have the prescriber explain. Such was an outstanding
conference and taught me most things different patients suffer within the healthcare facilities and
the better ways of solving them.

10. Nursing Reflection Journal 10
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