reflection case study objective as a perceptee perceptor for interns sytudent

1. 1st
week

2. OBJECTIVE 1st
 Orientation and introduction
It is a whole process of when screening and evaluating cognitive abilities about person, time and place. It refers to
a person's level of awareness of self, place, time, and situation. When testing a person's orientation, a nurse asks standard
questions that may seem like small talk.
I meet with Nursing Superintendent at 1.40pm
She introduce me with student and students of interns give briefly their introduction one by at 2.30pm
I visited each ward of assigned students were performing their duties, met with staff on duty, introduced myself
We decided venue for lecture will be vaccination room
WEEKLY LEARNING PLAN
S.# Date Time Objectives Resources Evidence Evaluat

3. Weekly Objectives:
At the end of the week I will be able to:
 Introduction with preceptor and orientation about the institute
 Discuss about the objectives personal and course objective
 Discussion all activities with course facilitator
 Review on objectives
ion
1 Monday
October
27,2021
1st day Introduction with preceptor
and orientation about the
institute
Preceptor,
facilitator.
Facilitator,
preceptor,
feedbac
k
2 Tuesday
October,
28,
2021.
2ndday Fill up orientation form
about organization.
With help of
preceptor.
Check list Remarks

4. REFLECTIVE LOG
Introduction
My reflection that is about a focus on my experiences and feelings on how I feel, experience when I was on clinical at surgical
ward in University of Lahore hospital, Lahore is related with a patient who was complaining of severe pain.
Раin is what the раtient sаys it is. The point is about pain how patient felt and will nurse percept it, and then nurses need to explore
patient perception оf pain as well as their reроrt оf experiences. These two are not quite the same, Раtient may reроrt her pain in а
variety оf ways, dependent on the nature and the intensity оf pain and the context in which it is felt (e.g. Whether they are
distracted from the pain).Their perception оf pain is а little more though and it includes the meaning that patient feels and nurse
would percept. Chronic low back pain (CLBP) conditions are highly prevalent and constitute the leading cause of disability
worldwide

5. (Markman et al, 2020).
I will use the Gibbs (1998) reflective cycle as a guide in this reflection. The Gibbs (1998)
Reflective Cycle is one of the most popular models of reflections consists of six steps are following:
1) Firstly, description is explaining the experiences during reflective situation which describes as a matter of fact about the
situation and what happen during the event. For my
2) case the management of this patient who was admitted and was being managed.
2) Secondly, feelings and thoughts about the experience of this clinical situation which is the description or the analysis of what my
thoughts and feelings were at the time of this event.
3) Thirdly, the evaluation is of my experience which is about what is good or bad about my experience during this event.
4) Fourthly the analysis of my experiences about what I can make out of the situation or it makes a sense of situation that I feel.
5) Conclusion is the fifth step of this cycle and it is about what else I can do and what do not, what I learn and what I do
differently.

6. 6) The final sixth step is the action plan suggestions or recommendations. For how I will deal with similar situations in the future,
or general changes I may find appropriate. This plan will be about what I will do if this situation arises again or what I will do
differently bearing in intellect my experience from the steps above.
Reflective practice which provides a self-analytical approach to appreciate and value one’s work is viewed as self-recognition.
Neither bigheaded nor arrogant, reflective self-recognition is part of progression to professional development. It involves
examining events at work continuously and systematically to learn, appreciate, and to move to higher levels of contribution in the
workplace
(Sherwood et al, 2021). Reflective writing is a way of phrasing, expressing and illuminating one’s own and others stories crafting,
determining to, understanding and developing, it will enable practice development because the outcomes of reflection are taken
back into practice improving and developing.
Description
During my clinical rotation at the surgical ward in UOL hospital, I came across a patient Mrs. X suffering with severe pain due to
slipped disc. Not using the name of my patient because of confidentiality (NMC 2015).
On 2021-03-22 I reached at surgical ward in University of Lahore(UOL) hospital when I got orientation toward and patients and
was known about Mrs. X was diagnosed with slipped disc a year earlier and had initially had her illness treated by painkiller i.e.

7. morphine. It was at this stage that the doctors explained that her care would now be directed towards her comfort rather than a cure
to which she had replied, ‘you mean palliative care’. She was care of by her husband at home. She was prescribed oral morphine
and could decide within stated limits how many tablets she could take in any one 24 hour period.
As she spoke she held her husband’s hand tightly, looking across to him as she described her experiences and feelings about the
matter. Yes, there had been some bad nights when the pain had woken her and she had to sit up and watch television to try and
distract her. Yes, sometimes the pain made her feel nauseous, but she was alarmed at how frequently she was taking the ‘pain
tablets’ and how this made her feel about herself. However well meant the medication was it didn’t feel dignified to be so reliant on
drugs, or quite so sleepy and unresponsive for such a high percentage of the day. Whilst the analgesia was working well when she
took the tablets, the quality of life wasn’t what she wanted.
Her husband told that once her doctor explains that it was normal to have panic moments about such medication. Morphine has a
reputation, one that people connected with misuse of drugs, rather than their therapeutic use. Used on a regular basis, the drug will
not cause addiction and it will provide a great deal of reassurance to Mrs. X as well.
At this point she shake her husband’s hand, and said, ‘tell her…tell her what we have talked about it!’ he then explains that his wife
was used to dealing with pain, she suffered recurrent pain in her neck and shoulder after a road traffic accident some years before.
The pain had sometimes been severe, but he had massaged her shoulders and used heat packs that she found soothing.

8. They had decided that they wished to use this technique now, keeping the morphine for absolute emergencies, when she was losing
sleep and cannot eat as a result of the discomfort.
The duty nurse assured them that they were in charge of the analgesia and be allowed to make their own decisions. She started to
make notes though, and announced that she was making a referral to the palliative pain clinic, something that would help them to
take stock of the situation. There was very good reason to suppose that this might be a problem connected with choosing the right
dosage of the morphine, rather than using supplemental pain relief measures.
Mrs. X responded sharply, ‘You’re not listening to me though, I want to use heat packs instead of morphine, at least during the day.
I want to be more alive with my husband.’ Duty doctor assured Mrs. X that she heard what she said and respected her point of
view. There would though be nothing lost by using the clinic to gain a further check on this matter. With that she excuses her,
explaining that has a further appointment that morning and left, having checked that Mrs. X has a sufficient supply of her different
medicines.
As I walk from the patient’s bed the duty nurse empathizes with Mrs. X plight, saying that if she has slipped disc she should
probably grasp at straws too. She would reach out for things that seems more normal, and then observe, ‘but this isn’t normal is it,
the pain she has isn’t normal.
It’s not just a whip lash injury and old age.’

9. Feelings
I remember that during this episode feeling a mixture of confusion, surprise, anger and impotence. Mrs. X had surprised me by the
way she spoken; using what seems to be a planned announcement. All care providers during that round waited for and perhaps
rehearsed this moment. Nothing in my experience to date prepared me for such an encounter, at least in such circumstances, where
all as nurses were so obviously working to support the patient. It was only later that I called the episode a confrontation. Mr. and
Mrs. X had confronted the nurse and I had been the largely silent witness to the event. As the discussion proceeded I remember
making supportive noises, remarking how useful heat packs sometimes were and glancing across at her, who seems to be signaling
with her expression that I should leave this debate to her. I was trying to read her reactions to the points and concluded that if I
cannot support her arguments to the patient, then I should remain silent. There were issues here that I perhaps not enough practice
like this situation and not an enough experience like managers to deal with, at least, whilst ‘thinking on my feet’.
My initial feelings (with Mrs. X for not acknowledging all that all were trying to do) quickly became displaced towards my duty
nurse. During the event I couldn’t explain why that was, but afterwards, when I made notes, I realizes that it is because she seems
to have set the agenda in her own mind and to be requiring the patient to comply with concerns of her own. Put rather crudely, she
seem to be saying, listen I know about these things, this is a phase, an anxiety; you can work through all this. I believe at this point
that she missed the significance of the event, the way in which the she arranged the conversation. For them, this is not a phase at
all, but a well thought-out and very important decision, one that they want the nurses to accept emphasize the importance of
negotiated care planning (Radcliff et al, 2020).

10. My feelings of powerlessness were associated strongly with my lack of as much as my clinical experience as I have like an MScN
student like a mentor managers etc. I have met this before. No matter how many placements I do, no matter how well the
mentoring I receive, I keep meeting situations where I am unsure about how to respond next. I feel younger, less knowledgeable
than I should be at this stage in my training. I want to reassure patients, to support colleagues and to give good advice, but there is
not enough authority and confidence as a student to do that. If I felt unsettled and uncertain about her response, right then I
couldn’t easily explain that. I couldn’t offer a second opinion, couldn’t suggest an idea that might help support the patient.
Evaluation
Afterwards, this short episode prompted doubts and debates about several important aspects of nursing for me. Setting aside the
etiquette of learning in clinical practice, not challenging a qualified nurse in front of a patient, there were problems here associated
with supporting patient self-respect and self esteem, with my assumptions relating to analgesia and pain control strategies, and I
realized, with my assumptions about types of pain and who had the expertise to define these.
Dignity is more than simply using the appropriate terms of address, protecting the privacy of patients and attending to their
expressed concerns (Sailian et al, (2021).It is about illuminating the ways in which they live and accommodate illness or treatment.
It is about verdict out what benchmarks they use to say that ‘yes, I am doing well here; this makes me feel good about myself’.
Upon reflection, I sense that on this occasion had not worked hard enough to discover how Mr. and Mrs. X define quality of life, or
being in charge of their situation. I was more concerned with providing resources, sharing research or theory about medication and

11. questioning the familiar misconceptions associated with morphine. To put it simply, all were ‘missing a trick’, reading the
encounter as something that had happened many times before, the report of problems or anxieties, a request for help, rather than a
decision that the patient and her career had already come to occur and manage. Reading situations well seem, with the benefit of
retrospection, to be the first basis for dignified care. ‘What is happening in this situation, what will help the patient mostly?’ were
questions that all health professionals especially nurse perhaps assumed that all already knew the answer too.
I realized that in my clinical experience, I already accept the argument that patients would wish to remain pain free come what may
and that the tackling of fears about prospective pain, was something that nurses engaged in. I tacit that because chronic pain of
vertebra represented such a major threat, because it was greater and more all encompassing, that there was little or no doubt that it
should be removed. What was so unsettling, and took so much time to examine, was that Mrs. X acknowledged the possible
severity of pain, but that she still preferred to respond to it using measures that had worked for her whiplash neck injury. Mrs. X
was willing to trade off a pain free of state for something that gave her a greater sense of control and which perhaps enabled her
husband to express his support for her in a very tangible way (preparing heat packs, massaging her, rather than simply giving her
the tablets). Mr. and Mrs. X questioned all my assumptions about best analgesia practice, and seemed to write a large question
mark on the textbooks I had read about chasing rather than controlling pain in palliative care situations
(Behar et al, 2020).
Reflections (learning opportunities) analysis

12. The episode with Mrs. X left me uncomfortable because my past approach to pain management was theoretical and having
experience less than like a mentor or supervisor to manage this situation at the spot. I regularly made use of science to decide what
could be done as regards pain relief and to assume that patients would wish to achieve all of those benefits. This wasn’t about local
applications of heat versus morphine, Mrs. X could use both, it was about choice and how patients made choices, why they reached
the decisions that they did. It was for me, about accepting very personally, that providing that patients are given all the relevant
facts, alerted to the options, that they really are able to make choices that work for them. The very fact that Mrs. X's illness was
now incurable, that she and her husband usually tackled pain together, meant that her solution to the challenge was different to
those that many other patients arrived at. Having dealt with this pain for some time, knowing that it could and probably would get
worse, meant that she was better equipped than other less experienced patients to make a decision here.
This took nothing away from the benefits of sharing further discussion with pain clinic experts. I thought, Mrs. X will stand her
ground, she will insist on doing things her way if her husband is strong too. What it did highlight though was the importance of
listening to patients, hearing how they perceive pain, how they narrate not only the pain but what they did about it. In this instance
the narration was all about dignity, and coping, and finding ways to help one another and how this enables us to feel in the face of
such a terrible illness. So, in telling us about her pain, what she did about it, using morphine when it was ‘absolutely required’,
Mrs. X was not reporting her ignorance of what could be achieved if the medication was used differently, but what she preferred to
do as it enabled her to achieve different goals. Mrs. X goals were about liveliness, alertness and stoicism, showing that she could
bear at least a measure of pain a holistic care in chronic pain.

13. I wondered why I hadn’t listened carefully enough to such a story. Was it because of time pressure, or perhaps smugness, that Mrs.
X and I felt that nurse on duty already knew what account would be shared? Did a duty nurse think that the patient would ask for
help, more help, as the pain continued? If so, then guesses had prompted the nurses to behave as experts, and problem solvers, on
the patient’s behalf. Perhaps hearing a patient narrative is about discovering what sort of role duty nurses would like to fulfill. If so,
then it might be a difficult role. I thought hard about how hard this was for patient. She was going to be asked to witness Mrs. X’s
future pain, one that was now less perfectly controlled. She was going to be asked to reassure, to suggest measures that might help,
without reminding the patient that she ‘already knew that you couldn’t manage pain that way!’ When I think about it now, that is
very stressful for a nurse. It is about caring and allowing patient’s to make choices that mostly nurses personally might not make.
Conclusions
First, that being patient cantered is never easy and requires real listening and interpretation skills. My criticism of what she chooses
to do, to try and dissuade Mrs. X from a course of action, recommending further appraisal of the situation, is an easy one to make.
Nurses confront situations such as this relatively unprepared and react as considerately as possible. It is easy in hindsight to
recommend other responses, a further exploration of what motivated Mrs. X pain management preferences.
Second, that experience can be a valuable teacher, the equal of textbooks. If nurses are interested in care, then they should be
concerned with the sense that patients make of their own illness, the treatment or support that they receive. Nurses need to

14. understand what patients have to teach us and have to acknowledge that this means that a nurse won’t always seem in control self,
expert and knowledgeable. Nurse’s expertise might be elsewhere, helping patients to reach their own decisions.
Third, that one way to understand patient perspectives on illness or treatment, on pain management in this example, is to hear how
they talk about the situation. How do they describe the pain, how do they refer to what they did about it? The way, in which the
story is shared, how nurses coped, how this made them feel is as important as the facts related. Sometimes a patient needs to feel
strong even heroic in the face of illness.
Action plan
My action plan should a situation such as this arose again will be significantly different. I will continue to reflect and study how
acute and chronic pain is managed and the role of the nurse in such management and most especially to ensure I look at
documentation for patients. Effective pain management is fundamental to quality care, good pain control speeds recovery. To
increase the effectiveness of nursing interventions and to improve the management of pain, the use of pain assessment tools for
acute pain has to be followed such as verbal description scales(VDS) which are based on numerically ranked words such as none
mild, moderate severe and very severe for assessing both pain intensity and response to analgesia. Numerical Rating Scales
(NRS) this is easily used as a verbal scale of 0-10 indicating no pain on one extremity of the line and 10 indicating severe pain at
the other extremity (Hammer and Davies 1998). Uncontrolled pain can lead to increased anxiety, fear, sleeplessness and muscle
tension which further exacerbate pain (Angeletti et al, 2021).

15. Poorly controlled acute pain may lead to the development of chronic pain. I also learnt that there is a psychological aspect to pain.
My nurse-patient relationship really helped in this area. According to Holland et al (2008) each patient should be regarded as
unique in a nurse-patient relationship and that individuality should be taken into account when undertaking nursing care (Holland
et al 2008 p11). Another aspect of nursing care that helped was effective communication which is an essential prerequisite for
effective nurse-patient relationship. By talking to patient in an open, honest way about their pain made them feel more relaxed and
in control which help them to cope better. I hope to increase my nurse-patient relationship and how to deal with acute cases as well
as chronic cases. This will be a goal I will be aiming at in my next placement though discussion with my mentor and further
research. It would be foolish and unprofessional to recommend to other patients that they might not wish to remove pain, or that
overcoming pain doesn’t always mean don’t continue to experience it. For every Mrs. X there may be many other patients who
would welcome the complete removal of pain or minimize pain and maximize their comfort, so that they can live calmly, quietly,
with their own version of dignity. But it does seem to me, that it will be worth thinking about the diversity of patients and how they
prefer to cope when I assess pain and help manage this problem in the future. I won’t be able to walk away from the responsibility
of debating whether I have explained all that I could, detailed the strengths and limitations of different ways of coping. I will need
to find further reflection time to contemplate what patients have said.
References
Angeletti, C., Angeletti, P. M., Paesani, M., Guetti, C., Gyra, A., Perseo, G., ... & Altobelli, E.

16. (2021). Assessment of Pain and Associated Comorbidities: A Survey of Real Life
Experiences Among Nurses in Italy. Journal of Pain Research, 14, 107.
Becker, K. L. (2020). Tell me your dreams and goals: Structuring communication exchanges to
improve patient-centered care with chronic pain patients. Applied Nursing Research, 53,
151248.
Behar, E., Bagnulo, R., Knight, K., Santos, G. M., & Coffin, P. O. (2020). “Chasing the pain
relief, not the high”: Experiences managing pain after opioid reductions among patients
with HIV and a history of substance use. PloS one, 15(3), e0230408.
Gibbs G (1988) Learning by doing: a guide to teaching and learning methods, Oxford, Oxford
Polytechnic Further Education unit
Markman, J. D., Czerniecka-Foxx, K., Khalsa, P. S., Hayek, S. M., Asher, A. L., Loeser, J. D., &
Chou, R. (2020). AAPT diagnostic criteria for chronic low back pain. The Journal of
Pain, 21(11-12), 1138-1148.

17. Radcliff, T. A., Horney, J. A., Dobalian, A., Macareno, B. O., Kabir, U. Y., Price, C., &
Strickland, C. J. (2020). Long-Term Care Planning, Preparedness, and Response Among
Rural Long-Term Care Providers. Disaster Medicine and Public Health Preparedness, 1
Sailian, S. D., Salifu, Y., Saad, R., & Preston, N. (2021). How is Dignity Understood and
Preserved in Patients with Palliative Needs in the Middle East? An Integrative Review.
Sherwood, G., Cherian, U. K., Horton-Deutsch, S., Kitzmiller, R., & Smith-Miller, C. (2021).
Reflective practices: meaningful recognition for healthy work environments. Nursing
Management, 28(2).
Case study
Today’s nursing management programs exist in dynamic and uncertain environments that are often characterized by complex
stakeholder relationships and rapid change. Fiscal conditions, socio-political pressures, legal concern, technological advance, and
hassle for accountability have placed considerable pressure on managers who are generally expected to do more with less.

18. Successful decision making has become increasingly reliant on one’s ability to make well-organized, effective, and equitable
decisions that address the needs of internal and external stakeholders. Like any skill, decision making can be learned. This paper
outlines a case-study approach to decision making within the context of an undergraduate recreation management course. Relevant
background information is provided, along with a description of the activity, desired learning outcomes, and recommendations for
implementation.
A problem exists when there is a constraint or barrier that interferes with the attainment of organizational goals (Certo & Certo,
2009). Problem occur at all organizational levels, regardless of position titles and managerial roles. Although non-managerial
employees are just as likely to be faced with problems as are managerial employees, the nature of the problems and the approaches
to decision making are likely to vary. Structured problems are repetitive in nature and can generally be solved through programmed
decisions such as policies, procedures, and rules. Unstructured problems are unique issues that cannot be solved by referring to a
policy manual. They are typically addressed by upper-level managers who are responsible for developing creative solutions that
meet the needs of a range of stakeholders. Safety is a primary concern of many community recreation programs. Policies,
procedures, and rules are used to reduce the likelihood of accidents and clarify emergency protocols. Non-managerial employees
and front-line managers are responsible for implementing these control mechanisms and have little flexibility regarding when and
how such decisions occur. Upper-level managers, who are ultimately responsible for ensuring the safety of employees and
participants, must determine the best way to provide for use and enjoyment of community recreation facilities while protecting the

19. welfare of employees and participants alike. The latter is an example of an unstructured problem that has no inherent solution.
Organizational success is dependent upon management’s ability to make non-programmed decisions regarding the allocation of
financial, human, physical, and technological resources in a manner that accounts for a range of stakeholder needs and interests.
Robbins and Coulter (2009, p. 62) define stakeholders as “any constituency in an organization’s external environment that are
affected by the organization’s decisions and actions.” It is critical to recognize that stakeholders are capable of exerting significant
influence over the decision-making process. It is our contention that decisions must be based on an understanding of stakeholder
values in order to achieve efficient, effective, and equitable solutions.

20. LESSON PLAN
INSTITUTE UNIVERSITY OF LAHORE, LAHORE.
UNIT CORE COMPETENCIES

21. Lessonplan
Facilitator
Ms. Yasmeen BiBi
TOPIC: “BED MAKING”
Size of the class: 06 Date and time: 27th October, 2021 at 3.30:00Pm
VENUE: VACCINATION ROOM AT UNIVERSITY OF LAHORE HOSPITAL, LAHORE.
METHOD OF TEACHING: LECTURE, DISCUSSION
Media Of Teaching: Audio Visual Aids. Time: Half Hour
Participants: Internee of BS Nursing
General objectives: After this session participants will be able to acquire in depth knowledge about I earning categories &level
of learning
Specific objectives:
At the end of session participants will be able to

22.  Define Bed Making
 Enlist types of bed
 Describe procedures of bed making
 Describe precautions to be taken during bed making
Sr/No Instructional
objectives
Content Duration Teaching
methodology
Resources Students
activity
Evaluation
1
Define bedding Bedding
02 min Narrating Attending Q. A session
2 Enlist types of bed Types Of Beds 03 min Narrating
Multimedia
Attending and
Participation
Q. A session

23. 3 Describe
procedures of bed
making
Purses Of Bed
Making
5 min Lecture and discussion Attending and
participation Q. A session
4
Describe
precautions to be
taken during bed
making
Procedure Of
Bed Making 20min
Lecture, discussion
and demonstration Demonstration
Q. A session
Demonstration
References
OBJECTIVE
At the end learner will be able to:
➢
Define bedding & purposes

24. ➢
Enlist types of beds
➢
Describe procedures of bed making
➢
Describe precautions to be taken during bed making
BED MAKING:
Bed making is a procedure, which enables the nurse to make the bed.
PURPOSES OF BED MAKING

25. ➢
Bed making helps the bed & patient’s unit look tidy.
➢
Bed making removes the dirt & germs from patient’s bed.
➢
Bed making enhances the esthetic looks of the patient’s unit
TYPES OF BEDS
➢
Unoccupied bed/ closed bed
➢
Occupied Bed/ Open Bed
➢
Cardiac Bed
➢
Fracture Bed
➢
Cradle Bed
➢
Post operative Bed
➢
Amputation Bed
PRINCIPLES INVOLVED IN BED

26. MAKING
➢
Clean to unclean
➢
Simple to complex
➢
Principles of body mechanics
➢
Principles of anatomy & physiology
➢
Principles of microbiology
PRECAUTIONS TO BE TAKEN DURING BED MAKING
 The uniform of the nurse should not touch the bed while making a bed.
 Soiled linen should not be thrown on floor.
 First lift the mattress while loosening the bed linen or removing the sheets. The sheets should not be pulled forcefully.
 The bed linen should be folded from top to bottom or side-to-side. This applies to fold the mattress also while making one
unoccupied bed.

27.  As self-precaution while tucking bedding under mattress, the palm of the hand should face downwards to prevent injury of
nails.
 The open end of the pillow should not face to the entrance of ward. ➢
The beds should be in one line for better look
STRIPING THE BED
This is a procedure to remove bed linen from a bed, which has been previously used. This is required either to air the bed or put the
bed in sun or making it ready for future.
Procedure:
• When a chair or a stool has been provided with the bed, the chair or stool is placed at the foot end of the bed.
• Place the pillow over the seat of the chair or on stool.
• The bed sheet should be loosened from right.
• Fold bed sheet twice, bring top hem to bottom hem, pick up at the center.
• The blanket should be folded in similar way.

28. • Soiled sheets should be removed & should not be thrown on floor.
• Fold the draw sheet in two & place it over the chair.
• The mackintosh should be folded in similar pattern.
• The mattress should be turned from top to bottom or from side to side.
MAKING AN UNOCCUPIED BED OR CLOSED BED
 Spring or metal led- sheet bed.
 Mattress
 Pillow
 One mackintosh (rubber draw sheet)
 Two large sheets ➢
One draw sheet ➢
Pillowcase.
 One blanket
 Bed spread or bed cover

29.  Mattress cover or dari
 Mattress protection, dari or mat.
PROCEDURE
 Wash hands
 The bed should be put where it is required.
 The other items are kept on a bench near the bed for convenience. The items should not be brought one from store or storing
place.
 The bottom protection or mattress protection dari or mat should be spread first over the bed.
 Then the mattress is spread over the bed.
 The mattress cover is then put on the mattress.
 The bottom sheet is spread over now with the wide hem at the top or head end.
 The sheet is well tucked under the mattress from all sides.

30.  The rubber sheet or mackintosh sheet is spread at the center & tucked on side to side.
Cont…..
 At the same time the top of the draw sheet is placed 45cms from head & about 30cms is tucked under mattress on sides.
 Now you go to the other side of the bed & fold the draw sheet back over the rubber sheet towards center of the bed.
 The lower sheet should be made tight under head of mattress making a mitered (or square) corner & pull tightly & tuck from
the top to bottom.
 Then tighten & tuck the mackintosh from the middle then top & bottom.
 Tighten & tuck in the draw sheet starting at the middle.
 Now come to the initial side of the bed where you started work first.
 Place the top sheet evenly on the bed with wrong side of the hem up & the wide hem in the line with the head of the mattress.
Cont…..
• Now bring the reminder of the sheet down to the feet end & under the mattress make a square corner & tuck in along the side.

31. • The blanket is placed at the center of the bed with its top 20cms approximately from top of the mattress. The top sheet is
folded back over the blanket.
• The blanket is folded under the foot of the mattress. Make a square corner & tuck in along sides.
• The bedspread is placed evenly with the head of the mattress. The top is folded about 20cms or less under the blanket. Now
fold the top sheet down over spread & blanket & make a half mitered corner at the foot of the spread, tuck in the left over
under foot of the mattress.
SOURCES
• Sumara, R., Rosa, E. M., &Permatasari, Y. (2017). Effectiveness Corner Of A Sheet Bed Making Method On Pressure
Interface. PROCEEDING UMSURABAYA, 1(1).
• Yang, X., Xie, R. H., Chen, S., Yu, W., Liao, Y., Krewski, D., & Wen, S. W. (2019). Using Video Feedback Through
Smartphone Instant Messaging in Fundamental Nursing Skills Teaching: Observational Study. JMIR mHealth and
uHealth, 7(9), e15386.
• https://fdocuments.in/document/bed-making-
5584523573aa0.html

32. • https://books.google.com.pk/books?id=ZnggEAAAQBAJ&lp g=PA1&pg=RA1-PA20#v=onepage&q&f=false