Oral Presentation

Purpose of the Assignment: The purpose of the assignment is to provide the student an opportunity to integrate knowledge from the sciences, development theory, and physical assessment data to the care of a pediatric patient and family in the acute care setting. The student will utilize critical thinking and independent judgments in presenting a holistic plan of care in a formal oral presentation.

 

Student Approach to the Assignment: I chose to focus on my pediatric patient with Sickle Cell Disease (type SS) because her case really stood out to me during clinical. She was in so much pain from the occlusive crisis, and I wanted to understand more about how to support her beyond just giving medication. This assignment gave me a chance to connect everything I’ve been learning—like how chronic illness affects growth and development, how to do a thorough physical assessment, and how important it is to care for the whole patient, not just their symptoms. I also thought a lot about how scared her family must have been, and it reminded me how essential it is to involve and support them too. Through this, I learned the value of non-pharmacologic interventions, like heat therapy and relaxation techniques, and how collaboration with the healthcare team and the family really makes a difference. This experience made me more confident in using my judgment and thinking critically about my patient's needs. It reminded me why I chose nursing—to care for people in a meaningful, compassionate way.

 

Reason for Inclusion of Assignment in Portfolio: I included this assignment in my portfolio because it truly reflects my growth as a nursing student. It challenged me to think critically, apply research, and provide care that was both evidence-based and deeply personal. I had to consider not only physical care but also emotional and cultural needs, which helped me grow in areas like patient-centered care, communication, and clinical judgment. I’m proud of how I was able to connect theory to practice and advocate for what my patient needed, both medically and emotionally. It also showed me how important it is to educate and involve families, especially when the patient is a child. This assignment is special to me because it reminded me of the kind of nurse I want to be—one who listens, thinks critically, and supports patients and their families through every part of their care.

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• Domain 1: Knowledge for Nursing Practice

  • (1) Identify concepts, derived from theories from nursing and other disciplines, which distinguish the practice of nursing. 

    • In this assignment, I used Erik Erikson’s theory of psychosocial development—specifically the stage of Identity vs. Role Confusion—to better understand my patient’s emotional and social needs as a teenager living with a chronic illness. It helped me think beyond just physical symptoms and consider how her hospitalization might affect her self-esteem, relationships, and confidence. This theory guided the way I communicated with her, making sure I was supportive and respectful of her growing independence. Applying theory like this helped me connect classroom learning to real-life nursing care and made me realize how important developmental understanding is in pediatrics.​

  • (3) Articulates an understanding of how human behavior is affected by culture, race, religion, gender, lifestyle, and age. 

    • My patient’s background and family history played a big role in how I approached her care. Her family didn’t eat pork, which I kept in mind when discussing food options. Her dad was surprised to learn he was a sickle cell carrier, and I could tell this impacted how they viewed her diagnosis. It made me realize how important it is to be mindful of cultural, emotional, and social factors when caring for patients. Taking time to understand her family dynamics and beliefs helped me communicate more effectively and respectfully.

• Domain 2: Person-Centered Care

  • (6) Communicate effectively with individuals.

    • Throughout this experience, I made an effort to speak clearly and calmly with both the patient and her family. I explained medications and treatments in a way they could understand and encouraged them to ask questions. It was rewarding to see how this helped ease some of their anxiety. I realized how powerful good communication is—not just for teaching, but for building trust and showing patients and families that they’re not alone in their care.

• Domain 2,3: Person-Centered Care, Population Health​

  • (9) Implements nursing care practices as appropriate to provide holistic health care to diverse populations across the lifespan. 

    • ​This case really showed me what holistic care means. I wasn’t just focused on treating pain—I also looked at how her oxygen levels, movement, emotions, and even her friendships were affected. I included both medical and non-medical interventions in my plan, like breathing exercises and allowing her to spend time with family. It reminded me that nursing is about caring for the whole person, not just the diagnosis.​

  • (13) Evaluates nursing care outcomes through the acquisition of data and the questioning of inconsistencies. 

    • ​I monitored her symptoms, lab results, and responses to pain meds to see what was working and what needed to change. For example, knowing that opioids can cause constipation, I added laxatives to the plan and tracked her bowel movements. I learned how important it is to look for patterns and make adjustments as needed to improve patient outcomes.

  • (18) Educate individuals and families regarding self-care for health promotion, illness prevention, and illness management. 

    • ​Education was a big part of this patient’s care. I created teaching points for her and her parents about how to manage pain at home, when to seek help, and how to use tools like incentive spirometry. I learned how important it is to give clear, personalized education, especially when someone is living with a lifelong condition. Helping them feel more prepared for discharge made me feel like I made a real impact.

• Domain 4: Scholarship for Nursing Practice

  • (25) Applies research-based knowledge from nursing as the basis for culturally sensitive practice. 

    • I used research to support interventions that respected her cultural and developmental needs. For example, incorporating nonpharmacological pain relief like heat therapy and distraction activities was supported by evidence and fit her age and lifestyle. I saw how research helps nurses make thoughtful, patient-centered decisions that go beyond just following protocols.

  • (27) Evaluates research that focuses on the efficacy and effectiveness of nursing interventions. 

    • ​One of the studies I included talked about how teaching nurses to use incentive spirometry with sickle cell patients improved documentation and patient outcomes. That gave me the confidence to include ICS in my care plan and teach the patient how to use it. It was rewarding to see how research could be used right at the bedside to improve care.