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Mandatory -- 3rd year -- Because you will be new graduates, your CV should not be more than one page.Upload your English language CV /resume

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Mandatory -- 3rd year -- Because you will be new graduates, your CV should not be more than one page.Upload your English language CV /resume

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Mandatory -- 3rd year -- Write 150 words about your experience with one of your clinical tutors.

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Mandatory -- 3rd year -- Write 150 words about your experience with one of your clinical tutors.

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Till the first’s year of placement i’ve never really understood what working and assisting a patient meant. I felt distrust towards the university’s educational methods and also towards what was the nurse’s duty.  Luckly my last placement was in the NICU ward. I really didn’t know what to expect, what were the levels of assesments or how critic the patients would be. Not knowing anything (as the lessons apone critical emergency where to be done in the next semester) i got into that ward and everything was new. I finally met my clinical tutor, his name was Fabio. He really made me rethink about the definition of being a nurse. He made me think about everything i was doing inside the ward. He asked questions like: “ why are you doing this.; why are you doing this in that way.; how is this machine working?”. I got the “vice” of always asking myself whatever i was doing. He made me answer to whys ,hows and abouts of all the nursing procedures. I really learned about what truly being a nurse meant and really helped me appriaciate the nursing world. I’m really grateful for his help as without him i probably won’t be enjoying nursing as much as i do today.

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Create a health care graphic/meme/logo . You can address any issue related to health (smoking, diet, exercise, vaccinations etc)3⃣WsWear a mask 😷Watch your distance⌚️Wash your hands 🧼

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Create a health care graphic/meme/logo . You can address any issue related to health (smoking, diet, exercise, vaccinations etc)3⃣WsWear a mask 😷Watch your distance⌚️Wash your hands 🧼

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Pap test to prevent HPV

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Mandatory -- 3rd year -- Your future:What type of structure do you imagine working in?  How do you imagine your career?  Write 75- 100 words

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Mandatory -- 3rd year -- Your future:What type of structure do you imagine working in?  How do you imagine your career?  Write 75- 100 words

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During these years i really thought a lot about what would i be doing in the near future, as soon as i graduate. I learned how high intensity ward are not really up to my alley and also how hospital shifts are not really easy to follow, not only for physical but also mental health. The most proper and probably dream structure to work in, will be a private clinical. Before accepting to work there i’ll surely count pros and cons considering also the salary. Surely it will be less stressful and it may offer more freedom, to live and to enjoy time with family and friends. The only thing is that i’ll probably won’t be able to meet as many little childrens as i do now. Surely, or at least a dream of mine, will be having the opportunity to do some Volunteer work; that will be my last achivement.

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MANDATORY   --  2nd year  --          What makes a good nurse? What skills are needed?  Why do you think you will be a good nurse?         

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MANDATORY   --  2nd year  --          What makes a good nurse? What skills are needed?  Why do you think you will be a good nurse?         

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Write at least 150 words

We all think and presume to know what a good nurse ought to be or do, but in my opinion there is not only one good “formula” that make a nurse, a GOOD nurse.
Probably for what everyone thinks of a good nurse, these should have an extremely good knowledge. It ranges on a deep knowledge of anatomy, patology, chemistry, pharmcology, surgery, procedures, assistance and so on. But above all the possible knowledge, a nurse should be passionate and compassionate. Nurses should be able to show the right amount of emotions, without getting too much involved. Showing kindness and humanity to people that are already suffering, in a piace that brings them disconfort, where they are usually alone. All these things surely help with building a good and competent nurse.
I’m actually in the process of growing and understanding how to be a good nurse, and which ability to focus on. In my case i found it more difficult to relate to the patients; for me that is the major obstacle. It’s simple to be kind and to care about the ones in front of you, but it’s totally another matter thinking of building a good relationship with them, sharing and talking about emotions and state of mind, that is actually a crucial point in being a good nurse. I’ll probably learn how-to in the future, while listening and looking, and studying my tutor ways of approching the patient.

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Listen to one of the recordings from our book. You can choose any recording from Unit 1 to Unit 10. Summarize what the recording is about.  

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Listen to one of the recordings from our book. You can choose any recording from Unit 1 to Unit 10. Summarize what the recording is about.  

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Unit 7- Listening 2
“Assessing a patient”
A daughter accompany her mother to the hospital because of a fall. She was very worried cause her mother is very frail. Luckly she has no broken bones.
The nurse than proceed with some questions to have more informations about the patient status. The patient can’t hear unless using hearing aid; she wear glasses, but has a good sight for her age. She has a walking  stick and needs help getting in and out of the bath or with getting dresses. She has a lot of problems sleeping; she wakes up in the middle of the night, so she use sleeping pills. She doesn’t like using bedpan and can’t get to the bathroom so she usually wet herself. Also she sometimes show signs of confusion, but these episodes happened really rarely, based on what the daughter refer. All this kind of informations are extremely important in getting to know the patient we have in front of us, and also help a lot with setting the kind of assistance the patient needs.

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I enjoyed your Padlet, Shiela.  It is interesting that so many of your family members are in the medical field.  I admire the fact that you want a job that will make others smile.  Brava.  

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I enjoyed your Padlet, Shiela.  It is interesting that so many of your family members are in the medical field.  I admire the fact that you want a job that will make others smile.  Brava.  

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Best,
Carol

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List five COVID-19 English language resources that are important for nurses.

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List five COVID-19 English language resources that are important for nurses.

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[Withdrawn] COVID-19: infection prevention and control (IPC)

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Guidance on infection prevention and control for seasonal respiratory infections including SARS-CoV-2.

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List five COVID-19 English language resources that are important for nurses.

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List five COVID-19 English language resources that are important for nurses.

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All nursing and midwifery staff are fundamental to informing the public and reassuring them about the COVID-19 outbreak.

This page provides RCN members across the health and social care workforce, including nursing support workers and students, with clinical information and key resources to support their understanding of and help them with management of coronavirus disease (COVID-19).

Background

In late December 2019 a new (novel) coronavirus was identified in China causing severe respiratory disease including pneumonia.

The virus causing the infection has been named - severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) this is a new strain of coronavirus causing COVID-19.

Since 19 March COVID-19 is no longer categorised as a High Consequence Infections Disease (HCID) in the UK, see Public Health England for more information.

SARS-CoV-2 infections are spreading between people globally; see the WHO situation reports dashboard which is updated daily and the Johns Hopkins University dashboard which aims to present real time data uploads. The situation was declared a pandemic on 12th March 2020.

As a newly identified virus there is currently no human immunity to it and no vaccine is available to prevent infection. As a viral infection, antibiotics are not an effective treatment.

Coronavirus

Coronaviruses are a common family of viruses and one of the causes of the common cold. In general, most people infected with COVID-19 will present with mild to moderate respiratory like symptoms, but those with underlying illness and co morbidity are more likely to develop serious illness (see the WHO information).

Other examples of Coronavirus include MERS Co-V and SARS both of which have prompted global collaboration to reduce spread between people and to protect healthcare workers. The evidence from these outbreaks is being used to inform the response to COVID-19. As the pandemic progresses, scientists and health care professionals are continuing to learn more about how coronavirus is transmitted and how best to protect health care workers and treat those affected.

Current situation

It is a fast-moving evolving situation and as with any new strain of virus, the guidance for healthcare workers and health and social care services is being developed and updated frequently. This reflects the need to take a view of the global situation as well as the situation across the UK. Alongside a growing understanding of the infection risk of this new virus; incubation time, infectiousness, severity of the infection for some individuals alongside specific demographic and ethnicity risk factors, as evidenced in the PHE report . The 'What you need to know' section of this resource provides more information and detail.

A covid-19 vaccination programme commenced in the UK in December 2020 and is currently being rolled out with the elderly and vulnerable prioritised for the vaccine.

On 14th December the United Kingdom reported a new variant of SARS-CoV-2 to the World health Organisation (WHO) identified via viral genomic sequencing. This is associated with a rapid increase in spread of the infection in England. Investigations are underway currently to assess the implications of the mutations expressed in this new variant.

All nursing and midwifery staff, including, nursing associates, and healthcare support workers, must familiarise themselves with their local policies on emergency planning, infection prevention and control. They should also keep up to date with national guidance issued by the UK governments and relevant UK Public Health agencies.

This information is updated regularly to reflect the changing situation. It is important that members look on the web sites and check the links to ensure they are looking at the most up to date information.

UK Coronavirus response

The UK Coronavirus action plan sets out the UK plans and actions for managing the coronavirus (COVID-19) outbreak, also available from the Scottish government.

The exact response to the pandemic will reflect the nature, scale and location of infection as the situation develops and members are advised to look on the links to the guidance to make sure they are accessing the most up to date information.

Public information campaign

The Department of Health and Social Care public information campaign including the importance of handwashing and other measures to reduce the spread of coronavirus.
See: Coronavirus (COVID-19): campaign information and resources.

For health protection advice, contact your local health protection team:

Information for the public; what to do if you have symptoms, patients who are concerned should be advised to contact NHS 111

The following provide more detailed advice for the public across the UK:

Information for the public; including stay at home advice for people who are self-isolating, from the NHS

RCN position

The RCN are working with national UK agencies and other key stakeholders such (for example other Royal Colleges) to support preparedness and management of the current situation providing an RCN perspective based on our role as a Royal College and Trade Union.

The protection of healthcare workers, development and review of guidance and resilience of healthcare provision is our current key focus. Please refer back to the main RCN COVID-19 (coronavirus) resource.

See: RCN position on COVID-19. The detail below provides more specific information and access to further resources.

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Clinical guidance for managing COVID-19 | Infection prevention and control | Royal College of Nursing

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In late December 2019 a new (novel) coronavirus was identified in China causing severe respiratory disease including pneumonia. The virus causing the infection has been named - severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) this is a new strain of coronavirus causing COVID-19.

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List five COVID-19 English language resources that are important for nurses.

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List five COVID-19 English language resources that are important for nurses.

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Affiliations

¹ Professor & Principal, College of Nursing, All India Institute of Medical Sciences, Rishikesh, Uttarakhand, India.

² Associate Teaching Professor, College of Nursing, Brigham Young University, Provo, Utah, USA.

³ Associate Professor, College of Nursing, All India Institute of Medical Sciences, Rishikesh, Uttarakhand, India.

Affiliations

¹ Professor & Principal, College of Nursing, All India Institute of Medical Sciences, Rishikesh, Uttarakhand, India.

² Associate Teaching Professor, College of Nursing, Brigham Young University, Provo, Utah, USA.

³ Associate Professor, College of Nursing, All India Institute of Medical Sciences, Rishikesh, Uttarakhand, India.

Abstract

COVID-19 is a highly contagious disease, which has human-to-human transmission through droplet and contact. It is commonly manifested as fever, dry cough, myalgia, and dyspnoea; the severity of this disease may range from mild, severe to a critical-illness. Currently, there is no definitive treatment or vaccine for COVID-19. The only proven form of management is isolation and supportive care. Therefore, nurses have a pivotal role to play in its management. This evidence-based comprehensive literature review provides the role of nurses in the management of patients with COVID-19, which starts from the initial assessment and triaging, sample collection, care of patients with mild-to-moderate symptoms, care of the critically-ill patient, and care of the dead body.

Keywords: nursing management in COVID-19, SARS-CoV-2, nursing care of patient with COVID-19.

The Relationship Among Organizational Identity, Psychological Resilience and Work Engagement of the First-Line Nurses in the Prevention and Control of COVID-19 Based on Structural Equation Model.

Lyu H, Yao M, Zhang D, Liu X. Lyu H, et al. Risk Manag Healthc Policy. 2020 Nov 2;13:2379-2386. doi: 10.2147/RMHP.S254928. eCollection 2020. Risk Manag Healthc Policy. 2020. PMID: 33173362 Free PMC article.

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national center for biotechnology information

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Clinical nursing care guidance for management of patient with COVID-19 - PubMed

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COVID-19 is a highly contagious disease, which has human-to-human transmission through droplet and contact. It is commonly manifested as fever, dry cough, myalgia, and dyspnoea; the severity of this disease may range from mild, severe to a critical-illness. Currently, there is no definitive treatmen ...

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List five COVID-19 English language resources that are important for nurses.

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List five COVID-19 English language resources that are important for nurses.

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Centers for Disease Control and Prevention

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CDC provides credible COVID-19 health information to the U.S.

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List five COVID-19 English language resources that are important for nurses.

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List five COVID-19 English language resources that are important for nurses.

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The Coronavirus Disease 2019 (COVID-19) Treatment Guidelines is published in an electronic format that can be updated in step with the rapid pace and growing volume of information regarding the treatment of COVID-19.

The COVID-19 Treatment Guidelines Panel (the Panel) is committed to updating this document to ensure that health care providers, patients, and policy experts have the most recent information regarding the optimal management of COVID-19 (see the Panel Roster for a list of Panel members).

New Guidelines sections and recommendations and updates to existing Guidelines sections are developed by working groups of Panel members. All recommendations included in the Guidelines are endorsed by a majority of Panel members (see the Introduction for additional details on the Guidelines development process).

Major revisions to the Guidelines within the last month are as follows:

October 7, 2021

The Panel has recommended using anti-SARS-CoV-2 monoclonal antibodies (mAbs) for the treatment of mild to moderate COVID-19 and for post-exposure prophylaxis (PEP) of SARS-CoV-2 infection in individuals who are at high risk for progression to severe COVID-19, as outlined in the Food and Drug Administration (FDA) Emergency Use Authorizations (EUAs) issued for the anti-SARS-CoV-2 mAbs.

In a previous statement, the Panel suggested prioritization strategies to adopt when logistical constraints can make it difficult to administer anti-SARS-CoV-2 mAb therapy to all eligible patients.

The Panel has updated its previous statement on the prioritization of anti-SARS-CoV-2 mAbs to emphasize the following:

To indicate that supply constraints, as well as logistical constraints, can make it impossible to administer anti-SARS-CoV-2 monoclonal mAbs to all eligible patients; and

To recommend that, in addition to the prioritization strategies suggested in the previous statement, clinicians consider prioritizing the use of anti-SARS-CoV-2 mAb therapy for patients at highest risk of clinical progression. The updated statement includes a discussion of the risk factors for progression to severe COVID-19.

The Panel suggests prioritizing the use of anti-SARS-CoV-2 mAbs only when triage becomes necessary due to logistical or supply constraints.

September 29, 2021

Vaccination remains the most effective way to prevent SARS-CoV-2 infection. However, despite widespread availability of SARS-CoV-2 vaccines, a number of individuals are either not fully vaccinated or cannot mount adequate responses to the vaccine. Some of these people, if infected, are at high risk of progression to serious COVID-19. On September 16, 2021, the FDA expanded the EUA indication for the anti-SARS-CoV-2 mAbs bamlanivimab plus etesevimab to allow this combination to be used as PEP for selected individuals. Casirivimab plus imdevimab can also be used for this indication (see the Panel's statement on using casirivimab plus imdevimab as PEP).

Based on the EUA, the Panel recommends using bamlanivimab 700 mg plus etesevimab 1,400 mg administered as an intravenous (IV) infusion (BIII) as PEP for people who are at high risk for progression to severe COVID-19 if infected with SARS-CoV-2 who have the following vaccination status exposure history.
Vaccination Status:

Not fully vaccinated (defined as people who were never vaccinated or those who received the second vaccine dose in a two-dose series or a single-dose vaccine <2 weeks ago); or

Fully vaccinated, but not expected to mount an adequate immune response (e.g., those with immunocompromising conditions, including those who are taking immunosuppressive medications)

AND Exposure History to SARS-CoV-2:

Recent exposure to an individual with SARS-CoV-2 infection that is consistent with the Centers for Disease Control and Prevention close contact criteria; or

At high risk of exposure to an individual with SARS-CoV-2 infection because of recent occurrence of SARS-CoV-2 infection in other individuals in the same institutional setting (e.g., nursing homes, prisons)

The Panel's statement includes additional recommendations on the use of bamlanivimab plus etesevimab and a detailed discussion of the clinical data that support these recommendations.

September 15, 2021

On June 25, 2021, the distribution of bamlanivimab plus etesevimab was paused in the United States because of the increase in the combined frequencies of the Gamma (P.1) and Beta (B.1.351) SARS-CoV-2 variants of concern circulating across the country. In recent months, the Delta (B.1617.2, non-AY.1/AY.2) variant has become the predominant variant circulating in all states. Because the combination of bamlanivimab plus etesevimab retains activity against the Delta variant, as of September 2, 2021, the use and distribution of these anti-SARS-CoV-2 mAbs have been resumed in all U.S. states, territories, and jurisdictions.

With the availability of bamlanivimab plus etesevimab, the Panel has updated its recommendations.

The Panel recommends using one of the following anti-SARS-CoV-2 mAb regimens (listed alphabetically and not in order of preference) to treat nonhospitalized patients with mild to moderate COVID-19 who are at high risk of clinical progression (see Anti-SARS-CoV-2 Monoclonal Antibodies for the rating of the recommendations based on the risk of progression to COVID-19):

Bamlanivimab 700 mg plus etesevimab 1,400 mg IV infusion in regions where the combined frequency of potentially resistant variants is low (see the EUA fact sheet).

Casirivimab 600 mg plus imdevimab 600 mg IV infusion or subcutaneous injection; or

Sotrovimab 500 mg IV infusion

The Panel's statement includes discussion of the rationale that support these recommendations.

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What's New | COVID-19 Treatment Guidelines

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The Coronavirus Disease 2019 (COVID-19) Treatment Guidelines is published in an electronic format that can be updated in step with the rapid pace and growing volume of information regarding the treatment of COVID-19.

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Choose 15 new vocabulary words from Units 1 - 5 in our textbook. Write your own sentence for each word. Each sentence should be  (minimum ) 10 words. 

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Choose 15 new vocabulary words from Units 1 - 5 in our textbook. Write your own sentence for each word. Each sentence should be  (minimum ) 10 words. 

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◦ I think that almost all the nurses choose this path mostly because of the REWARDING feeling that comes with having contact with patients.
◦ Many people outside the medical/hospital/assistance field doesn't know what AUXILIARY NURSES are; not even the great importance they have inside hospitals.
◦ In Italy after a three year degree at university, you can be considered a FULLY-QUALIFIED nurse.
◦ In my first placement i was really surprised by how often the LIFT was used and how crowded it was. There were only two lifts and they used to stop at each floor it was called to! It took so much for us to reach a specific floor.
◦ Every ward it's different from the others. For example in my ward, SAMPLES were taken to the lab by a porter. While i heard that in other wards they do not have porters but instead they have a mechanism called "bussola".
◦ Usually in the hospital you can't DISPOSE OF your waste in whatever bin you find. In fact every kind of waste  has it's own bin.
◦ TRIAGE NURSES  have many responsability, they have to decide based on the patient's simptoms and other specifics, in which order they get a check up
◦ Doctors and nurses works togethedressir to avoid any FATAL errors
◦ Miss Griffin has just booked a ginecology APPOINTMENT for her daughter
◦ Usually after an operation nurses have to wait a couple of days before changing DRESSINGS
◦ This year university have invited  students to take an online course to learn about CPR.
◦ A normal CIRCULATION is extremaly important, but people that have high cholesterol may incurr in circulation problems.
◦ Many women experience a very long and painful LABOUR, as a matter of fact one of my acquaintance had a 20h labour.
◦ PAIN RELIEF are used very often in those patients that are in agonizing pain
◦ LOCAL ANAESTHETICS  are used by doctors to make an operation or for example deliveries less painful and more enjoyable experience

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Summarize a tv show, movie or book that was set in a hospital/clinic/doctor's office.

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Summarize a tv show, movie or book that was set in a hospital/clinic/doctor's office.

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Let's talk about a medical tv show known all over the world, and maybe also a boring one, as almost everyone knows it or have watched it already; i'm talking about Grey's Anatomy.
This tv show locate in Seattle; it started in 2005 and it consist of 17 seasons.
It revolves around Meredith Grey, daughter of a famous surgeon. She is starting a residency program in the Seattle Grace Mercy West Hospital, where she meets 4 other guys with whom she builds a fantastic friendship. Their story goes throughout a lot of different experiences, involving medical knowledge, accidents and incidents that brought many losses. Eventually along the various seasons, she grows up, and although with a difficult childhood memories, managed to give and recive love from a healthy relationship with one of the doctors of the hospital. The show is still ungoing and introduce (now and then) new characters whith whom is too easy to fall in love with.
This, may be one of my favourite tv show of all time. It's a long journey, of constant love for the cast, the screenwriter, all together immerse in an extraordinary medical background.

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MANDATORY                Create a dialogue you could hear in a hospital . Explain the scene, location, actors.         

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MANDATORY                Create a dialogue you could hear in a hospital . Explain the scene, location, actors.         

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Write at least 100 words

On a Monday morning a soon to be mom, Susan, goes to the hospital for an emergency check-up. As she enters the waiting room the receptionist talks to her.
Receptionist: Good morning madam, how can i help you?
Susan: Good Morning, i'm here for an emergency check up.
Receptionist: do you have an appointment for today?
Susan: I actually do not, but yesterday night i had a mild abdominal pain, followed by a small discharge of blood, so i thoungh it will be better for me to get a check up.
Receptionist: Are you still in pain now?
Susan: not at all, i'm just very concerned.
Receptionist: How many months pregnant are you?
Susan: I am to deliver my baby on the fifth of may. I just entered my 38th week.
Receptionist: Ok, let me call the doctor.
Receptionist (on the phone) :Hello doctor
Doctor: Yes?
Receptionist: Here's one of your patient, Susan. She had some abdominal pain yesterday night and had also a small discharge of blood. As she's dued in three weeks from now, she wanted to get a check up. She's actually not feeling any pain rigth now.
Doctor: Ok, let me just finish with the patient i have inside now. Let her sit in the waiting area. I'll be calling her in soon.
Receptionist: Perfect, thank you doctor.
(The receptionist ends the call)
Receptionist: Miss Susan, i just talked with the doctor, he'll call you as soon as he finish with the patient that is inside now.
Susan: Thank you so much!
Receptionist: You're welcome! You can find a sitting and i'll call you when he's ready to check on you.

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MANDATORY Why do you want to be a nurse? When did you decide you wanted to be a nurse? Did anyone or anything influence your decision?Write 100-150 words.

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MANDATORY Why do you want to be a nurse? When did you decide you wanted to be a nurse? Did anyone or anything influence your decision?Write 100-150 words.

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It was quite a "hard" decision to make.
When people says that life is unpredictable, it really is. I never really belived that, untill Covid hit the whole world, with all the tragedy that came with it.
So when i found myself at home, doing nothing and feeling helpless, i started thinking about my life; started thinking that i could not waste my time waiting for a call from my company, or for the covid just to disappear.
So i decided to take up a path i actually put aside when i was 19; and that was a nursing carreer.
It was hard at first, but felt that it was the right choice.
Probabily a big part was played by my cousins and bestfriends. They're almost all in the medical field, and three of them are actually nurses. Talking with them was always inspiring, expecially because of how they felt accomplished and satisfied by what they do everyday.
I just wanted to feel the same, to feel like your job can make people happy, can bring a smile and can actually help them .
I was drawn to this path expecially for these reasons: feeling achived and be able to learn medical things, being able to save and make people happy everyday.
To tell the truth, when i signed up for the test in september 2020, i applied for Midwife. That will be my ultimate target, even though i like very much this path, i'm sure i'll be liking delivering babies much more. And this is the reason why i'll be applying for the test next year too.

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Write (or record) an essay about why you would (or would not) like to be a clinical tutor in future.  (100 words)

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Write (or record) an essay about why you would (or would not) like to be a clinical tutor in future.  (100 words)

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As for now, the only idea of being a clinical tutor brings me anxiety. I probably will chance my mind in the future; being able to teach other students, and to pass down you’re own knowledge, it’s surely an extreme honor. I do think that a clinical tutor must be well aquainted with all the procedures and theories. For all the reason above, i don’t think that a new nurse may be able to guide the students well.
I surely won’t be that much patient with my students, even more when they show themselfs half interested. In fact, i think that what a good clinical tutor must do is being able too always make students strive, give them the right motivation and help them overcome any obstacle.

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MANDATORY   --2nd year --    Choose an article from the "Reading Bank" in your textbook (p52 - 66) and summarize it.  

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MANDATORY   --2nd year --    Choose an article from the "Reading Bank" in your textbook (p52 - 66) and summarize it.  

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Include the title of the article.  You can do the related exercises to help you understand the article better but it is not mandatory.
You should write 100- 150 words. If you want to write more , great!

“Typhoid Mary”
In this article it’s written the story of Mary Mallon. She was an Irish immigrant, and was the first known carrier of typhoid in the USA. She have never been aware of her condition, so she never got cured for that.
This is an infection of the digestive system and is caused by the presence of the bacterium, Salmonella typh. It can be trasmitted through contaminated food and water.
Mary in fact have contribuated dramatically to the trasmission of this disease as she was a cook, and worked in several workplace infecting other co-workers. In 1906 she was hired as a personal chef, and as out of 11 customers, 6 became ill with typhoid, George Soper was employed to search the cause of it. Not to say, that later on he foundout that all the typhoid out break had taken places where Mary had worked. She resisted and did not co-operate to the research, as she didn’t believe she could have been the cause, to all of that. Eventually  she was forced by police officers to go to a hospital. In here it was confirmerd that she was a carrier, so they made her live in isolation for 3 years and then to be released but banned from working as a cook.
However she did accept a job as a cook in a hospital, trasmitting the disease to the hospital staffs. She was then put in quarantine for 23 years, and died in 1938 of pneumonia. The article than closes with this really interesting “said”, the term of -Thyphoid Mary-.  In these days we use this term to describe a carrier of a dangerus desease and refuse to cooperate with authority.

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Write (or record)  a 100 word description of one of your clinical tutors.  What kind of personality did your tutor have? What did you admire about this person?

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Write (or record)  a 100 word description of one of your clinical tutors.  What kind of personality did your tutor have? What did you admire about this person?

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During the second year of placement we are followed only by one clinica tutor, all the time. During this first mounth of placement i was guided and followed by a tutor whom i’ll refer to as F. At first it was a little bit awkward, mostly in my part, but in such little time she showed herself as super approcciable. She’s extremely kind and patient, with me or the patients. She has never, even once, shouted at me. From what i could see in this short period, she likes very much to teach and to be a kind guidance to us students. She’s extremely outgoing, competent and super approcciable.
I admire her ways of doing and dealing with different situations. And i also admire her organising ability and the relatable feeling she inspire.