Educating on Clinical Urinary Catheter Insertion

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Table of Contents

Introduction
Body
Conclusion
List of References

Introduction

The human urinary system has many vital functions that promote the operation of the overall body system. One of the major functions however, is the excretion of waste matter that the body has no use for. This is possible through the excretion system comprising of the kidneys, bladder and urethra in male and virginal parts in females. This system is prone to infections as the skin layer is delicate which may allow penetration of microbes that cause disease. Urinary catheters are medical instruments introduced into the bladder of people under investigation. The reasons for these procedures may vary. They are inserted for examination, drawing out urine, putting in fluids or the supervision of an obstinate insertion (Healthcare A2Z, 2007).

Intrinsic use of the catheters is through the urethra although it may also be slotted in the belly wall side. Inserted catheters remain in the body urinary tubes for some time whereas the flashing catheters are interchanged time to time. These urinary catheters aid microbes with a means of admission into the generally germ-free urinary tube. This action puts off the usual swilling out of excreta waste. The instrument operates as an alien part aggravating the urethra lining and creating a center for microbes increase. Risks may occur due to the introduction of this foreign instrument into the body system. An express correlation exists amid the means and period of catheter application and the threat of contamination. A higher charge of infection is observed in the continued lodging catheter insertion as opposed to temporary insertion. Contamination can as well be linked to the value of catheter used and patient vulnerability (Healthcare A2Z, 2007). Urinary catheters are of diverse types and may be used for varying reasons. The sizes and materials used to manufacture them differ. The use of minute catheters is suggested by most physicians. Bulky catheters have a high probability of damaging the urethra. The materials used can also cause reaction or uneasy feelings in some patients after prolonged use. Some of the instruments are made of latex and others silicon or Teflon. The best and more body friendly are made from silicon or Teflon (Kennard, 2006).

Body

In the handling of catheter, much attention is required as the instruments differ in management ways. In the handling of an indwelling catheter, you need to bathe the urethral area and the catheter using soap and water daily. A systematic purification of the area after all excretion is removed should be done to avert contamination. The use of anti- microorganism creams around the catheter area is not advised as this does not lessen contamination. If it is congested, aching or contaminated it ought to be substituted straight away. Precautionary steps need to be observed when using the catheter such as its positioning. The draw out carrier must constantly be inclined downward than the bladder. This will avert the backflow of urine to the urinary system. Pouring out of the urine is after eight hours or when it is filled. Always check that the exit control device is not contaminated. Washing of the regulator and hands with soap and water keeps the area sterile (Massachusetts General Hospital, 2007).

Sanitation and care for the carrier bag should be done sporadically. The bag is filled with two out of five parts of chlorine bleach or vinegar and three out of five parts of water. The mixture is left to stand for twenty minutes in the bag which is later let to draw off with the exit tap open. In case of a trickle from the bag, ensure that the connection is perfect. If no urine is exiting, then the catheter could be clogged by residues or other body fluids such as blood. In some instances there may be a bend in the instrument or exit piping which removes the waste. The patient can also be trained on care for his/her catheter (Kennard, 2006).

Catheters could be inserted in the belly or back straight into the bladder. This is usually done by an introduction on top of the pubic bone. It ought to be done by a qualified physician in the hospital setting. The entry location should be purified with water and soap and enclosed with a dehydrated net to protect it from microbe attack. To adjust the catheter a competent physician is required. The instrument can be connected to the typical excrete carrier. Recommendations for a catheter are determined by possible complications in the patient and may vary with each case (Gilbert, 2008).

Introduction of catheters into the human body differs in male and female patients. In the males, the oil, disinfected hand gear, purification provisions, squirt with water to pump up the inflatable, and draw off container are first pulled together. The hands are cleansed using a purifier plus the exit of the urethra if necessitated. The disinfected gloves are put on with caution not to interfere with the outer parts. The catheter is then greased and the penis held on the faces upright to the posture of the patient extended away from the patients’ body. The catheter is smoothly put in and a likelihood of opposition will be met as the catheter advances to the level of the outer sphincter. Calming down by intense inhalation eases the tension and progress can continue. Once the urine flow begins, pressing on continues to the level of the “Y” connector. The catheter is positioned while the inflatable is pumped up. Dampen of the catheter with drops of disinfected water. If there is no response in the flow of urine, it may be the insertion was not to the required depth. Hold the catheter and append the flow out of carrier (Kennard, 2006).

In the females it is much different due to the nature of their excretory parts. However, the same procedure of collection of equipment is done and sterilization of the hands. The labia and urethra entry is purified using a sliding rub evading the anal area. The labia are widened to establish the entry beneath the clitoris and on top of the vagina. The catheter is gradually put into the entry with a tender press on until there is urine surge. A further penetration of about two inches with the catheter in position while pumping up the inflatable. Caution is observed to ensure the instrument is in the bladder. If a sting is experienced the pumping should be stopped and further penetration carried on. Once the hurt has eased pumping is resolved and the draw out carrier is fixed (Grady, etal, 2008).

When instructing on how to insert the instruments, awareness on the dangers must be passed to the physicians. Unprofessional hygiene practice can lead the microbes on the urethral surface to be introduced into the bladder. This can result to disease proliferation in the system and may be cancerous. Movement of microbes along the periphery of the catheter, out flow pipe and damages in the covered system can result in infections. Prolonged use of the catheters has caused physical injury, excretory cancer and mental challenges (Arbor, 2009).

To instruct students with the urge to learn the procedures of catheter insertion and care, teaching methods were employed. These were done using Power Point presentation, video shows, use of dummies and use of question and answer sessions. In the use of Power Point presentation, short notes were typed next to pictures showing the procedure described. These were put in a sequence starting with the definition followed by the stepwise illustration of the process of catheter insertion. In between slides, the instructor used verbal presentation to expand on the notes indicated on each slide. This aided the students to picture the process as it was being presented giving the overview of the subject (Arbor, 2009).

Video shows were used to show real life situations. Films on doctors conducting the catheter insertion were shown on the screen. This had their own sound and instructions are heard direct from the presenter in the videos. These shows were shown in short parts of about 20 to 30 minutes. The shows brought live experiences to the students through the actions passed on the scenes. This aided the students to better understand the subject as they observed how the care and precision was examined. It taught the learners the patience required by the practitioner when conducting the procedure. The use of a dummy to demonstrate the catheter insertion procedure helped the learners in gaining a practical experience. The participants could try out realistic lessons on the set mannequin and polish on their handling of the process. This was used with success as the students could get their bearings right unlike in the theory. Mannequins of both male and female parts were used in these demonstrations. Learners were required to follow the steps to insert the catheter. The instructor followed up with corrections when a step is missed or not carried out correctly. The dummy sessions took longer durations as the learners were given personal attention by the instructor (Gaberson & Oermann, 2007).

These methods of teaching worked best as the human mind is designed such that it remembers pictures and practices more than speech and words. The psychological aspect of the mind allows the informing of images into the mind and the memory can easily be triggered when need be (Draude & Brace, 2009). In the presentation, the response was positive with much of the participants confessing they knew much more on the insertion of catheters than before. The use of color, sound and special effects in the power point enabled the participants to view the step wise method of clinical insertion of the catheter into the human body. Explanation in form of written words can be confusing to the student but the pictorial and image presentations worked well in the presentation (Gaberson & Oermann, 2007). It was relatively easier to instruct my colleagues at the dummy stage as they had already known what was happening. No matter what intensity of enthusiasm the students it was used as an aid in the teachings (Davis, 1993).

Questions and answerer sessions were also carried out during and after each presentation. The learners asked questions on what was not clear and the instructor elaborated more to give the students a better understanding. The instructor also used questions to confirm the understanding of the learners. Discussions were carried out to iron on areas that each participant felt was not well understood. The aim of the project was achieved as the respondents could perform the procedures well. They knew all the instruments necessary for the catheters procedure and were able to identify the risks involved in the procedure and how to avoid them. Using the questions and answers method during the presentations helped the learners to participate. The questions were from either side of the stage (Arbor, 2009).

In some cases, humor engulfed as the imitations looked real and some comical comments were made. This made the learning joyful and relaxed any tension in the class. The setting for the presentation was well managed in a suitable environment. The room had light and when presenting the video and Power Point, it was made dark. Particular caution was observed to avoid accidents when handling the instruments (Chan, D. S. K, 2003).

It is better to get experience if the learners are to be good professionals. Students who have had hands on experience work better as professionals later in their careers with lot of enthusiasm (Lake & Ryan, 2004). The practical lessons cannot be learnt on a trial and error basis with patients later in their career. It permits for secure preparation of compound procedural proficiencies that can front danger if not well mastered. At the final part of the presentations, the participants are engaged in group discussions. This creates a forum to ask pressing questions on area not well understood during the presentation. Dialogue groups allows for participation by the listener and the presenter in a question and answer session. This method creates an avenue to articulate thoughts by the participants and can be tackled by everybody in the group (Merriam, 2001). The information age has equipped students with the latest information. The internet is one such avenue where journals and research finding can be accessed. These are useful for training young career oriented students (Sasson, D, 2009). Use of information from other sources allows the learner to compare how other practitioners have had experience in their work.

The training of people in nursing procedures requires lots of practical lessons. The study conducted although benefiting needs to be taken further. The use of imitations can give the learner a self belief that is not correct. Practical assessment using patients in the clinics will give the learner a better familiarity. The theory lessons can be minimal with much attention put on practice. Just like any other profession, practice will enhance the skills of the learner and development of efficient ways of dealing with a medical situation (Karpinski, 2008). Seminars and workshops where practicing professionals can address the learners are also good avenues for knowledge growth.

Young experts in the nursing field have created associations for the exchange of experiences and technical know-how. Enrolling in such organizations exposes a learner on the various challenges faced in the career. There are numerous meetings and congresses on specific topics and research finding. These are avenues where experts interact and contribute on ways of addressing work issues. Learners should look out for such functions and have a broader set of knowledge. Exhibitions showing advancements on the subject by other practitioners creates a discussion forum that can aid in the learning. These can be organized locally or internationally. This is an area that deals with the human life and people have to be well trained in performing the required procedures (Malecare, 2006).

Conclusion

Training professionals in management of their careers is an enormous task. Attention needs to be focused on the collective participation by the members involved. The use of modern technology that captures practical teachings advances the standards of the training. A well managed training session with presentations that involve the learner’s results in better skilled persons. The over head projector with short notes and pictorials creates the information intended to be passed in the minds of the learner. It is vividly remembered as opposed to written articles and journals. With the increase in the information age, lots of studies are carried out. To have access to this findings will enable the student be well informed on current affairs.

The nursing profession is a practical career that requires experience. To receive the required knowledge, the learner has to undertake numerous training on the various procedures that are done in the profession. The best feel of the work can be understood their work stations. The clinic or hospital will give the learner a first hand feel of the work. Handling real patient situations with the help of skilled personnel will give the best teaching experience.

List of References

Healthcare A2Z. (2007). Healthcare Practices.
Grady, Janet L etal. (2008).Learning nursing procedures: the influence of simulator fidelity and student gender on teaching effectiveness.
Sasson, D. (2009). Successful Strategic Teaching Techniques. Engaging Activities Put the Focus on Students’ Success.
Gilbert, S.M (2008). Urinary catheters. How to insert a catheter; Suprapubic catheters; How to remove a catheter; Foley catheter.
Davis, G.B. (1993). Tools for Teaching. Motivating Students.
Chan, D. S. K. (2003). Validation of the Clinical Learning Environment Inventory. Western Journal of Nursing Research, 25, 519-532.
Gaberson, K. B., & Oermann, M. H. (2007). Clinical teaching strategies in nursing (2^nded.). New York: Springer Publishing.
Lake, F. R., & Ryan, G. (2004). Teaching on the run tips 2: Educational guides for Teaching in a clinical setting. The Medical Journal of Australia, 180 (10): 527-528.
Merriam, S. B. (2001). Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory. NEW Directions for Adult and Continuing Education, 89, 3-11.
Kennard, C. (2006). Catheter Care. Catheter Care for Caregivers.
Malecare, Inc. (2006). Urinary catheter care. Web.
Karpinski, M. RN. (2008). Medifecta Healthcare Training. The importance of skills training for family caregivers.
Arbor, A. (2009).Teaching Strategies: Using Technology in Teaching.
Draude, B. & Brace, S. (2009).Assessing the Impact of Technology on Teaching and Learning: Student Perspectives.
Massachusetts General Hospital. (2007) .Effectiveness of a Computer Application in Improving Pulmonary Artery Catheter Waveform Interpretation.

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Educating on Clinical Urinary Catheter Insertion

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