n my third week of simulated practice, my focus was on autism. This allowed me to gain a more thorough understanding of the condition. Autism Spectrum Disorder (ASD) is a neurological condition that affects a person’s ability to communicate and interact with others. Additionally, it can impact their interests, behaviours, and hobbies. It is classified as a spectrum disorder due to the varying intensity and symptoms experienced by individuals. Some individuals with ASD may also have other conditions, such as ADHD, dyslexia, anxiety, or epilepsy. I understand that having autism doesn’t mean you have a sickness or disorder. It means your brain processes information differently than others. Patients are born with it, and symptoms can be noticed early on or later in life. Being autistic is a lifelong condition that can’t be cured like a medical illness, but some individuals may need help with specific tasks.

I want to share a scenario involving a patient with autism based on a case study from my simulated placement. For privacy reasons, I will refer to the patient as Jasmine, as required by nursing and midwifery standards. To integrate theory into practice, I will follow the Driscoll model, which includes three questions about the event, its significance, and how it can inform future actions.

During my simulated placement, I was assigned to work in an intensive care unit. My practice supervisor has requested that I provide a COVID injection to a patient. I introduced myself to the patient and received her permission. Jasmine has reached the age of sixteen. Jasmine was diagnosed with high-functioning autism when she was seven and arrived at the hospital with her mother. Jasmine was standing in the corner of the bed, feeling anxious. So I ask her to sit on the chair, but she sits at the edge of the bed. As a student nurse, I prioritise that patients and families entering the assessment ward deserve to be treated with the utmost care, compassion, respect and understanding of the fearful situation that they find themselves in. I assisted Jasmine in transferring from the bed to a comfortable chair.

To communicate effectively with Austin’s patient, I spoke in simple terms. I informed her that the practice supervisor had requested that I administer the COVID vaccine and asked for her consent. She had concerns about why she needed the injection when her college friends hadn’t taken it yet. I explained that she was at high risk of contracting COVID and that her mother recommended taking the vaccine for safety. After obtaining her consent, I prepared the medication by verifying the expiration date and dosage. I administered the subcutaneous injection in her right arm and assured her that she would feel alright within an hour. However, she still felt numb and asked what to do if it didn’t go away. I advised her that her mother could call the GP for pain relief. I gave Jasmine ample time to express herself and didn’t interrupt her. Communication can be challenging, but it’s essential to keep trying and not let embarrassment interfere. A family member can also help find the best way to communicate if available. As a student nurse, I have learned the importance of building a personal connection with my patients. It is crucial to approach them with care, respect, and compassion while gathering and relaying information. As their advocate, I will stand by them and provide support whenever needed. And I am committed to delivering the essentials of care competently and efficiently.

In addition, I have gained more knowledge on how to manually measure blood pressure and record the results as soon as I hear the first heartbeat. My understanding of the pressure level at which the first Korotkoff sound is detected through simulated practice has dramatically improved. It is important to note that the systolic pressure is determined at this point, while the absence of Korotkoff sounds marks the diastolic pressure.