Demonstrate effective clinical decision-making concerning the nursing care of perinatal clients and their families based on critical thinking skills; legal, ethical, and professional standards and principles

Subject: General Questions    / General General Questions

NR 321/NR 327 Macy Polenski Student Instructions

Revised 2.29.16 1

Student Instructions for Standardized Simulation NR 321/NR 327 Macy Polenski

PURPOSE The following information is to be used in guiding your preparation and participation in the scenario for this course. This document will provide applicable course outcomes in preparation for your simulation.

SCENARIO INFORMATION: Macy Polenski is a 42-year-old gravida 4 para 4 Caucasian female who delivered a term female infant after a long and difficult delivery assisted by vacuum extraction. The scenario takes place on Tuesday at 11:45, an hour and a half after delivery.

STUDENT ROLES DURING SIMULATION:

During pre-briefing, you will be assigned one of these roles according to the description below to participate in the simulation as a nurse.

Charge Nurse (1):

The charge nurse is responsible for the overall organization of safe, quality patient care. You are the team leader and serve as a resource to all interdisciplinary members and are responsible for appropriate delegation of duties. You will serve as the point person for communication and can anticipate speaking with the physician or other primary care provider, ancillary support services, and others directly involved with the care being provided. You must be knowledgeable about the patient’s condition and able to dictate orders obtained and assist with implementation if needed. Additionally, be prepared to prioritize care and anticipate future needs.

Documentation Nurse (1):

The documentation nurse is responsible for recording of all patient event activities during the simulation with the exception of medication administration. You are responsible for documenting within SimChart® assessments, interventions, and outcomes on the designated tool (paper or electronic). Be prepared to read back and verify your documentation when requested and/or clarifying the details. Additionally, you will be part of the interdisciplinary team and will contribute observational assessment findings to include but not limited to changes in vital signs, alerts, psychosocial needs, and anticipated care.

NR 321/NR 327 Macy Polenski Student Instructions Revised 2.29.16 2

Assessment Nurse (1):

The assessment nurse is responsible for overseeing a comprehensive assessment of the patient. This includes but is not limited to obtaining vital signs, head-to-toe assessment of all systems, and psych/social assessment of the patient. You will be prioritizing care, executing independent interventions, collaborating with interdisciplinary team members, anticipating the needs of the patient/family, and re-assessing or continually monitoring the patient for any changes in condition. You are responsible for implementing all non-medication related interventions, verbalizing your findings to the team, and recommending any actions/interventions required. Additionally, you will be providing appropriate education to the patient and family/significant others.

Medication Nurse (1):

The medication nurse is responsible for all actions and documentation related to safe administration of medications. You will identify and correct any medication errors related to prescribing or distribution. This may include speaking with the physician or primary care provider. Prior to administering medication, you will assure the “Rights of Medication Administration”. You must be knowledgeable regarding the action and expected effects of the medications being administered and are responsible for monitoring and reporting any adverse reactions or unforeseen consequences of administration. Part of your role includes verifying medication calculations with a colleague and identifying any incompatible drug combinations.

Observer Nurse:

The observer is a non-participant role and will not communicate directly with the simulation team. The observer nurse will view the simulation in the briefing room through Learning Space as it is occurring. There may be multiple observer nurses in each scenario. The observer nurse will be given an observation guide to complete during the simulation. The data you collect will help the team during the debriefing process and facilitate an open and active discussion regarding the simulation experience. You will be an active participant in the debriefing and will be encouraged to share your observations and thoughts. Please keep in mind that your observations should be conveyed in a respectful, educational manner. The goal is to work together as colleagues in providing safe and effective care.

COURSE OUTCOMES The NR321/NR 327 Standardized Simulation enables the student to meet the following priority course outcomes: ? CO 3. Provide nursing care using the nursing process to child-bearing clients and their families during the antepartum and postpartum periods in acute care settings (PO 1) ? CO 6: Demonstrate effective clinical decision-making concerning the nursing care of perinatal clients and their families based on critical thinking skills; legal, ethical, and professional standards and principles; and nursing research findings (PO 4, 6, 8) ? CO 8. Provide nursing care using multiple nursing roles as appropriate to perinatal clients and their families (PO 7)

NR 321/NR 327 Macy Polenski Student Instructions Revised 2.29.16 3

**Although this scenario can address multiple course outcomes, faculty and students should focus on the course outcomes listed above**

DUE DATE The Standardized Simulation will be performed anytime during Units 3-8 to ensure students are prepared to meet the objectives. SIMULATION TIMING ? Pre-brief: 25-30minutes ? Run Time: 20-25minutes ? Debrief: 30-40 minutes REVIEW AND COMPLETE PRIOR TO THE START OF PRE-BRIEFING In order to prepare for the simulation, you should complete your assigned reading for the course. Please keep in the mind you will also be required to recognize a variety of signs and symptoms linked to abnormalities in these skills. In addition, you should be prepared to complete and document a thorough nursing assessment along with completing the following skills: Postpartum assessment; Postpartum complications—hemorrhage interventions; Administration of PPH Medications; Ethical and legal concerns.

Therefore, in order to prepare for the simulation, please review the items below and submit to faculty facilitating the simulation prior to the start of pre-briefing. If you do not complete the pre-briefing questions below and submit to faculty facilitating the simulation prior to the start of pre-briefing, you will not be permitted to participate in the simulation.

1. What are the risk factors for PPH?

2. What are the signs and symptoms of PPH?

3. What medications could be given and what are their side effects and contraindications?

**Immediately following the completion of debriefing, you will complete the evaluation of the simulation within Learning Space**


 

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What would you consider reasonable when attempting to find all possible studies to be included in your meta-analysis?

1. What would you consider reasonable when attempting to find all possible studies to be included in your meta-analysis? Should you contact original authors if you find a relevant study but the article does not include enough information to compute an effect size? Would you only include studies that provide effect sizes in their articles, or at least enough information to compute them? What if there are several studies that appear to support your hypothesized relationship between variables, and you decide to contact the original authors to obtain effect size data from them. Would you also need to contact the original authors for an equivalent number of studies that do not support your hypotheses and do not provide effect sizes? 2. What is the file drawer problem? Suppose you find a very strong meta-analytic result. Should you worry about it? What if the result is just moderate? Or small? What determines the potential severity of the problem?


 

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The intent of this case study is to demonstrate how concepts and theories

Case studies give you concrete examples of how a topic provides real-world benefits. A case study, “The Asda Way of Working,” is presented below. The intent of this case study is to demonstrate how concepts and theories in this module apply to the change implementation process.

Click here to download the case study.

Based on your analysis of this case study and your understanding of the theories of effective change implementation, complete the following:

  • Explain how you would evaluate the change leadership of Archie Norman and his top executives during their first six months at Asda.
  • Recommend steps to be undertaken over the next eighteen months.

When answering these questions, be sure you do the following:

  1. Refer to at least one theory of effective change implementation you have studied in the course. Explain in detail how and why it can be applied to this case study.
  2. Support your theory by comparing it with another theory you have learned that would not be a good choice. Be specific and use examples to explain why it would not be a good choice.

Write a 3–5-page paper in Word format. Apply APA standards to citation of sources.


 

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Compare and contrast three to five (3-5) diversity theories, focusing on their application to a classroom environment

Create a Prezi presentation in which you propose a short training demo for new teachers, selecting one (1) philosophical approach to multicultural education as described by the author. Use multicultural resources of your choice to support your examples.

Create a fifteen to thirty (15-30) slide Prezi presentation in which you:

1.Create a section (five to ten [5-10] slides) in which you:

a.Compare and contrast three to five (3-5) diversity theories, focusing on their application to a classroom environment. b.Analyze key instances in which you have experienced each diversity theory in action in your own life, focusing on events that took place in a K-12 environment. c.Provide between three to five (3-5) images that demonstrate diverse classrooms in each instance discussed in the question above.

2.Create a section (five to ten [5-10] slides) for multicultural approaches in which you:

a.Design a unit that relates to your grade level and area of instruction that focuses on the approach to multicultural education you have selected. b.Choose resources that could be used to deliver this unit. Consider the use of any appropriate adaptive learning technologies as well as incorporating International Society for Technology in Education (ISTE) National Educational Technology Standards (NETS). c.Recommend at least three (3) strategies that teachers can choose from to integrate multicultural techniques into their classrooms.

3.Create a section (five to ten [5-10] slides) for philosophies of multicultural education in which you:

a.Create a diagram that demonstrates your personal philosophy of multicultural education and its major applications to a K-12 curriculum. b.Determine which evaluation criteria you would use to examine the effectiveness of a multicultural curriculum.

Your assignment must follow these formatting requirements:

Follow APA for formatting guidelines. Check with your professor for any additional instructions. Include a cover slide containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover slide and the reference page are not included in the required assignment page length


 

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