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Marilyn hughes documentation and grq docx – Studypool
Document a comprehensive pain assessment for Marilyn Hughes. • The patient stated that she was in pain at the beginning of the assessment. • …
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Date Published: 3/24/2022
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Surgical Case 1: Marilyn Hughes Documentation and Guided …
this document includes both the documentation and gued questions for the VSIM case of Marilyn Hughes.
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Date Published: 4/27/2022
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Surgical Case 1: Marilyn Hughes Documentation | Chegg.com
Question: Surgical Case 1: Marilyn Hughes Documentation Assignments 1. Document a comprehensive pain assessment for Marilyn Hughes. The patient states that she …
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Marilyn hughes vsim documentation – TutorsOnSpot
Marilyn hughes vsim documentation … Medical Case 1: Kenneth Bronson Documentation Assignments- Document in DocuCare 1. 2. 3. 4. 5.
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브이심 Marilyn Hughes documentation+GRQ A+ – 해피캠퍼스
1. Document a comprehensive pain assessment for Marilyn Hughes. 대상자는 수술에서 돌아온 직후 통증을 호소하고 있고 오후 2시15분에 IV로 …
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Patient Introduction Marilyn Hughes is a 45-year-old female …
Launch the virtual simulation o Suggest student complete the vSim Tutorial prior to launching Step Three. o Each clinical experience in the simulation lasts …
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주제에 대한 기사 평가 marilyn hughes vsim documentation
- Author: Roger Escarda
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- Date Published: 2020. 4. 14.
- Video Url link: https://www.youtube.com/watch?v=63LYl9ybFyk
SOLUTION: Marilyn hughes documentation and grq docx
© Wolters Kluwer Health | Lippincott Williams & Wilkins
Surgical Case 1: Marilyn Hughes
Documentation Assignments
1. Document a comprehensive pain assessment for Marilyn Hughes.
• The patient stated that she was in pain at the beginning of the assessment
• She said it started right when she got back from surgery, the pain left like a
bandage was put too tight. She expressed that the pain felt worse and it didn’t get
better after medication was administered
• Nothing makes the pain better, but it gets worse when someone touches her leg
• She rated the pain 8 out of 10 on the pain scale
2. Document Marilyn Hughes’ neurovascular assessment.
• The neurovascular assessment revealed compartment syndrome.
• The patient pulse on the left leg was absent and appears c yanotic, with prolonged
capillary refill in the toes, her skin was cool to touch, and she was sweaty
3. Document the changes in Marilyn Hughes vital signs.
• The patient vitals sign remained constant throughout the scenario
• At the beginning Heart rate: 102. Pulse: Present. Blood pressure: 152/91 mm Hg.
Respiration: 21. Conscious state: Appropriate. SpO2: 97%. Temp: 99 F (37 C)
Surgical Case 1: Marilyn Hughes Documentation and Guided Questions
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Marilyn hughes vsim documentation
I’m working on a Nursing question and need guidance to help me study. Can you complete DocuCare for Kenneth Bronson, Jennifer Hoffman, Vincent Brody ( Med surg) in 1 day Maternity:- Olivia Jones, Carla Harnandez, Amelia Sung by tomorrow. in 1 day Rest of others in 6 days.Medical Case 1: Kenneth Bronson Documentation Assignments- Document in DocuCare 1. 2. 3. 4. 5. Document Kenneth Bronson’s new allergy information in his patient record. Document your initial focused respiratory assessment of Kenneth Bronson. Document the assessment changes that occurred before and after the anaphylactic reaction. Identify and document key nursing diagnoses for Kenneth Bronson. Referring to your feedback log, document the nursing care you provided. Medical Case 2: Jennifer Hoffman Documentation Assignments- Document in DocuCare 1. Document …
I’m working on a Nursing question and need guidance to help me study.
Can you complete DocuCare for Kenneth Bronson, Jennifer Hoffman, Vincent Brody ( Med surg) in 1 day
Maternity:- Olivia Jones, Carla Harnandez, Amelia Sung by tomorrow. in 1 day
Rest of others in 6 days.Medical Case 1: Kenneth Bronson Documentation Assignments- Document in DocuCare 1. 2. 3. 4. 5. Document Kenneth Bronson’s new allergy information in his patient record. Document your initial focused respiratory assessment of Kenneth Bronson. Document the assessment changes that occurred before and after the anaphylactic reaction. Identify and document key nursing diagnoses for Kenneth Bronson. Referring to your feedback log, document the nursing care you provided. Medical Case 2: Jennifer Hoffman Documentation Assignments- Document in DocuCare 1. Document your initial focused respiratory assessment of Jennifer Hoffman. 2. Identify and document key nursing diagnoses for Jennifer Hoffman. 3. Referring to your feedback log, document the nursing care you provided. Medical Case 3: Vincent Brody Documentation Assignment-Document in DocuCare Answer the following questions in DocuCare: 1. Document your focused respiratory assessment for Vincent Brody. 2. Identify and document key nursing diagnoses for Vincent Brody. 3. Document pain management interventions and Vincent Brody’s response to therapy. 4. Document key assessments you would monitor for a chest tube (insertion site, dressing, suction level, drainage, fluctuation, air leak). 5. Referring to your feedback log, document the nursing care you provided. Medical Case 4: Carl Shapiro Documentation Assignments- Document in DocuCare 1. 2. 3. 4. Document Carl Shapiro’s cardiac rhythms that occurred in the scenario. Document the changes in Carl Shapiro’s vital signs throughout the scenario. Identify and document key nursing diagnoses for Carl Shapiro. Referring to your feedback log, document the assessment findings and nursing care you provided. Surgical Case 5: Lloyd Bennett Documentation Assignments 1. 2. 3. 4. 5. 6. Document your focused postoperative assessment for Lloyd Bennett. Document Lloyd Bennett’s allergies in his chart. Document Lloyd Bennett’s vital signs during the transfusion reaction. Document the priority nursing actions completed during the transfusion reaction. Identify and document key nursing diagnoses for Lloyd Bennett. Referring to your feedback log, document the nursing care you provided. Medical Case 5: Skyler Hansen Documentation Assignments- Document in DocuCare 1. 2. 3. 4. 5. Document your focused assessment for Skyler Hansen.
브이심 Marilyn Hughes documentation+GRQ A+ 레포트
소개글 “브이심 Marilyn Hughes documentation+GRQ A+”에 대한 내용입니다.
목차 I. Documentation Assignments
1. Document a comprehensive pain assessment for Marilyn Hughes.
2. Document Marilyn Hughes’ neurovascular assessment.
3. Document the changes in Marilyn Hughes’ vital signs.
4. Identify and document key nursing priorities for Marilyn Hughes.
5. Referring to your feedback log, document the nursing care you provided and Marilyn Hughes’ response to this care.
II. Guided Reflection Questions
1. How did the scenario make you feel?
2. How would you recognise that Marilyn Hughes’ condition was deteriorating?
3. What interventions exist to alleviate compartment syndrome, and what assessments indicate improved perfusion to the extremity?
4. Why is it important to maintain the limb at heart level versus elevating it above heart level?
5. What could have happened in this scenario if Marilyn Hughes’ condition was not treated expediently?
6. What key elements would you include in the handover report for this patient? Consider the ISBAR (introduction, situation, background, assessment, recommendation) format.
7. What would you do differently if you were to repeat this scenario? How would your patient care change?
본문내용 1. Document a comprehensive pain assessment for Marilyn Hughes.
대상자는 수술에서 돌아온 직후 통증을 호소하고 있고 오후 2시15분에 IV로 morfine 6mg을 투여 받았습니다.
NRS를 통해 대상자는 통증을 10점 중에 7점이라고 말하였습니다. 죄측 다리에 통증이 있고 무감각하다고 호소하였습니다. 다리의 드레싱을 관찰하고 신경혈관 평가를 하였고 붕대를 느슨하게 하였습니다. 중재 이후, 그녀는 왼쪽 다리에 통증을 10점중에 5점을 주었으며 드레싱이 느슨해져서 통증이 조금 줄어들었다고 보고하였습니다.
2. Document Marilyn Hughes’ neurovascular assessment.
좌측 다리에 대한 대상자의 신경 혈관 평가는 구획 증후군의 증상을 보입니다.
Patient Introduction Marilyn Hughes is a 45-year-old female who suffer
Patient Introduction Marilyn Hughes is a 45-year-old female who suffered a left mid-shaft tibia-fibula fracture when she slipped on icy stairs this morning. She was taken to surgery for an open reduction with internal fixation (ORIF). She returned from surgery at 1:45 p.m. with a below-the-knee ace/splint dressing. Vital signs have been stable, and neurovascular checks have been within normal range. She has an IV of Lactated Ringer’s infusing at 75 mL/hour and is tolerating liquids well without nausea. Her diet could probably be advanced to regular dinner this evening. A family member has been with her at the bedside throughout the day. She began complaining of pain shortly after returning from surgery and was given morphine 6 mg IV at 2:15 p.m. She is now on every-30-minute postoperative vital signs. Last vital signs were BP: 130/82, HR: 88, RR: 16.
STUDENT CLINICAL REPLACEMENT PACKET Student Resources
2 vSim CLINICAL REPLACEMENT PACKET for STUDENTS STUDENT INSTRUCTIONS FOR VIRTUAL CLINICAL REPLACEMENT This activity packet is intended to be used with your assigned virtual patient found in vSim. The Six Step learn flow in vSim is to be followed as instructed below. Once you have completed the Six Steps, in additon to this Clinical Replacement Activity Packet, submit for grading as instructed in your syllabus. LEARN FLOW – STEP ONE Finish the Suggested Readings, then complete the following four activities: o Clinical Worksheet o Plan of Care Concept Map o Pharm4Fun Worksheet (one per medication) o ISBAR Worksheet EST. TIME: 4 – 6 HOURS LEARN FLOW – STEP TWO Take the Pre-Simulation Quiz o Student may take several times using the answer key to provide immediate remediation prior to the virtual simulation. Quiz is recorded as complete. LEARN FLOW – STEP THREE Launch the virtual simulation o Suggest student complete the vSim Tutorial prior to launching Step Three. o Each clinical experience in the simulation lasts a maximum of 30 minutes. o Student is to complete the simulation as many times as it takes to meet an 80% benchmark. LEARN FLOW – STEP FOUR Complete the Post-Quiz o The answer key is not visible to the student until after they have submitted the quiz. o The quiz grade is recorded as a percentage LEARN FLOW – STEP FIVE Document o The student documents the clinical events that occurred during the simulation using the information contained in step five. o If using DocuCare, the instructor assigns the same vSim patient which can be found in DocuCare cases. LEARN FLOW – STEP SIX Reflection Questions o Students are to complete the reflection questions and submit to instructor post clinical replacement (see syllabus for details). o The quiz grade is recorded as a percentage 2 1 3 4 5 6
STUDENT LEARNING OUTCOMES ASSIGNMENT This ac�vity creates an opportunity for you to organize the nursing care required for the pa�ent care presented in your assigned vSim. At the end of this ac�vity, student will be able to: 1. Describe pathological events associated with the pa�ent’s disease process or condi�on. 2. Create a plan of care and priori�zed nursing interven�ons based on pa�ent care needs. 3. Iden�fy an�cipated diagnos�c and physical assessment findings related to the iden�fied condition or disease process. 1. Log into thePoint and launch the assigned vSim, following all instruc�ons posted on your learning management system (LMS). 2. Review the informa�on contained in the pa�ent informa�on. 3. Review the smart sense links associated with Nursing Care, Diagnos�cs, and Pharmacology found in the suggested reading area. 4. Create the following “concept map”. List the pathophysiology associated with the pa�ent’s disease process or condi�on, the an�cipated physical assessment findings, vital signs, diagnos�cs, specific nursing interven�ons, and other pa�ent informa�on associated with the pa�ent situa�on. 5. U�lize the smart sense links throughout the vSim to complete the worksheet. 6. Submit your concept map for review. CONCEPT MAP/ PLAN OF CARE EST. TIME: 30 MINUTES
DESCRIBE DISEASE PROCESS AFFECTING PATIENT (INCLUDE PATHOPHYSIOLOGY OF DISEASE PROCESS) CONCEPT MAP WORKSHEET DIAGNOSTIC TESTS (REASON FOR TEST AND RESULTS) PATIENT INFORMATION ANTICIPATED PHYSICAL FINDINGS ANTICIPATED NURSING INTERVENTIONS
IS AR EST TIME MIN This SBAR ac�vity assists you in building the skill of communica�ng per�nent informa�on when caring for a pa�ent. Appropriate ac�ons you should do to complete this ac�vity include finding appropriate data to provide a thorough SBAR report. STUDENT LEARNING OUTCOMES At the end of this ac�vity, student will be able to: 1. Iden�fy per�nent data from the pa�ent informa�on area of the vSim suggested reading sec�on. 2. Communicate per�nent informa�on for a pa�ent using ISBAR. ASSIGNMENT 1. Log into thePoint and launch the assigned vSim, following all instruc�ons posted on your learning management system (LMS). 2. Review the informa�on contained in the pa�ent informa�on area of the suggested reading sec�on. 3. Review the smart sense links found within the Nursing Care, Diagnos�cs and Pharmacology areas of the suggested reading. 4. Navigate and fill out the data in the following document using the pa�ent informa�on provided in the suggested reading area. 5. Submit for review.
INTRODUCTION vSim ISBAR ACTIVITY Your name, posi�on (RN), unit you are working on SITUATION Pa�ent’s name, age, specific reason for visit BACKGROUND Pa�ent’s primary diagnosis, date of admission, current orders for pa�ent ASSESSMENT Current per�nent assessment data using head to toe approach, per�nent diagnos�cs, vital signs RECOMMENDATION Any orders or recommenda�ons you may have for this pa�ent STUDENT WORKSHEET
PHARM-4-FUN EST. TIME: 30 MIN (PER MEDICATION) This ac�vity provides you with the opportunity to create per�nent pa�ent educa�on on the pharmacological agents associated with the vSim ac�vity. You will u�lize this worksheet for each drug listed under the pharmacology are of the suggested reading sec�on. STUDENT LEARNING OUTCOMES At the end of this ac�vity, student will be able to: 1. Explain purpose for taking the iden�fied pharmacological agents. 2. Discuss per�nent pa�ent educa�on related to all the listed pharmacological agent. ASSIGNMENT 1. Log into thePoint and launch the assigned vSim, following all instruc�ons posted on your learning management system (LMS). 2. Review the informa�on contained in the pa�ent informa�on. 3. Review the smart sense links associated with the Pharmacological agents found in the suggested reading area. 4. Use the smart sense link to complete the following “pa�ent educa�on” worksheet for each pharmacological agent listed in the Pharmacology are of the suggested reading sec�on. 5. Submit for review.
PATIENT EDUCATION WORKSHEET NAME OF MEDICATION, CLASSIFICATION, AND INCLUDE PROTOTYPE MEDICATION: CLASSIFICATION: PROTOTYPE: SAFE DOSE OR DOSE RANGE, SAFE ROUTE PURPOSE FOR TAKING THIS MEDICATION PATIENT EDUCATION WHILE TAKING THIS MEDICATION
STUDENT LEARNING OUTCOMES ASSIGNMENT This activity creates an opportunity for you to prepare for a virtual clinical experience. This activity provides you with the opportunity to manage patient care, prioritize interventions, and identify aspects of care that could be delegated. At the end of this ac�vity, student will be able to: 1. Describe pathological events associated with the patient’s disease process or condition. 2. Create a plan of care that is prioritized and is based on the patient’s care needs. 3. Identifies path to healing or health and path to death or injury. 4. Describes aspects of care that can be delegated and appropriate personnel to complete delegated tasks. 1. Log into thePoint and launch the assigned vSim, following all instructions posted on your learning management system (LMS). 2. Review the information contained in the patient information. 3. Review the smart sense links associated with the Nursing Care, Diagnostics, and Pharmacology, found in the suggested reading area. 4. Complete all areas of the attached clinical worksheet. 5. Submit the completed worksheet. CLINICAL WORKSHEET
vSim Worksheets Grading Rubric Criteria 5 Points 4 Points 3 Points 2 Points 1 point Total Points Content Knowledge -Follows all requirements for the assignment. -Conveys well-rounded knowledge of the topic. -Content well organized, logical. -Easy to read and understand throughout all of worksheet. -Follows all requirements for the assignment. -Major points of topic are mostly covered in the required assignment areas. -Content organized, logical flow. -Easy to read and understand through most of worksheet. -Knowledge of topic is par�ally covered. -Key informa�on is missing from 2 or more assignment areas. -Worksheet difficult to follow in two or more areas. -Informa�on is incomplete in two or more areas. – Knowledge of topic is general in more than three areas of the worksheet. – 1 or more areas of worksheet le� blank. -Content unorganized throughout worksheet. -Difficult to understand content of paper. -Knowledge of topic is general throughout en�re worksheet, and/or does not cover all the required assignment areas. -Two or more areas le� blank on worksheet. -Unable to follow flow of worksheet. Cri�cal Thinking -Concisely explains each content area. -Analyzes informa�on, connects data points to provide accurate, concise informa�on. -Scholarly work. -Explains each content area. -Presents informa�on about the topic. -Some analysis, insight present, some data points threaded together. -Scholarly work. -Major aspects of the content areas are presented, but content lacks insight and analysis. -Few data points connected to provide informa�on. -Few aspects of the content areas presented. Few insights presented, lacking analysis. -Data points not connected to informa�on provided. -Li�le understanding gained from informa�on presented. -Informa�on is basic. -No aspects of the content present in the worksheet. -Lacks insight, analysis, and conclusions. -No understanding from the content presented. Wri�ng Composi�on (Spelling, Grammar, Sentence Structure) -An occasional spelling error present. -Grammar, readability, and sentence structure is error free. -Some minor errors (1-3 errors) with spelling, grammar and/or sentence structure, not consistent throughout worksheet. -Errors do not interfere with the readability or comprehension of informa�on. -Frequent errors (4-5 errors) with spelling, grammar and/or sentence structure. -Errors effect ability to comprehend informa�on present on worksheet and readability. -Numerous errors (5-6 errors) with spelling, grammar and/or sentence structure throughout worksheet. -Difficult to understand informa�on presented due to numerous errors. -Excessive errors (>6 errors) occur with spelling, grammar and/or sentence structure, throughout worksheet. -Unable to understand informa�on presented in the worksheet. Total Points:_________
Clinical Worksheet Date: ________________________ Student Name: _____________________________ Assigned vSim: ___________________________ Initials: Age: M/F: Code Status: Diagnosis: Length of Stay: Allergies: HCP: Consults: Isolation: Fall Risk: Transfer: IV Type: Location: Fluid/Rate: Critical Labs: Other Services: Consults Needed: Why is your patient in the hospital (Answer in your own words and include the History of present Illness): Health History/Comorbities (that relate to this hospitalization): Shift Goals/ Patient Education Needs: 1. 2. 3. 4. Path to Discharge: Path to Death or Injury:
Clinical Worksheet Alerts: What are you on alert for with this patient? (Signs & Symptoms) 1. 2. 3. What Assessments will focus on for this patient? (How will I identify the above signs &Symptoms?) 1. 2. 3. List Complications may occur related to dx, procedure, comorbidities: 1. 2. 3. What nursing or medical interventions may prevent the above Alert or complications? 1. 2. 3. 4. Management of Care: What needs to be done for this Patient Today? 1. 2. 3. 4. 5. 6. Priorities for Managing the Patient’s Care Today 1. 2. 3. 4. What aspects of the patient care can be Delegated and who can do it?
Purpose: This rubric analyzes the components of the electronic health record that students would utilize when documenting the care of a patient during a simulated event. Components: Each criterion contains performance criteria to demonstrate the critical thinking and clinical reasoning utilized during a simulated patient care encounter. The performance criteria describe the traits that are linked to a level of performance. There are four levels of performance as well as a “not applicable” column. The levels of performance indicate the degree to which the student documented the events of the simulated patient care situation. Using the Rubric: • Students: Prior to the simulation experience, the students can use the rubric to prepare for the documentation requirements associated with a simulated experience. The emphasis on thorough, systematic documentation of the nursing care provided during the simulation will facilitate clinical reasoning and critical thinking development. The student can utilize the rubric to perform a self-assessment of their documentation of the simulated events prior to submitting their DocuCare assignment. The rubric provides transparency related to the expectations for documentation and the grading of the student’s submitted work. • Faculty: The simulation documentation is only graded in whole numbers. The minimum accepted score is an 80%. The student will need to resubmit the simulation documentation if the total percentage is less than 80%. The student receives one attempt to remediate and edit their documentation. Grading Rubric for DocuCare Entry: vSim
Rubric for Grading vSim Clinical Worksheet 5 3 1 0 Patient Information: Demographics, Diagnosis, Allergies, Provider, Consults, Isolation, Fall Risk, Intravenous Therapy, Critical Labs, Services and Needed Consults All documented areas 100% complete and provide thorough information. Three listed areas completed OR documented areas 75% complete. Less than three listed areas completed OR documented areas less than 50% completed. Patient information area blank. Medical History: Why patient is in the hospital, History of present Illness, Past Medical/Surgical History, Comorbidity Factors 100% of HPI, Past Medical/Surgical History and Comorbidity Factors completed with thorough, relevant information. 75% of HPI, Past Medical/Surgical History and Comorbidity Factors completed. Information relevant to scenario. 50% of HPI, Past Medical/Surgical History and Comorbidity Factors completed. Information basic and lacks relevancy. 25% of HPI, Past Medical/Surgical History and Comorbidity Factors completed. Information not relevant, or content areas left blank, Patient Education/Goals: Shift Goals, Patient Education Needs Thorough and detailed patient education. Patient shift. goals are SMART, relevant, and detailed goals. 100% of worksheet area is complete. Provides patient education but lacks thoroughness or details. Patient shift goals missing 1-2 components of SMART goals. 75% of information needed for worksheet area present. Patient education lacks thoroughness and details. Patient shift goals missing 3 – 4 components of SMART goals. 50% of the information needed for worksheet area present. Missing patient education and/or patient shift goals. Patient shift goals lack all components of SMART goals. 25% of the information needed for worksheet area present. Disease Progression: Pathway to Death or Injury Pathway to Health Pathway to death and health is identified with detail. Information is concise, relevant, accurate and portraits appropriate timeframe for occurrence. 100% of the information needed for worksheet present. Pathway to death and health is identified. Information is relevant and accurate. Missing timeframe for occurrence. 75% of information needed for worksheet area present. Missing over 50% of needed information for worksheet area present. Pathway to death and health identified but content either not relevant or accurate for situation present in scenario. Pathway to death and health contains information not relevant or accurate to the scenario or section left blank. AACIP: Alerts, Assessments, Complications, Interventions and Prevention Alerts, Assessments, Complications and Interventions/Preventions identified thoroughly. Answers relevant to scenario. 100% of the information needed is present. Alerts, Assessments, Complications and Interventions/Preventions identified. Most answers relevant to scenario. 75% of the information needed for worksheet area present. Missing 2 – 3 areas on worksheet. Answers not relevant to scenario. 50% of the information needed is present. Missing 4 or more areas on worksheet. Answers not relevant to scenario. 25% of the information needed for worksheet area is present. Nursing Care Plan: Management of Care, Priorities for Patient Care, Delegation Management of Care relevant to case scenario and detailed. Priorities for scenario identified. Identifies all aspects of care that can be delegated and identifies appropriate personnel to delegate activities to. Answers detailed, Critical thinking evident. Management of Care, Priorities or delegation sections relevant to scenario. Answers generic to situation. Some evidence of critical thinking present. Missing relevant data in one or more categories (management of care, prioritization, delegation). Answers basic without detail. Little to no evidence of critical thinking present. Information provided not relevant to scenario. Answers are basic without detail. No evidence of critical thinking. Missing answers in one or more area. TOTAL POINTS
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