Discussion: Clinical simulation of Older Adult

Discussion: Clinical simulation of Older Adult

ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT: Discussion: Clinical simulation of Older Adult

Question Description
NUR 2214 Nursing Care for the Older Adult Clinical

NLN SIM: Henry Williams Sim 3Name:__________________________

Module 1: Clinical Sim Objectives

Assess Functional status of an older adult using KATZ ADL assessment tool
Correctly transpose discharge orders to After Hospital Care Plan.
Provide Patient Education on COPD post-hospital care and discharge to Assisted Living facility
Required Reading:

Meiner, S., & Yeager, J. J. (2019). Gerontologic nursing (6th ed.). St. Louis, Missouri. Elsevier.

Chapter 1 Pages 7-13 (Overview of Gerontological Nursing)
Chapter 20 Pages 373-379 (COPD)
Chapter 26: pages 549-566 (HealthCare Delivery Settings and Older Adults)
Pre-Simulation Assignment:

Discussion: Clinical simulation of Older Adult

Review KATZ ADL Assessment video and article: https://consultgeri.org/try-this/general-assessmen…
Review COPD Patient Education video (7 minutes) at:https://www.bing.com/videos/search?q=patient+teach…
Review ATI Active Learning Template-System Disorder Template on COPD (Clinical Module 1)
Review Project RED Toolkit for Patient Discharge: https://www.ahrq.gov/hai/red/toolkit/index.html
RED Discharge Preparation Workbook-Henry Williams SIM
Patient Name _________________________MRN ________________DOB ______________
Date of admission ______________ Date of Discharge:_____________
Language preference ?:_______________________Interpreter Needed (Y/N)
Learning Preferences for discharge: Spoken communicationWritten materialsPhone communication
Attending:______________________________Pager #________________________________
Case Manager/Education (You):_______________________Contact #__N/A___Rasmussen Student Nurse Activity
Contacts with family/caregiver _Wife Ertha_____________ Date: _______ Nurse: __________
Date
Outstanding Patient Teaching/Information
Date Completed
Discharge Medications/Patient Demonstration
Discharge Going Home Guide
KATZ Assessment
Admitting Dx:_______________________________________________________________________
Comorbidities:______________________________________________________________________
Does patient have transportation to PCP appt? _ Yes ___ No ____ Transportation discussed:_________
PCP Name __________________Day / Date / Time:_____________________________

LocationAddress____________________________________Floor: _____________

Phone #: ____________Fax #:____________________

Allergies: _________________Patient confirmed:_____

Discharge Diet:___________________Activity:_____________________________

Durable medical equipment (DME) needed at home?: No ____ Yes ____

Current or New Outpatient Services (ex. VNA, PT)? ______________________________________

Service_______________________ Company name:_________________Contact:__________________

Address:_________________________ Phone:_____________________ Date scheduled:_____________________

Final teaching completed? Yes ____ Done by Discharge Educator (you):____ ________________

Reviewed what to do about problems? Yes ____ No ____ Patient understanding confirmed? Yes ____ No ____

Medicines reconciled with patient and medical team prior to final teaching? Yes ____ No ____

National guidelines checked prior to final teaching? Yes ____ Date: _________ No ____

AHCP given and reviewed by DE with patient?Yes ____ Time spent: ____

Does client have concerns for physical, mental, social, or financial abuse?________________________________
Guided Reflection Questions- Henry Williams
Concluding Questions
How did the simulated experience of case make you feel?

What went well in the scenario?

Reflecting on case, were there any actions you would do differently if you were to repeat this scenario? If so, how would your patient care change?

Scenario Analysis Questions*

PCCWhat potential problems could arise if he does not understand his Discharge teaching?

PCC/T&CWhat other interprofessional team members should be involved in care?

SIdentify potential patient safety issues related to oxygenation and specific to Henry’s and Ertha’s care?.

T&C/IDid you provide Henry with education on the importance of smoking cessation and the role that smoking has on respiratory health. As part of this education, provide him with a list of smoking cessation support groups.

Concluding Questions

Describe how you would apply the knowledge and skills that you obtained in Henry’s case to an actual patient care situation.

Clinical Simulation Evaluation

Indicate whether the simulation met the following objectives

Strongly agree
Agree
Neutral
Slightly disagree
Strongly Disagree
The simulation experience enhanced my ability to meet the following objectives

Comments:

Score using

Perform a focused assessment of pain

Comments:

54321

Provide patient education on end of life care and signs of impending death

Comments:

54321

Demonstrate proper administration of Fulmer SPICES tool

Comments:

54321

Demonstrate proper administration of Preparedness for Caregiving Scale

Comments:

54321

Document death using nursing note

Comments:

54321

Use standard precautions when caring for the patient

Comments:

54321

Facilitated the creation of a nursing care plan using patient assessment data

Comments:

54321

* The Scenario Analysis Questions are correlated to the Quality and Safety Education for Nurses (QSEN) competencies: Patient-Centered Care (PCC), Teamwork and Collaboration (T&C), Evidence-Based Practice (EBP), Quality Improvement (QI), Safety (S), and Informatics (I). Find more information at: http://qsen.org/

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.