Student Entry Ticket Mock Code (2).edited

docx

School

Jomo Kenyatta University of Agriculture and Technology *

*We aren’t endorsed by this school

Course

509

Subject

Nursing

Date

Nov 24, 2024

Type

docx

Pages

Uploaded by LayneFelix7

Student Entry Ticket – Mock Code Description: This simulation is a clinical experience and takes place in the simulation room. Students will be working with a manikin. This is a formative learning experience, and only participation is graded as "met requirements" or "did not meet requirements." Requirements are:  Completing pre-sim assignments.  Actively observe and participate in the simulation. Learning Objectives 1. Recognize the deterioration of the client’s condition and apply a team approach to care. 2. Initiate timely and appropriate Code Blue response. 3. Provide effective client care in a Code Blue situation prior to and after the arrival of the resuscitation team. 4. Demonstrate clear and effective communication techniques to health team members. 5. Administer medications safely and in a timely manner. Timing of simulation: We will pre-brief together and review the assignment listed below. Each group of students will spend 15-20 minutes in the scenario providing nursing care for the patient. After each group has completed the scenario, we spend the remaining time debriefing together. Professionalism: You are required to wear your scrubs. You will need to bring a stethoscope, a watch with a second hand, and a copy of your pre-simulation assignment and scenario outline. Pre -Simulation Activities: You need to prepare for the simulation by reviewing your knowledge of cardiopulmonary resuscitation. Complete the following prior to the start of the simulation:  Skills practice: quality CPR, medication administration (IVP and IVPB).  Review cardiac rhythms.  Review the Summary Report (see below)  Homework: Complete & submit the pre-simulation assignment (see below) Debriefing: Group de-brief will be conducted immediately following the conclusion of the simulation. Simulation Fiction Contract The purpose of this patient-care simulation scenario is for you to develop skills, including judgment and reasoning, for the care of actual patients. Using high-fidelity manikins and simulation teaching techniques, your instructors will recreate patient care situations that may occur in a variety of settings. The realism of each simulation may vary depending on the learning objectives; the simulated environment and patient also have certain limitations in their ability to mirror real life. When participating in the simulation, your role is to assume all aspects of a practicing registered nurse’s professional behaviour. Our Basic Assumption: “We believe that everyone participating in activities at Mercy College is intelligent, capable, cares about doing their best, and wants to improve.” References: Williams, K. L., Rideout, J., Pritchett-Kelly, S., McDonald, M., Mullins-Richards, P., & Dubrowski, A. (2016). Mock code: A blue code scenario requested by and developed for registered nurses. Cureus, 8 (12), e938. https://doi.org/10.7759/cureus.938

PRE-SIMULATON ASSIGNMENT QUESTIONS DIRECTIONS: After reading the entry ticket, please answer the following questions on a word document and submit it by your simulation date. 1. What is a code blue? It is described that any patient with unexpected respiratory and cardiac arrest needs activation and resuscitation of a hospital and clinical-wide alert. 2. Who can activate a code, and who are the team members? What are their responsibilities? The activation of a blue code is usually initiated by any member of the healthcare team who identifies a critical situation that requires immediate attention. The specific protocol for activating a blue code can vary depending on the institution, but typically, any healthcare worker who witnesses a medical emergency can initiate the code by calling out "code blue" or pressing a designated emergency button. Their responsibilities may include assessing the patient's condition, providing life-saving interventions such as CPR and administering medications, coordinating with other members of the healthcare team, and communicating with the patient's family members. 3. Look up what the components are in a crash cart. What will you find in the medication drawer? What might you find in the rest of the drawers? Please list the items. a. Medication drawer: This drawer contains medications that may be needed during a medical emergency. The medications can vary depending on the institution's protocols but may include the following: i. Epinephrine ii. Atropine iii. Amiodarone iv. Adenosine v. Lidocaine b. Airway equipment: This drawer contains equipment needed to establish and maintain a patient's airway, including: i. Endotracheal tubes ii. Laryngoscope and blades iii. Bag-valve-mask device iv. Oral and nasal airways v. Tracheostomy kit c. Miscellaneous equipment: This drawer may contain other equipment that may be needed during a medical emergency, including: i. Suction catheters and tubing ii. Sterile gloves and masks iii. Tape and dressings iv. Sharps container v. EKG monitor 4. Please describe quality CPR. It is a critical component of basic life support and is essential in increasing the chance of survival for patients experiencing cardiac arrest. It consists of several key components, including adequate chest compressions, appropriate ventilation, and early defibrillation. For instance, adequate chest compressions are a vital component of quality CPR whereby the rescuer should aim to compress the chest to a depth of

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

at least 2 inches (5 cm) and at a rate of 100-120 compressions per minute. The chest should be allowed to fully recoil between compressions to allow for adequate blood flow to the heart. 5. What is defibrillation? In a cardiac arrest scenario, what are shockable and non-shockable rhythms? Defibrillation is a medical procedure used to deliver an electrical shock to the heart in order to restore its normal rhythm hence is typically used in cases of cardiac arrest, where the heart has stopped pumping blood effectively due to a life-threatening arrhythmia. Shockable rhythms include ventricular fibrillation (VF) and pulseless ventricular tachycardia (VT). These arrhythmias are considered shockable because they are caused by rapid and chaotic electrical activity in the heart, which prevents it from effectively pumping blood. On the other hand, non-shockable rhythms include asystole and pulseless electrical activity (PEA). These arrhythmias are not caused by rapid or chaotic electrical activity in the heart and are typically not responsive to defibrillation. 6. What are the priority nursing interventions for a patient in cardiac/respiratory arrest? In a situation where a patient is experiencing cardiac or respiratory arrest, time is of the essence, and rapid intervention is critical. The following are some of the priority nursing interventions for a patient in cardiac or respiratory arrest: First, call for help, start CPR, check on the pulse, administer medications, monitor vital signs, and lastly, provide emotional support to the patients and their loved ones. 7. Review the following medications and write out the following: classification, treatment/uses in ACLS, and the dosage is given. Medications Classification Treatment/uses in ACLS Dosage Given Epinephrine alpha- and beta- adrenergic agonists to treat life-threatening allergic reactions caused by latex, bites, stings, etc. 0.5-1.0 mg (5-10 mL) Amiodarone antiarrhythmics To prevent ventricular arrhythmias. 150 mg IV bolus in 10 minutes Atropine Sulfate anticholinergics Dilution of pupil before the test. 0.05mg/mL Calcium Gluconate calcium salt To manage cardiac arrest, hypocalcemia, and cardiotoxicity. 1000 mg/day PO divided q8-12hr Sodium Bicarbonate Alkalinizing agents To relieve ingestion and heartburn. A rapid IV dose of 1-2 vials of 50 mL (44.6-100 mEq) Adenosine Class V antiarrhythmic agent To regulate patients' rhythm. 6 mg in 1-3 seconds Magnesium Sulfate Sulfate Used to prevent and treat seizures and low magnesium in the blood. 1 g IM q6hr for four doses Lidocaine Class Ib antiarrhythmic agent It blocks the nerve endings at the skin end. 10-60 mL of 0.5% solution (50-300 mg total dose) Naloxone Opiate antagonists To reverse an overdose of an 0.1 mg/kg/dose

opioid. Dopamine Inotropic Agents Used to mimic dopamine. 20-50 mcg/kg/min IV Dextrose Glucose-Elevating Agents Used to hypoglycemia. 4-20 g Summary Report Pre-Scenario You are a registered nurse working in a medical-surgical inpatient unit. You are rounding on your patients. History Reason for admission Sam Smith is a 59-year-old male electrician who underwent bilateral total knee replacements three days ago. He is alert and oriented to person, place, and time. Handover notes He had his epidural pulled yesterday and has had poor pain control since it was removed. Mr. Smith becomes very anxious when the pain medication starts to wear off and refuses to ambulate with the physical therapist. The morning resident assessed him and changed his pain medication to morphine 1mg IV push Q4H PRN. Mr. Smith is receiving his Q4H medication regularly. He becomes nauseated with the pain medication and takes ondansetron 4mg IVP each time with the morphine. Mr. Smith’s vitals have been stable. He is on room air. Medications Acetaminophen – 650 mg PO QID Morphine – 1 mg IVP Q4H PRN Past medical history Osteoarthritis, GERD, appendectomy (2000) Allergies NKDA Social history Smoker – 40-pack-year history Baseline vitals HR 90 BP 100/60 spO2 94% on RA, RR 18 T 38C, eyes open, alert, and talking.

Student Observation Sheet Patient Report Group/Student Name Positive Findings Areas for improvement 1 2 3 4 5 6 Learning Outcomes: at the end of the scenario, the student will be able to: Met Unmet Perform a focused cardiopulmonary assessment. Intervene to correct any abnormal findings with a patient experiencing an exacerbation of CHF. Administer medications safely following the six rights of medication administration using eMAR. Evaluate the effectiveness of nursing interventions.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Student Entry Ticket Mock Code (2).edited

Related Documents