VSIM/ WOLTERS KLUWER |NUR 3010 CLINICAL STUDENT PACKAGE

VSIM/ WOLTERS KLUWER |NUR 3010 CLINICAL STUDENT PACKAGE vSIM CLINICAL PACKET FOR STUDENTS STUDENT INSTRUCTIONS 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 addition to this Clinical Replacement Activity Packet, submit for grading as instructed in the courses syllabus. LEARN FLOW - STEP ONE  Finish the Suggested Readings, then complete the following four activities:  Clinical Worksheet  Plan of Care Concept Map  Pharm4Fun Worksheet (one per medication)  ISBAR Worksheet LEARN FLOW – STEP TWO  Take the Pre-Simulation Quiz  Student may take several times using the answer key to provide immediate remediation prior to the virtual simulation. Quiz is recorded as complete. 90% is minimum acceptable score for point allocation. LEARN FLOW – STEP THREE  Launch the virtual simulation  Suggest student complete the vSim Tutorial prior to launching Step Three.  Each clinical experience in the simulation lasts a maximum of 30 minutes.  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  The answer key is not visible until after you have submitted the quiz.  The quiz grade is recorded as a percentage  90% is minimum is acceptable for point allocation LEARN FLOW – STEP FIVE  Document  The student documents the clinical events that occurred during the simulation using the information contained in step five and document below. LEARN FLOW – STEP SIX  Reflection Questions  Students are to complete the reflection questions and as part of their clinical packet Last Updated 5/29/2021 1 | P a g e vSim for Nursing  The quiz grade is recorded as a percentage (100% required to receive point allocation) Last Updated 5/29/2021 2 | P a g e vSim for Nursing CONCEPT MAP/ PLAN OF CARE This activity creates an opportunity for you to organize the nursing care required for the patient care presented in your assigned vSim. STUDENT LEARNING OUTCOMES At the end of this activity, student will be able to: 1. Describe pathological events associated with the patient’s disease process or condition. 2. Create a plan of care and prioritized nursing interventions based on patient care needs. 3. Identify anticipated diagnostic and physical assessment findings related to the identified condition or disease process. ASSIGNMENT 1. Log into thePoint and launch the assigned vSim, following all instructions posted on Canvas Learning Management System (CLMS). 2. Review the information contained in the patient information. 3. Review the smart sense links associated with Nursing Care, Diagnostics, and Pharmacology found in the suggested reading area. DO NOT USE OTHER OUTSIDE RESOURCES, E.G., GOOGLE 4. Create the following “concept map” found in the clinical packet. List the pathophysiology associated with the patient’s disease process or condition, the anticipated physical assessment findings, vital signs, diagnostics, specific nursing interventions, and other patient information associated with the patient situation. Cite Sources. 5. Utilize the smart sense links throughout the vSim to complete the worksheet. Last Updated 5/29/2021 3 | P a g e vSim for Nursing DOCUMENTATION ASSIGNMENT 1. Document Skyler Hansen’s blood glucose levels that occurred in the scenario. His initial blood glucose level was 63 mg/dL. After administering Dextrose 50% in water and oral proteins and fluids, the blood glucose read 181 mg/dL. A comprehensive metabolic panel was drawn and sent to the lab, it showed a glucose level of 173 mg/dL. 2. Document the changes in Skyler Hansen’s vital signs and clinical manifestations of hypoglycemia throughout the scenario. He is very tired. When asked him birthday, he states that “he does not know what year it is.” When asked if he had any allergies, the patient seemed disoriented and screamed “get me out of here!” Upon admission, his vital signs were relatively stable with slight tachycardia and slightly elevated blood pressure. The patient suddenly became unconscious and he was struggling to breathe with irregular breath sounds. As the patient went into hypoglycemic crisis, his oxygen saturation also began to drop rapidly until the partial rebreather mask was placed delivering oxygen at 10 L/min and 50 mL of dextrose 50% in water IV was slowly administered. Once these interventions took place, Skyler’s oxygen saturation began to slowly increase again back to 98% O2. He also began to come back into consciousness after these interventions were put in place. 3. Referring to your feedback log, document the assessment findings and nursing care you provided. Upon arrival, the nurse is introduced to the patient, identification of the patient is performed, and informed consent is received. Immediately, the vitals and blood glucose levels are taken, due to the patients history and his symptoms at the time. It is quickly determined that he is in a hypoglycemic state once his finger stick shows a blood glucose level of 63 mg/dL. Shortly after he falls into hypoglycemic crisis, the provider is notified, and the orders she gives are quickly put into place to avoid any further complications. I also provided patient education in terms of hypoglycemia to the patient, especially considering he is a newly diagnosed diabetic. He is informed about signs and symptoms of hypoglycemia, ways to prevent it, and what to do if he notices the symptoms appearing. Last Updated 5/29/2021 4 | P a g e