Yona Hector - VSIM Clinical Packet- Stan Checketts - 2020 | NURS 220 Yona Hector - VSIM Clinical Packet- Stan Checketts - Graded A

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 1  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 LEARN FLOW - STEP TWO 2  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 3  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 4  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 5  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 6  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 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 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 WORKSHEET DESCRIBE DISEASE PROCESS AFFECTING PATIENT (INCLUDE PATHOPHYSIOLOGY OF DISEASE PROCESS) DIAGNOSTIC TESTS (REASON FOR TEST AND RESULTS) ANTICIPATED PHYSICAL FINDING This SBAR activity assists you in building the skill of communicating pertinent information when caring for a p atient. Appropriate actions you should do to complete this activity include finding appropriate data to provide a thorough SBAR report. At the end of this activity, student will be able to: 1. Identify pertinent data from the patient information area of the vSim suggested reading section. 2. Communicate pertinent information for a patient using ISBAR. 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 area of the suggested reading section. 3. Review the smart sense links found within the Nursing Care, Diagnostics and Pharmacology areas of the suggested reading. 4. Navigate and fill out the data in the following document using the patient information provided in the suggested reading area. 5. Submit for review. vSim ISBAR ACTIVITY STUDENT WORKSHEET INTRODUCTION Yona Hector, RN, Medical Surgical Unit Your name, position (RN), unit you are working on SITUATION Stan Checketts a 52 year old seen in the Emergency Department for severe abdominal pain, nausea and vomiting over the last few days. Patient’s name, age, specific reason for visit BACKGROUND Adm DX: Rule Out Preoperative Bowel Obstruction. Adm on: 07/26/2020 Current Diagnosis: Small Intestinal Obstruction Start IV and give NS fluid bolus 500 ml over 30 minutes. Oxygen to maintain SpO2 greater than 92 % Buprenorphine 0.3mg IV Onsedantron 4-8mg IV EKG monitoring Diet: NPO Ordered chemistry and blood profiles Insert nasogastric tube to low intermittent suction. Continuous ECG, SpO2 monitoring Patient’s primary diagnosis, date of admission, current orders for patient ASSESSMENT Abdominal pain Abdominal distention, Vomiting, Nausea Dehydration/ diminished skin turgor Lack of appetite, Severe constipation Diminished or absent bowel sounds SpO2- 93 via NC @ 2L Temp – 99 F BP- 108/ 78 HR-121 Current pertinent assessment data using head to toe approach, pertinent diagnostics, vital signs RECOMMENDATION -Continuous pulse oximeter to monitor O2 sat -Administer continuous oxygen -assess patients pain level and for nausea -continuous ECG -administer medications as ordered Patient Education -Low fiber diet. -Avoid anything that requires chewing and anything with fiber. Fiber is hard to digest and will put too much stress on your digestive system Any orders or recommendations you may have for this patient - - - - -- - - - - -