Hi, Michelle. My name is Jimmy. I’m your student nurse today and I’ll be looking

Hi, Michelle. My name is Jimmy. I’m your student nurse today and I’ll be looking after you. Yeah, just She’s got a bit of pain. Oh, OK. Where is your pain? Just right here. Okay. Would you mind if I checked your blood pressure? That’s fine. Okay, I’m just gonna pop this around. Your How long have you had this pain for? So perfectly? About 10 minutes. Okay. And And what kind of pain is it? It’s taking my breath away. Really? It’s just right here. Okay. And is it sharp? It’s a sharp. Yeah. Okay. Alright. Is it there all the time? Okay. I’m just going to write these things down. Okay, Michelle, I’m just gonna go and talk to my nurse, and I’m gonna be I’m gonna come right back, okay? Okay. That must be gone. Okay. I’m just gonna stick your sheep. I’m glad you’re here. I’m just a little bit worried about my patients. He’s got some chest pain. Oh, help me. Speaker 1 You know anything about this patient? I think someone’s calling me, so I’m just I’m just Speaker 0 gonna die out, okay. I’ll be right back. Thank you. Hi, Grace. I’m just really worried about my patient. Michelle. Um, she’s got some chest pain, and I’ve done, um, some jobs, but And I’ve started my, uh, assessment. Um, she’s talking to me. So she she’s got her airway’s clear, her breathing. She’s quite short of breath and her respiration. I counted 24. Okay. Her sats are only 93 on room air. Um, I didn’t get to listen to her lungs because I was just a bit too worried. Her blood pressure is only 100 on 60. Um, and she’s tachycardic at 115. That’s as far as I got because I was really worried about her chest pain. That’s fantastic. You’ve done a really good job collecting that information. Looking at that. Now, what do you think that we should do? Well, so far, I’m telling to add scores. So I think according to this chart, we should call someone. Absolutely. So let’s call the intern right next to you. How do you feel about that, Michael? Yeah, I am. Okay. But I haven’t done that. Can lead to a practise first, and I know you Speaker 1 can do it, but it goes through exactly what you’ve Speaker 0 told me. All right, Thanks. Grace. Michelle, this is Grace, and this is my receptor. I’ve called the doctor, and he’s going to be here. Speaker 1 Hello? I’m the medical intern. What’s going on here? Speaker 0 I’ve got chest pain. This is Michelle, and she’s my patient, and she’s got some chest pain. Yeah, and I did a assessment. Sure. Her airway is clear, and I’m gonna stop there. Speaker 1 You said chest pain. So let’s just cut to circulation. I don’t know. Speaker 0 Okay. Well, um, have blood pressure is 160 her heart rate is 115. And that’s as far as what have we done? Speaker 1 A GT and spray Have we got a cannula and that we’ve done anything for this patient? All right, well, good for the cannula in and well, Speaker 0 let’s start. Speaker 1 I’m feeling a bit dizzy. Hopes I’m feeling really tiny. Okay, on my count. What are you doing? I’m just going to put a cannula in, Okay, So just I focus on this. Jimmy, can you guys just keep it down a little bit for me? I’m just trying to concentrate. You just I don’t share Speaker 0 We’re just going to put some off, you know? Just goes through your nose. Thanks. Kimmy, What are you doing? Speaker 1 What you say how hard she’s working for? I think I’m actually gonna call. Speaker 0 The whole thing is just going to get some extra help. People going to come and help us just around Still. Thank you. Speaker 1 Yeah. Michelle is going to get ready to see a lot of doctors without coming. Okay. Can you just breathe? Keep quiet. I just need to focus. Speaker 2 We’ll see you ready for this truck, I hope. Speaker 0 Thanks for coming. Speaker 1 Oh, hold on. So these patients just got chest pain just trying to put in a cannula. But I’ve been a bit distracted by everything that’s going on. Quite short of breath as well. Yeah, That’s still pretty much success with this, Kanye. So keep trying. So anyone start describing this, You know, you get products Speaker 2 out on that. We got some bottles you want. Speaker 1 Wait. Thank you. Thank you. Sure. Speaker 0 The student and I was doing her was She was talking to me. Her breathing short of breath and rest. Relation rate is 24 her sats were 93 on, so we have put some oxygen on three litres. Her circulation. She was hypertensive at 160 and 115 because I was worried about it. Speaker 1 But I try. Speaker 2 Are you going there? I’ve just put chest pain. Speaker 1 It’s getting I feel really light headed. Speaker 2 We’re just gonna try a little needle in your arm just so we can see any medication oxygen. Now that will help with breathing. Nice. Deep resting for me to go back to your breathing if you can’t even move forward for me. That’s right. Nice depressed while you’re there. Three of those after your mouth, You talk to me. Speaker 0 Uh, that’s good. Speaker 2 Okay, that’s good to bring in three days and everyone else good cost structure. Uh huh. Speaker 0 Really? Well, Michelle, that’s we can help you out. Speaker 1 Hi, everyone. I’m Elijah on the general medicine Consultant. What’s going on here? I’m sorry. What’s going on? Who’s looking after the patient actually, can. Speaker 0 Hi, I’m me. I’m a student nurse. This is Michelle. Michelle. She’s my patient today. And I went in to go and do her observations, and I was doing an ADA assessment. Her airway is clear because she was talking sentences to me. Um, but her breathing she’s got shortness of breath. Her respiration rates 24 she was only 30 93% on room air. Um, so we put some oxygen on her, um, circulation. Her blood pressure was a hunter. 60. We’re just taking another one now. Her heart rate was 115. I’m afraid I didn’t listen to her lungs, and that’s as far as I got because I was worried about her. Use the clinical reasoning cycle to help you gather evidence as you evaluate the care provided to the deteriorating patient in the scenario. To help you start, ask yourself the following questions… ï‚· What did the team do well? Where did the A to E assessment breakdown and how could the team improve? ï‚· What do you think about the choice of nursing interventions and considerations? Was SRN Kimmy, able to process the collected cues and identify that there was a problem? And what role did RN Grace have in helping Kimmy establish goals and move forward with a plan? ï‚· Consider that pharmacological interventions used in the scenario? Did the team use best practices? What does the literature recommend? Was something vital missed? ï‚· Was the care and pharmacological interventions effective? And did this impact on patient outcomes? Part B (Criterion 2): worth 35% of your overall marks for this assessment With reference to the NMBA Registered nurse standards for practice (2016) and the National Safety and Quality Health Service Standards (2019)*, critically reflect on how the following impacted on patient outcomes; ï‚· Interprofessional communication ï‚· Person-centred care *Please make reference to one NMBA Registered nurse standards for practice and one National Safety and Quality Health Service Standard. Please choose ONE of the following NMBA Registered nurse standards for practice (2016) ï‚· Standard 1: Thinks critically and analyses nursing practice ï‚· Standard 2: Engages in therapeutic and professional relationships ï‚· Standard 3: Maintains the capability for practice AND Please choose ONE of the following National Safety and Quality Health Service Standards (2021) ï‚· Partnering with Consumers Standard ï‚· Communicating for Safety Standard ï‚· Recognise and respond to Acute Deterioration Standard Criterion 3a: worth 10% of your overall marks for this assessment Writes in a structured, succinct and well-informed manner Criterion 3b: worth 10% of your overall marks for this assessment Substantiates work with scholarly sources and accurate referencing using APA systemNUR239 ASSESSMENT TASK 2 Part A: ABCDE Framework for Michelle Please use dot points in this section Limitations/Omissions must be supported by literature Assessment Undertaken (What did you see happen) Limitations/Omissions (What aspects of the assessment was not completed in full or was omitted) Airway Breathing Circulatio n Disability Exposure NUR239 ASSESSMENT TASK 2 Nursing and Pharmacological Interventions (Prioritisation of Care) Please complete the below table and in order of priority choose three examples where the A-E assessment* was not best practice, identify best practice and justify with literature. At least one intervention must be pharmacological and one nursing. Priorit y Name of Intervention Type of Intervention (i.e., pharmacological or nursing) Justification (with reference to scholarly literature) 1 2 3 * Please choose a specific intervention not a section of the A-E framework. For instance, do not choose the whole airway section. NUR239 ASSESSMENT TASK 2 Part B: Interprofessional Communication Critically reflect on how the interprofessional communication may impacted Michelle’s health outcomes. *Please make reference to one NMBA Registered nurse standards for Practice (Choose from Standard 1: Thinks critically and analyses nursing practice, Standard 2: Engages in therapeutic and professional relationships or Standard 3: Maintains the capability for practice) NUR239 ASSESSMENT TASK 2 Person-centred Care Critically reflect on how the delivery of person-centred care may impacted Michelle’s outcomes *Please make reference to one National Safety and Quality Health Service Standard (Choose from Partnering with Consumers Standard, Communicating for Safety Standard or Recognise and respond to Acute Deterioration Standard) NUR239 ASSESSMENT TASK 2 References Delete red text and add references here. References need to be in APA7th formatting. This means that they must be ordered alphabetically and use a hanging indent. If you are not confident with referencing additional to the UTAS resources https://utas.libguides.com/referencing/APA7th you may find this document helpful:

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