Choose An Experience From Your Nursing Practice Using 447342
Choose An Experience From Your Nursing Practice Using The Sbar Temp
Choose an experience from your nursing practice. Using the "SBAR" template, explain the situation in detail, followed with background information. Then explain your immediate assessment and recommendations you have for the provider. Include the following in the "SBAR" template: Be sure to include three or four evidence-based references, not older than 5 years. When giving your recommendation discuss how you would educate the client using evidence-based research and guidelines. How would you deliver your recommendation in various learning environments? Solid academic writing is expected. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Paper For Above instruction
Introduction
Effective communication among healthcare professionals is pivotal for achieving positive patient outcomes. The SBAR (Situation-Background-Assessment-Recommendation) framework provides a structured method for conveying critical information succinctly and clearly, especially during clinical handoffs or urgent situations. This paper delineates a nursing practice experience where the SBAR tool was utilized to communicate a patient's deteriorating condition. The discussion includes detailed explanations of each SBAR component, supported by current evidence-based references, as well as strategies for educating the patient and adapting recommendations across various learning environments.
Situation
A 68-year-old male patient with a history of congestive heart failure (CHF) presented to the emergency department (ED) with rapid breathing, dyspnea at rest, and a cough producing frothy sputum. The nursing staff observed a significant increase in respiratory rate (RR of 30 breaths per minute), oxygen saturation (SpO2 of 88% on room air), and accessory muscle usage. The patient's blood pressure was elevated at 160/100 mmHg, and he appeared visibly anxious and distressed. Immediate recognition of these signs indicated potential worsening of heart failure and impending pulmonary edema requiring urgent intervention.
Background
The patient has a prior diagnosis of CHF classified as NYHA Class III, managed with diuretics, ACE inhibitors, and beta-blockers. He has a history of non-compliance with medication and recent missed follow-up appointments. His previous hospitalizations within the last year were due to fluid overload. On initial assessment, vital signs showed elevated blood pressure and tachypnea. Physical examination revealed bilateral crackles in the lungs, jugular venous distension, and lower extremity bilateral edema. Laboratory tests indicated elevated B-type natriuretic peptide (BNP) levels, supporting the assessment of decompensated heart failure.
Assessment
The immediate assessment focused on the patient’s respiratory distress and fluid overload. The findings suggest acute worsening of CHF with pulmonary edema. The high BNP level, clinical signs of crackles, and oxygen desaturation confirm the need for prompt management. Oxygen therapy was initiated to improve saturation, and diuretics were considered to reduce fluid overload. Continuous monitoring of vital signs and oxygenation was established, and the risk of respiratory failure was imminent if intervention was delayed.
Recommendation
My recommendation is to escalate care by administering diuretics such as intravenous furosemide to rapidly reduce pulmonary congestion, alongside supplemental oxygen and close monitoring of vital signs. It is essential to communicate these findings and the urgency to the provider to expedite treatment. Additionally, I recommend patient education focused on medication adherence, recognizing early symptoms of CHF exacerbation, and lifestyle modifications. Evidence-based guidelines suggest patient education reduces hospital readmissions and improves disease management outcomes (McMurray et al., 2019; Ponikowski et al., 2016).
Educational Strategies in Different Environments
Delivering patient education requires adapting to various learning environments. In a clinical setting during hospitalization, face-to-face interactions utilizing visual aids and written materials can enhance understanding (Clark & Paiv commented, 2018). For community-based education, group sessions or telehealth platforms provide accessible platforms for ongoing support and reinforcement of education (Kumar et al., 2021). For patients with cognitive or hearing impairments, simplified language, teach-back methods, and involving family members are effective strategies to ensure comprehension (Schwartz & Walton, 2022).
Conclusion
Utilizing the SBAR communication tool effectively facilitates timely and accurate information exchange in nursing practice, which is vital for patient safety during clinical deterioration. Combining clear communication with evidence-based patient education enhances clinical outcomes and empowers patients to participate actively in their care. Tailoring educational approaches to different learning environments ensures broader reach and comprehension, ultimately fostering better disease management and quality of life for patients with CHF.
References
McMurray, J. J., Adamopoulos, S., Anker, S. D., et al. (2019). ESC Guidelines for the diagnosis and treatment of acute and chronic heart failure. European Journal of Heart Failure, 21(11), 1245–1256.
Ponikowski, P., Voors, A. A., Anker, S. D., et al. (2016). 2016 ESC Guidelines for the diagnosis and treatment of acute and chronic heart failure. European Heart Journal, 37(27), 2129–2200.
Clark, R., & Paivio, A. (2018). Visual aids and health education: Improving understanding among patients. Journal of Nursing Education, 57(3), 161–165.
Kumar, S., Kato, T., & Kumar, R. (2021). Telehealth interventions for chronic disease management: A systematic review. Healthcare, 9(1), 23.
Schwartz, E., & Walton, T. (2022). Enhancing patient understanding using teach-back method in cardiovascular disease education. Patient Education and Counseling, 105(4), 1120–1125.