Susan Weil Student Instructions 2022 Chamberlain University

Nr341342 Susan Weil Student Instructions 2022 Chamberlain Universit

The instructions outline preparations and roles for a simulated nursing scenario involving a patient named Susan Weil who has a history of hypertension and osteoporosis. She sustained a fall resulting in a hip fracture requiring surgery. During the simulation, she experiences shortness of breath and chest pain. Participants include various nursing roles such as charge nurse, medication nurse, documentation nurse, assessment nurse, and observers. Students must complete preparatory reading and tasks, including answering pre-briefing questions about myocardial infarction, ECG, biomarkers, and medications like aspirin, nitroglycerin, morphine, heparin, and oxygen. The simulation aims to develop skills in patient assessment, medication administration, documentation, clinical decision-making, and interprofessional communication, aligned with specific course outcomes.

Paper For Above instruction

The simulation scenario featuring Susan Weil presents a comprehensive educational experience designed to strengthen nursing competencies in managing complex patient situations. It emphasizes critical aspects such as assessment, medication management, collaborative care, and evidence-based practice. This essay explores the significance of each role, the learning objectives outlined, and the importance of preparation to ensure meaningful engagement and optimal patient outcomes.

Introduction

Simulation-based learning has become a cornerstone in nursing education, providing a safe yet realistic environment to practice clinical skills and decision-making (Cant & Cooper, 2017). The scenario involving Susan Weil exemplifies this approach by challenging nursing students to integrate theoretical knowledge with practical application within a dynamic situation. The purpose of this paper is to analyze the scenario's components, discuss the roles involved, and highlight educational goals aligned with national standards for nursing competence.

Scenario Overview and Clinical Context

Susan Weil's case involves a postoperative patient with pre-existing hypertension and osteoporosis, now presenting with an acute cardiac event. Her fall, hip injury, and subsequent surgery set the stage for potential complications such as hemorrhage, blood transfusion, and cardiopulmonary instability. The sudden onset of shortness of breath and chest pain during the simulation emphasizes the importance of rapid assessment and intervention to prevent deterioration. Understanding her history and current presentation enables students to recognize signs of myocardial infarction, pulmonary embolism, or other critical conditions (Chong et al., 2019).

Nursing Roles and Their Significance

Charge Nurse

The charge nurse's role as the team leader underscores the importance of leadership and coordination (Jeffries, 2016). They ensure patient safety, delegate tasks effectively, and serve as a liaison among team members. Their knowledge of the patient's condition and ability to communicate with physicians are vital for timely interventions.

Medication Nurse

The medication nurse's responsibility for medication administration and documentation emphasizes medication safety principles, including the rights of medication administration and recognition of adverse effects (Sterling et al., 2017). Proper identification and correction of errors prevent medication-related incidents, which are a leading cause of patient harm.

Documentation Nurse

The documentation nurse ensures accurate recording of patient data and interventions, facilitating continuity of care and legal accountability. Precise documentation of assessments, interventions, and outcomes enhances interdisciplinary communication and supports clinical decision-making (Berman et al., 2016).

Assessment Nurse

The assessment nurse conducts comprehensive evaluations, including vital signs, physical assessments, and psychosocial status. They prioritize care based on findings, identify changes, and initiate necessary interventions. Education provided by this role empowers patients and families to participate actively in care (Larew et al., 2019).

Observer Nurses

Observers serve as silent witnesses aiming to provide constructive feedback during debriefing. Their role promotes reflective learning and enhances future clinical performance (Higgs et al., 2020). Often multiple observers expand the scope of feedback for comprehensive learning.

Educational Objectives and Preparation

The simulation aligns with several key course outcomes, notably providing patient-centered care, demonstrating clinical judgment, and utilizing evidence. Students are expected to prepare by reading about myocardial infarction, ECG interpretation, and appropriate medications. The pre-briefing questions guide students to understand clinical manifestations of STEMI and NSTEMI, identify relevant diagnostic tools, and comprehend medication actions and side effects (Tariq et al., 2020).

Importance of Effective Preparation

Preparation enhances situational awareness, critical thinking, and confidence during simulation (Cant & Cooper, 2017). Answering pre-briefing questions fosters understanding of pathophysiology, diagnostic procedures, and pharmacology, enabling students to respond appropriately under pressure. Additionally, familiarity with the scenario facilitates teamwork and communication, essential components of safe patient care (Higgs et al., 2020).

Skill Development through Simulation

Key skills cultivated include rapid assessment, prioritization, medication safety, interdisciplinary communication, and clinical decision-making (Larew et al., 2019). For example, recognizing symptoms of myocardial infarction requires integrating vital signs, ECG changes, and patient complaints. Administering medications like aspirin and nitroglycerin demands understanding their pharmacodynamics and side effects. Documentation practices reinforce accountability and legal standards (Berman et al., 2016).

Conclusion

The simulation involving Susan Weil provides a rich educational opportunity to apply nursing knowledge in a controlled environment. By fulfilling designated roles, students learn to collaborate effectively, make critical decisions, and advocate for patient safety. Thorough preparation through reading and understanding core concepts enhances engagement and learning outcomes. Ultimately, such simulations prepare future nurses to deliver competent, safe, and patient-centered care in diverse clinical settings.

References

• Berman, A., Snyder, S., & Frandsen, G. (2016). Fundamentals of nursing: Human health and function. Pearson.
• Chong, W. H., Joshi, S., & Rathore, S. (2019). Managing acute cardiac emergencies: A review. Journal of Cardiac Care, 35(3), 142-149.
• Higgs, J., Jones, M., Selvarajah, S., & Loftus, S. (2020). Developing clinical reasoning through simulation-based education. Journal of Clinical Nursing, 29(1-2), 200-209.
• Jeffries, P. R. (2016). Simulation in nursing education: From conceptualization to evaluation. NLN Publishing.
• Larew, R., Lessening, S., & McNeill, R. (2019). Enhancing clinical judgment through simulation. Nursing Education Perspectives, 40(4), 228-233.
• Sterling, M., Smith, G. L., & Thompson, T. (2017). Medication safety in nursing practice. Nursing Standard, 31(4), 50-56.
• Tariq, M., Anwar, F., & Qureshi, A. (2020). ECG interpretation in acute coronary syndromes. Journal of Cardiology and Therapy, 12(2), 78-84.
• Cant, R. P., & Cooper, S. J. (2017). Simulation-based learning in nursing: A review of the evidence. Journal of Nursing Education, 56(11), 632-637.
• Higgs, J., Jones, M., & Loftus, S. (2020). Developing clinical reasoning through simulation-based education. Journal of Clinical Nursing, 29(1-2), 200-209.
• Larew, R., Lessening, S., & McNeill, R. (2019). Enhancing clinical judgment through simulation. Nursing Education Perspectives, 40(4), 228-233.