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During Week 9 of the stimulation, we discussed a case involving Yasmin with neck burns in the hospital. Despite being given all analgesics listed on the medication chart, the child continued crying for unknown reasons, with her mother present in the room. This scenario prompted me to reflect on the complexities of pediatric nursing and the importance of considering factors beyond physical pain in assessments. Upon reflection, I realized the critical nature of comprehensive assessment in pediatric nursing, particularly when dealing with distressed children who may not be able to clearly articulate their needs or concerns.

Reflection and Future Practice:

Use of child-friendly pain assessment tools

When reflecting on this stimulation, I realized that pain is the primary factor to consider when faced with a continuously crying child. In my future practice, I will utilize the Wong-Baker Faces Pain Rating Scale for pain assessment in pediatric patients. This visual tool is particularly valuable for children who may struggle to verbally express their pain levels. However, when using this scale, I will avoid making subjective assumptions based on the facial illustrations. Instead, I will engage with the child through interaction and guidance to help them understand different pain levels. For example, I might explain: "Think of 0 as how you look when you get your favorite food, and 10 as how you look during the worst stomachache you've ever had." This approach allows me to gather more accurate information to guide my practice, aligning with NMBA Standard 4.2's emphasis on collecting assessment data to inform nursing practice.

Consideration of non-pharmacological interventions

In burn cases, determining the source of a child's distress requires careful observation and critical analysis. For children with neck burns, I need to be particularly mindful of potential airway risks, as children's airways are narrower and burns can exacerbate breathing difficulties. In such situations, non-pharmacological interventions like positioning the child upright can help open the airway while also assisting with pain control. However, caution must be exercised; if spinal injury is suspected, the child should not be moved until this is ruled out. If spinal injury hasn't been excluded, the jaw thrust maneuver should be used to maintain airway patency. This assessment and action reflects the provision of safe, timely care through comprehensive assessment as called for in NMBA Standard 4.1; and is consistent with NMBA Standard 4.3's philosophy of improving patient health through evidence-based care practices.

Child Communication and Behavioral Observation

Effective communication is crucial in pediatric nursing, especially when children have difficulty expressing their needs. In my future nursing practice, I will adapt my communication style to the child's age and cognitive level to ensure understanding and cooperation. I will carefully observe the child's body language, behavior, and physical symptoms to identify whether their distress is caused by physical pain, fear, anxiety, or stress from the unfamiliar hospital environment. This observational assessment is critical as children may not be able to clearly express their discomfort, or may express it differently than adults would expect.

Parental Involvement and Collaborative Assessment

Involving parents or guardians in discussions and decision-making processes creates a collaborative assessment approach, enhancing overall treatment outcomes and patient satisfaction. By educating and supporting parents or guardians, they become integral members of the care team, not just bystanders. I will encourage family involvement in daily care, which not only helps the child feel comfortable but also empowers the family in the assessment process. Promptly addressing family concerns and questions builds trust in the care provided and ensures that all aspects of the child's health are considered in the assessment. This strategy is consistent with NMBA Standard 4.4 Improve the effectiveness of care by encouraging patients and families to participate in the care decision-making process.

Comfort and Distraction Techniques

Based on comprehensive assessment, I will employ comfort and distraction techniques to help alleviate the child's discomfort. I will maintain a calm demeanor, speak softly, and offer physical comfort, such as holding the child's hand. Using phrases like "It's okay to cry, I'm here to help you" acknowledges and soothes their emotions, creating a supportive environment for further assessment. Additionally, I will create a "safe zone," such as the child's bed or a parent's embrace, where no medical procedures are performed, fostering a sense of security. This safe space can serve as a foundation for further assessments while maintaining the child's trust and cooperation.

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In Week 2, I participated in a simulation involving Avery, an adolescent admitted with Diabetic Ketoacidosis (DKA). Although her DKA was successfully controlled and she was preparing for discharge, Avery exhibited significant anxiety and feelings of being overwhelmed due to her limited understanding of her condition and how to manage it at home. This scenario highlighted the importance of NMBA Standard 5, which emphasizes the nurse's role in developing patient-centered, comprehensive care plans based on thorough assessment and collaboration with patients to achieve optimal health outcomes.

This case prompted my reflection on the initial stages of developing a care plan for Avery, in accordance with NMBA Standard 5.1's requirement to use assessment data and evidence. The assessment included collecting and analyzing clinical data, such as blood glucose levels and ketone levels. These objective indicators were crucial for effectively managing her DKA during hospitalization. However, the assessment process wasn't limited to collecting clinical data; it also required gathering crucial information directly from Avery, particularly as she prepared for discharge. To ensure a smooth transition from hospital to home care, it was essential to develop a care plan that would equip her with the knowledge and skills needed for self-management at home. This involved assessing Avery's understanding of her condition, including her knowledge of DKA, blood glucose monitoring, insulin administration, and dietary management.

Patient Collaboration and Education (Standard 5.2)

To tailor the care plan to Avery's specific needs, it was essential to work directly with her and involve her in the decision-making process. For instance, I needed to assess her current level of understanding about diabetes and identify areas where she felt uncertain or anxious. By asking open-ended questions such as "How often do you check your blood sugar at home?" and "How confident do you feel about insulin injections?", I could gain deeper insights into her concerns and knowledge gaps. To ensure patients are prepared to manage their condition independently, I demonstrate proper techniques for blood pressure measurement and insulin injection before they return home (NMBA Standard 5.2 and 5.4). I also have them demonstrate these skills to confirm their method is correct. Through this strategy, I can verify that patients have firmly grasped the necessary skills and knowledge, thereby reducing the likelihood of readmission due to inadequate self-management.

Goal Setting and Care Planning (NMBA Standard 5.2 )

Collaboration with Avery in setting goals and developing the care plan was crucial. After gathering the necessary information, the next step was to work with Avery to establish specific care goals and develop a personalized plan. This collaboration should extend beyond nurse-patient interactions to include her family and other relevant healthcare professionals. For example, a nutritionist could provide expert advice to help address her concerns about dietary adjustments. The care plan should encompass both short-term and long-term goals; short-term goals could focus on stabilizing blood glucose levels, while long-term goals should work towards helping Avery establish a sustainable pattern of diabetes self-care management.

Future Strategies

Family Involvement and Support Systems

Moving forward, I will encourage Avery's family to actively participate in her diabetes management process, helping to establish a strong support system. I will communicate with Avery's family members, explaining their crucial role in monitoring her blood glucose, developing healthy meal plans, and ensuring she takes her medication on time. I will suggest regular family meetings to keep them informed about Avery's condition, management goals, and daily challenges. During these meetings, we can discuss specific action plans, such as how family members can take turns helping Avery monitor her blood glucose and develop healthy meal plans for the entire family. Additionally, I will provide educational resources to help family members understand the basics of diabetes management, enabling them to better support Avery. This level of family involvement will not only boost Avery's confidence but also make her feel more supported and understood in managing her diabetes.

Personalized Care Plan Development (Standard 5.1)

I will work with Avery to develop a personalized care plan with goals that are specific, measurable, achievable, relevant, and time-bound. In the short term, my objective is to help Avery maintain her blood glucose levels within normal ranges. To achieve this, I will work with her to establish a daily blood glucose monitoring schedule and guide her in making healthy choices regarding diet and medication. For long-term goals, I will assist Avery in establishing sustainable diabetes management routines, including regular follow-ups with her doctor and ongoing monitoring of her diet and exercise. I will ensure Avery is actively involved throughout the process and that we regularly review and adjust her care plan so she feels confident and capable in managing her diabetes.

Interdisciplinary Collaboration (Standard 5.3)

Furthermore, I will actively collaborate with other healthcare professionals to ensure the care plan takes a multidisciplinary approach. This approach extends beyond diabetes management to other areas requiring comprehensive care. For example, if Avery experiences reduced physical activity due to prolonged hospitalization, I would work with physical therapists to develop a progressive exercise plan to help her regain strength. Simultaneously, nutritionists can assist with dietary adjustments, social workers can help coordinate her discharge and home support system, and mental health professionals can provide support to manage her anxiety. By working closely with these experts, I can ensure Avery's care plan is comprehensive, detailed, and addresses her physical, emotional, and social needs.

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During the third week of my simulation, I encountered patient Avery who was unconscious with oxycodone at her bedside, leading me to suspect an opioid overdose. Recognizing the urgency of the situation, I immediately initiated a Medical Emergency Team (MET) call. In situations where a patient's condition is rapidly deteriorating, swift action is crucial. Upon discovering Avery's unconscious state, I quickly identified the possibility of opioid overdose and took appropriate action by activating the Medical Emergency Team (MET) response. This aligns perfectly with NMBA Standard 6, which emphasizes the importance of "responding effectively to rapidly changing patient situations." The urgency demanded quick thinking and decisive action, highlighting the importance of being prepared for unexpected patient deterioration. While waiting for the MET team to arrive, conducting an A to G assessment was essential for rapidly evaluating her vital signs and overall condition.

Analysis Through Standard 6

Reflecting on this incident through the lens of Standard 6, I've come to appreciate the multifaceted nature of providing safe, appropriate, and responsive quality nursing care. This case emphasized the critical importance of comprehensive risk assessment and identification in nursing practice. Thorough initial patient assessments, coupled with regular monitoring of patients receiving opioid medications, form the foundation of safe practice. The ability to recognize early warning signs of opioid toxicity is not just a skill, but a fundamental responsibility that directly impacts patient outcomes. This incident also highlighted the necessity of close monitoring, a key component of Standard 6.4 which emphasizes the need to " provides effective timely direction and supervision to ensure that delegated practice is safe and correct." In retrospect, this case underscored the need for enhanced monitoring protocols for patients receiving opioid medications. Regular assessment of vital signs, consciousness level, and pain scores are crucial aspects of safe nursing practice that could potentially prevent similar incidents in the future. The incident further emphasized the significance of robust medication management protocols.

As nurses, I should go beyond simply administering medications; I need to implement and adhere to strict medication protocols, particularly for high-risk medications like opioids. This includes the crucial practice of double-checking medications, maintaining accurate documentation, and ensuring effective handover between staff. These practices, while often viewed as routine, are essential safeguards that directly contribute to patient safety and align perfectly with the standards outlined in NMBA Standard 6.

Future Strategies

Educating Adolescents on Opioid Risks and Medication Adherence (Standard 6.1)

Looking ahead, I recognize the importance of prioritizing education about opioid abuse risks for adolescents. This includes clearly explaining the dangers of using unprescribed medications or taking incorrect dosages. I will ensure adolescents understand the importance of adhering to prescribed dosages and schedules. Visual aids such as charts or reminder applications, for example, can help adolescents track their medication schedules and take more responsibility for their health. Creating an open environment where adolescents feel comfortable asking questions about their medications will be another priority in my practice. For instance, during routine check-ups, I can implement a practice of explicitly asking, "Do you have any questions about your medications?" This approach encourages adolescents to express their concerns and better understand their treatment plans.

Involving Parents and Guardians in Medication Management

Involving parents or guardians in the medication management process is equally important. I will advocate for parental supervision of adolescents during medication administration to ensure adherence to prescribed regimens. Additionally, I will work with families to monitor medication use, advising parents to track medication dispensing times and note any unusual patterns, such as frequent requests for refills, which might indicate abuse. Collaborating with local pharmacies to implement stricter controls on opioid medications is another strategy I'm considering implementing.

Enhancing Communication Skills for Safe Practice (Standard 6.2 and 6.5)

Enhancing my communication skills is also key to improving safe practice. To improve this skill, I will focus on conducting clear and concise handovers during shift changes, especially when high-risk medications like opioids are involved. I will always verbalize my assessment findings and planned actions to patients and colleagues, and work on developing the confidence needed to question unclear medication orders or directions. Furthermore, I will begin using the teach-back method when educating patients about their medications to ensure they fully understand the information provided.

To further enhance my practice, I will actively read and stay current on healthcare policies and guidelines related to opioid management and adolescent care. By familiarising myself with local and national guidelines and my healthcare organisation's protocols for opioid prescribing and administration, I can ensure that my practice is up to date with the latest standards and legal requirements. I will regularly review resources such as clinical guidelines, policy documents and professional advice from regulatory bodies such as NMBA and the Australian Government Department of Health.

This strategy will enable me to make informed decisions when caring for young people, particularly in relation to preventing opioid misuse, and ensure that my practice follows safe and legal medication management procedures. I will also encourage my colleagues to do the same, fostering a culture of evidence-based practice and policy adherence in our healthcare settings.

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During my first week in the surgical ward, I encountered a patient receiving Continuous Bladder Irrigation (CBI) who experienced severe abdominal pain due to catheter blockage. A bladder scan revealed 1000ml of retained urine. After clearing blood clots with a syringe, urine flow was restored, significantly relieving the patient's discomfort. This case highlights the critical role nurses play in monitoring, evaluating, and modifying care based on patient outcomes, all of which align with NMBA Standard 7. It emphasizes that registered nurses have the responsibility to evaluate practice based on agreed priorities, goals, plans, and outcomes. According to this standard, nurses should not only monitor progress toward expected goals but also modify care plans as needed and communicate further priorities and changes with relevant healthcare professionals. My experience handling this CBI case provided an opportunity to apply various aspects of this standard, demonstrating how comprehensive patient care relies on continuous evaluation and adjustment of care plans.

Continuous Practice Evaluation (Standard 7.1)

One of the key principles of NMBA Standard 7.1 is evaluating and monitoring progress towards expected goals and outcomes. In this situation, the patient's primary goal was to ensure continuous effective urine drainage through the catheter to prevent complications such as bladder distension and infection.

Initially, the patient's care plan included regular monitoring of urine output to ensure the irrigation was effective. When the patient began experiencing severe abdominal pain, the first step was to assess the patient's condition, recognizing that this pain could be a sign of catheter malfunction. Conducting a bladder scan and confirming 1000ml of urine retention proved that the catheter was blocked and failing to achieve the goal of continuous drainage.

This direct observation and assessment were key to NMBA Standard 7.1, as it allowed me to determine that the existing plan (relying only on visual observation of the catheter) was insufficient for detecting early signs of blockage. The severity of the patient's pain and the large volume of retained fluid indicated the need for a more robust monitoring protocol. From this, I learned that frequent, thorough assessment of patient symptoms and measurable outcomes (such as urine volume and flow rate) is crucial for early detection of complications and prevention of more serious consequences like bladder rupture or infection.

Modifying Care Plans Based on Assessment (Standard 7.2)

When I successfully restored urine flow and relieved the patient's discomfort, it was clear that the existing care plan needed modification to prevent future catheter blockages. NMBA Standard 7.2 focuses on modifying care plans based on evaluation, which involves not only addressing current issues but also proactively preventing future complications.

Following this experience, I recognized the need for more frequent monitoring and detailed reassessment plans to ensure any future blockage issues could be identified and addressed more promptly. Instead of relying solely on visual inspection of urine flow, I implemented a revised care plan that included regular bladder scans to measure urine volume, frequent assessment of the patient's abdominal discomfort, and more stringent urine output monitoring criteria. This enabled us to anticipate and detect early signs of catheter malfunction, reducing the likelihood of future blockages.

Communicating Revised Goals and Priorities (Standard 7.3) Communication is another crucial aspect of NMBA Standard 7, specifically Standard 7.3, which requires registered nurses to identify, document, and communicate further priorities, goals, and outcomes. This ensures consistency throughout the medical team and ensures patients receive consistent care. For the patient with catheter blockage, I prioritized thorough documentation of the event, recording the catheter blockage, volume of retained urine, interventions performed, and the patient's response to treatment.

I also communicated the modified care plan to the multidisciplinary team, ensuring everyone was aware of the new monitoring schedule and the necessity for more frequent assessments. Collaboration with other healthcare professionals, including the urology team and nursing staff, helped ensure that any signs of catheter malfunction would be quickly identified and addressed in the future.

Future Strategies To prevent future CBI blockages

I will employ multiple strategies aimed at improving patient outcomes through proactive care, patient education, and rigorous monitoring. First, I will implement comprehensive assessment strategies for CBI patients to detect early signs of catheter blockage. This includes regular evaluation of patient symptoms and their response to the irrigation process. Specifically, I will closely monitor urine output, assess for signs of bladder distension, and check for patient discomfort or pain that might indicate blockage. This regular reassessment allows for early intervention before complications escalate.

Moreover, I emphasize the need to anticipate potential complications like catheter blockage. By remaining vigilant and understanding the common risks associated with CBI, I can take a more proactive approach to patient care. Anticipating these risks allows me to develop protocols for quick identification and response to any signs of complications.

Another key strategy is developing a comprehensive patient education program. I will create easy-to-understand educational materials about CBI care, outlining potential complications and the importance of timely reporting of discomfort. Patients should understand that immediately reporting any pain, pressure, or changes in the bladder area is crucial for preventing blockage from worsening. For example, I would explain that any feelings of fullness or changes in urine appearance are indicators that should be immediately communicated to the nursing team. If family members are involved in the patient's care, I will include them in this education process to ensure they also understand what signs to watch for and can assist in monitoring the patient's condition.

In terms of proactive monitoring protocols, I will establish schedules for regular checks of urine volume and catheter flow. This regular monitoring allows the nursing team to identify abnormalities in the system early and take corrective action as needed. Consistent documentation of findings is equally important as it allows for easy observation of trends over time.

Finally, I advocate for ongoing training and collaboration with the broader medical team to ensure everyone involved in patient care understands the importance of these strategies. Through collaboration with other healthcare professionals, such as urologists and clinical educators, I can ensure that best practices in preventing CBI blockage are followed.

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Rebecca's account of administering incorrect medication as a new graduate nurse during the first week of INC6 has prompted me to reflect on my future as a newly graduated nurse. It raises the question: What if I make a mistake shortly after graduation? This reminder emphasizes the importance of thoroughly checking medications before administration. However, it also highlights the necessity of remaining calm and composed if an error occurs. According to NMBA, I realize this experience closely relates to Standard 6.1. This led me to consider how to avoid medication errors. I plan to use these three action plans to prevent medication errors.

How to Avoid Medication Errors?

1. Before I give a medication, I plan to strictly follow the five right's of medication administration: right patient, right medication, right dose, right route, and right time. This helps me ensure the safety and accuracy of each medication I give.’

2. Verify and Re-verify (Asking a Colleague): I would use appropriate clear language to ask a colleague for example: I’m not 100% certain about this dose. Would you mind taking a quick look with me to confirm it’s correct?

3. Empower Patient Participation (Talking to a Patient)：I would proactively ask my patients before giving the medication and explain the side effects e.g. ‘Before I give you this medication, I would like to explain. This is (name of drug) and is used to treat (condition). Some common side effects you may experience include (common side effects), but if you notice anything unusual or feel unwell, please let me know immediately.’

What to Do If a Medication Error Occurs?

1. As a professional nurse, if a medication error occurs, I must remain calm and conduct a comprehensive assessment of the patient afterwards. According to Standard 4.2, performing a detailed evaluation allows me to accurately identify any potential impacts on the patient's health status and ensure timely implementation of necessary interventions.

2. Reflecting on medication errors is crucial, as per Standard 7.1. By analyzing the incident and its outcomes, I can identify areas for improvement and incorporate these insights into my future nursing practice. This ongoing process of evaluation not only strengthens my clinical skills but is also essential for enhancing patient safety and improving overall health outcomes.

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During a workshop, I noticed and pointed out a teammate's medication calculation error. This experience made me reflect on how I would handle similar situations in a real clinical environment. While I felt comfortable addressing issues with familiar teammates in a simulated setting, I began to question whether I would be equally confident in identifying colleagues' mistakes in an actual clinical context. To better prepare myself, I've developed the following strategies:

1. Regular practice of assertive communication

I will role-play with colleagues or mentors to practice expressing concerns respectfully yet confidently. This will help me build confidence in voicing potential errors without fear, using non-confrontational language such as, "I've noticed some issues with the medication calculation. Could we double-check it together?"

2. Seeking support and guidance

I will approach senior nurses or mentors for advice on handling delicate situations when errors are discovered. For example, after a shift, I might ask a senior nurse: "I've been considering how to address potential mistakes I notice from colleagues, like medication calculation errors. Could you share your approach to these conversations, especially in balancing patient safety with maintaining good team relationships?"

3. Utilizing reflective practice to build self-awareness After each clinical shift, I'll reflect on moments where I noticed errors or hesitated to speak up. This reflective practice will help identify barriers to speaking out, such as fear of conflict or uncertainty, and develop strategies to overcome them. Aligning with NMBA Standard 7.2 and 7.3, I'll use these reflections to continuously improve my approach to enhancing patient safety.For instance, after a shift where I hesitated to address a potential medication error, I might ask myself: "Why didn't I speak up immediately? Was it lack of confidence in my knowledge or fear of my colleague's reaction?" Through this reflection, I might realize my hesitation stemmed from fear of creating tension within the team.

Recognizing this, I can develop strategies to overcome the barrier, such as practicing confident yet non-confrontational phrasing like, "I think we should double-check this together for safety." I could also plan to seek mentor advice on handling similar situations.

Regular reflection will increase my understanding of factors causing hesitation and help develop practical approaches to confidently express my opinions, thereby improving my ability to ensure patient safety.

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What is DKA (Diabetic Ketoacidosis)?

DKA is a serious complication of diabetes characterized by hyperglycemia, ketosis, and metabolic acidosis.

Pathophysiology of DKA

The pathophysiology of Diabetic Ketoacidosis (DKA) begins with insufficient insulin, preventing glucose from entering cells effectively. This leads to hyperglycemia, where the body can not use glucose for energy, perceiving starvation. In response, stress hormones are released, further increasing blood glucose levels and promoting lipolysis. Fatty acids released into the bloodstream are converted by the liver into ketone bodies, resulting in ketogenesis. As ketone production increases, they accumulate in the blood, causing ketosis. Ketones are then excreted in urine, increasing its osmolarity and leading to osmotic diuresis. This process results in significant fluid loss and electrolyte imbalance, ultimately causing dehydration.

Dhatariya, K. K., & Vellanki, P. (2017). Treatment of Diabetic Ketoacidosis (DKA)/Hyperglycemic Hyperosmolar State (HHS): Novel Advances in the Management of Hyperglycemic Crises (UK Versus USA). Current Diabetes Reports, 17(5). https://doi.org/10.1007/s11892-017-0857-4

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1. Potassium

Initial status: Normal to high despite total body depletion

Mechanisms:

Acidosis: H+moves into cells → K+ shifts out

Insulin lack: Reduced cellular K⁺ uptake via Na+/K+-ATPase pump

Treatment effect: K+ levels drop as insulin therapy starts

Clinical importance: Monitor K+ closely during treatment

2. Magnesium

Function: Essential for enzyme reactions and energy production

DKA impact:

Often depleted due to renal losses

Can affect cardiac function

Management:

Monitor levels

Supplement if needed

3. Phosphate

Role: Vital for energy metabolism and cellular function

Changes in DKA:

Initial levels may be normal/high

Drops with insulin treatment

Complications of depletion:

Muscle weakness

Respiratory issues

Impaired oxygen delivery

4. Sodium

Initial presentation: Often low or normal

Mechanisms:

Dilutional effect from hyperglycemia

Losses from osmotic diuresis

Treatment considerations:

Levels may rise as glucose decreases

Careful monitoring needed during fluid replacement

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The nursing care for people with Diabetic Ketoacidosis (DKA) is really important. The main things nurses need to focus on are fixing fluid and electrolyte problems quickly, checking blood sugar levels often, and giving insulin the right way. It's super important to find and treat acidosis early so things don't get worse. Nurses have to look for signs that the patient is dehydrated, keep track of vital signs, and watch out for other problems that might happen, like when potassium gets too low or if there's swelling in the brain. Also, nurses need to teach patients about their diabetes - how to take care of it, how to stop DKA from happening again, and what signs to look for when their blood sugar is getting too high. This way, patients can better handle their diabetes and stay healthier.

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During my clinical placement, I encountered an incident where a disoriented patient fell from their bed unwitnessed, resulting in a MET call. Upon arrival, the team assessed the patient for potential injuries and stabilized them. This event prompted me to reflect on the importance of fall prevention for disoriented or cognitively impaired patients, especially those at higher risk due to their condition.

To prevent such incidents in the future, I plan to ensure strict adherence to fall prevention strategies, particularly for disoriented or confused patients. This includes regular checks, ensuring proper use of bed rails, and positioning patients closer to the nursing station for closer observation. Educating patients and their families about safety measures is also crucial in minimizing fall risks.

This reflection relates to NMBA Standard 6.3: Interpersonal relationships, as communication and teamwork are vital in managing high-risk patients. Collaborating with colleagues to ensure continuous monitoring and prompt addressing of safety concerns is essential for accident prevention. It also aligns with NMBA Standard 7.3: Professional and ethical practice, as nurses have a responsibility to maintain patient safety and advocate for preventive measures to minimize harm.

By applying these standards, I can create a safer environment for patients and reduce the likelihood of adverse events such as falls. This approach demonstrates the integration of effective communication, teamwork, and ethical practice in nursing care, ultimately contributing to improved patient safety and outcomes.

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Similarities:

Target demographic: All three tools are designed for use with young people, particularly adolescents.

Purpose: They are all screening or assessment tools aimed at identifying potential mental health or behavioral issues.

Format: They generally use questions or items that can be quickly administered in a clinical setting.

Non-diagnostic: These tools are meant to flag potential issues for further investigation, not to diagnose conditions.

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Naloxone - usage, doses, routes of administration

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Naloxone - usage, doses, routes of administration

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Usage and Doses

Naloxone HCl injection comes in a 0.4-mg/mL solution, packaged as a prefilled 2mg/2mL luer lock needleless syringe. It's administrable via IM or SC routes, with an initial dose range of 0.4-2.0mg. Repeat doses can be given at 2-3 minute intervals as required.

For respiratory depression caused by therapeutic opioid doses, lower naloxone doses (0.04-0.4mg) are recommended.

Routes of administration

Naloxone can be given intravenously (IV), intramuscularly (IM) or subcutaneously (SC) and intranasally (IN).

Robinson, A., & Wermeling, D. P. (2014). Intranasal naloxone administration for treatment of opioid overdose. American Journal of Health-System Pharmacy, ⁷¹(24), 2129–2135. https://doi.org/10.2146/ajhp130798

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Definition and common drugs

Use of prescription opioids differently than prescribed

Common drugs: oxycodone, hydrocodone, fentanyl

Taking higher doses or using for non-medical purposes

Signs and symptoms

Physical: drowsiness, constricted pupils, slurred speech

Behavioral: doctor shopping, frequent lost prescriptions

Social: isolation, neglecting responsibilities

Health consequences

Short-term: respiratory depression, confusion

Long-term: liver damage, immune system effects

Severe: overdose risk, potential death

How to prevent opioid abuse in adolescents?

1. Medication Education (Standard 6.2)

Explain risks: Clearly explain to adolescents that using medications not prescribed to them, or in incorrect dosages, can be harmful.

Dosage reminders: Ensure they understand the importance of sticking to prescribed dosages and schedules.

2. Open Dialogue (Standard 4.1)

Ask questions: Encourage adolescents to ask questions about their medications and any concerns.

Peer pressure guidance: Provide them with strategies to say no if offered medications by friends or peers.

3. Monitor Usage

Supervised intake (Standard 6.5): Parents should oversee when and how medications are taken.

Track refills (Standard 7.1): Monitor how quickly prescriptions are being used and track any unusual patterns.

Goods, T. (2022, June 21). Addressing prescription opioid use and misuse in Australia. Therapeutic Goods Administration (TGA). https://www.tga.gov.au/resources/publication/publications/addressing-prescription-opioid-use-and-misuse-australia

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Australian Commission On Safety And Quality In Health Care. (2023). Recognising and responding to acute deterioration standard. Australian Commission on Safety and Quality in Health Care. https://www.safetyandquality.gov.au/standards/nsqhs-standards/recognising-and-responding-acute-deterioration-standard

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Recognising and Responding to Acute Deterioration Standard

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Recognising and Responding to Acute Deterioration Standard

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Why are the criteria for recognising and responding to acute deterioration critical in the clinical setting?

Timely recognition of early signs of patient deterioration is crucial for improving treatment outcomes. Early detection and intervention can prevent further worsening of the patient's condition and reduce the need for stabilizing interventions in healthcare facilities. This closely aligns with NMBA Standard 5: Nursing Practice Knowledge, which requires nurses to possess sufficient professional knowledge to identify symptoms of acute deterioration and promptly implement appropriate nursing measures. By doing so, nurses can provide more effective care to patients, reducing the complexity and risks associated with treatment.

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1. ACAT (ACT Civil and Administrative Tribunal): A tribunal that makes decisions about a range of matters, including mental health and guardianship issues in the Australian Capital Territory (ACT).

2. EA (Emergency Assessment): An assessment conducted in urgent situations where an individual is in crisis or poses a risk to themselves or others.

3. ED3: An emergency dentation order. This order allows someone to be held in a mental health facility for up to 3 days if they are seen as a risk to themselves or others due to a mental illness. During this time, doctors assess the person to decide if they need more treatment or time in care.

4.ED11 is similar, but it allows for up to 11 days of detention if doctors think more time is needed to stabilize the person and fully assess their condition.

5. PTO (Patient Treatment Order): PTO: A legal order that allows a person with a mental illness to receive treatment without their consent if they need long-term care and support. This order can include restrictions like being admitted to a mental health facility to ensure they get the help they need safely. A PTO can last up to 6 months and can apply whether the person is in the hospital or getting support in the community.

6. Seclusion: The practice of isolating a patient in a designated area to manage their behavior for safety reasons, typically within a mental health facility.

7. Duty of Care: A legal obligation requiring healthcare professionals to provide a standard of care that ensures the safety and well-being of patients.

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Trauma Impact:

Personal Trauma: Direct experiences of trauma.

Intergenerational Trauma: Trauma effects passed down through generations, notably from residential schools, which separated children from their families, causing lasting harm.

Trauma-Informed Practice:

Focuses on understanding the question "What happened to you?" rather than "What's wrong with you?"

Aims to provide a comprehensive picture of an individual’s past and present to deliver effective health care.

Recognizes trauma's widespread impact and integrates this knowledge into health care policies and practices to prevent re-traumatization.

Implementation:

Recognizes potential trauma in patients, seeking permission before assessments or treatments.

Understands how colonialism affects Indigenous individuals’ interactions with the healthcare system, including trust issues.

Vulnerable Populations:

Acknowledges that Indigenous women, girls, two-spirit, queer, and trans individuals face heightened racism and gender-specific trauma.

Strengths-Based Practice:

Focuses on the resilience and strengths of individuals, promoting a person-led approach.

Encourages individuals to resolve their problems and make informed decisions regarding their care.

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College of Physicians and Surgeons of British Columbia

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Strengths-based and Trauma-informed Practice (Looking beneath the surface)

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1. Pediatric Symptom Checklist: This is a screening tool used to recognize cognitive, emotional, and behavioral problems in children and adolescents.

2. HEADSS: HEADSS is an acronym for Home, Education/Employment, Activities, Drugs, Sexuality, and Suicide/Depression. It's a comprehensive psychosocial assessment tool used primarily for adolescents.

https://depts.washington.edu/dbpeds/Screening%20Tools/HEADSS.pdf

3. CRAFFT: CRAFFT is an acronym standing for Car, Relax, Alone, Forget, Friends, Trouble. It's a behavioral health screening tool for substance use in adolescents.

https://crafft.org/wpcontent/uploads/2021/07/CRAFFT_2.1N-HONC_Clinician_2021-07-03.pdf

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De-escalation Skills Overview

Importance of Anger Management: Effective anger management is crucial for addressing challenging behaviors, as uncontrollable anger often relates to mental health issues.

Understanding Aggression: Aggression and violence can signal extreme distress, fear, or frustration. Individuals in such states may not respond to logical reasoning.

Empathy and Communication: Successful de-escalation hinges on empathy and effective communication. These skills help create a safe environment for individuals to express themselves.

LOWLINE Model for De-escalation:

Listen: Practice active listening to provide a safe space for expression.

Offer: Present choices based on what you’ve heard to instill hope and deflect anger.

Wait: Be patient and wait for the individual to feel ready to share their feelings.

Look: Maintain appropriate eye contact to convey sincerity, fostering trust and respect.

Incline: Use a slight head incline in a non-threatening manner to show acceptance and non-judgment.

Nod: Nod to indicate understanding and empathy, reinforcing that you are listening.

Empathy: Demonstrate understanding and care for the individual's experience to help them feel supported.

Positive Outcomes: Applying these de-escalation techniques can prevent violent behavior, reduce the need for restraints, and enhance the safety of everyone involved.

Further Learning: For those interested in deepening their understanding of anger de-escalation techniques and mental health, training courses like the Mental Health First Aid Course offered by First Aid Mental Health Australia are available. These courses teach how to recognize and respond to mental health emergencies.

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When providing patient care, effective communication is key. This means really listening to our patients and choosing our words carefully when we talk to them. It's important to remember that patients know their own lives best, so we need to respect their different cultural backgrounds, personal situations, and emotional experiences.

A big part of nursing is building a good relationship with patients. We can do this by showing we understand how they feel, reassuring them, and letting them know their feelings are valid. When patients talk about pain or problems, we should never make light of it or judge them - they need to feel that we're really hearing and understanding them.

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The use of intranasal fentany and acute burns management

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The use of intranasal fentany and acute burns management

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The integumentary system, primarily consisting of the skin, hair, nails, and various glands, is the body's largest organ system and serves as our first line of defense against external threats. This complex system performs multiple vital functions, including protecting internal tissues from physical damage, UV radiation, and pathogenic microorganisms. It plays a crucial role in maintaining body temperature through sweat production and blood vessel dilation/constriction, while also synthesizing vitamin D when exposed to sunlight. The skin contains numerous sensory receptors for touch, pressure, temperature, and pain, making it an essential organ for environmental interaction. Additionally, the integumentary system helps regulate fluid balance and contributes to waste elimination through sweating.

Burns can severely affect the integumentary system, compromising its ability to carry out vital functions. The classification of burns - first-degree, second-degree, or third-degree - indicates the severity and depth of tissue damage.

First-degree burns (superficial)

Affects epidermis only

Presents as redness, mild swelling

Minor pain at burn site

Second-degree burns (partial thickness)

Involves epidermis and partial dermis

Causes blistering and severe pain

Significant swelling and redness

Third-degree burns (full thickness)

Destroys all skin layers

May affect underlying tissues

Appears charred or leathery white

Evaluating Respiratory Function

The first critical step is to check the child's airway and breathing when treating acute burn injuries. This is crucial because burns affecting the face, neck, or thoracic region can rapidly cause soft tissue swelling, potentially blocking airways - particularly dangerous in children due to their smaller respiratory passages. This approach adheres to NMBA Standard 4, emphasizing the importance of prompt airway assessment to prevent potentially fatal complications.

Burn Extent Evaluation and Hydration Protocol Once respiratory status is confirmed, determining the burn's extent becomes paramount. We calculate the Total Body Surface Area (TBSA) affected using age-specific tools such as the Lund and Browder Chart. For burns covering more than 10% TBSA, we begin fluid replacement therapy following the adapted Parkland formula. This process aligns with NMBA Standard 1, ensuring individualized patient care based on specific conditions.

Pediatric Pain Control Strategies

For managing discomfort, I considered intranasal fentanyl administration alongside the Wong-Baker Faces Pain Rating Scale for pain assessment in young patients. This visual tool is particularly valuable for children who might struggle to verbally express their pain levels. When utilizing this scale, I avoid making assumptions based on the facial illustrations. Instead, I make it relatable for children by explaining, "Think of 0 as how you look when you get your favorite treat, and 10 as how you look during the worst stomachache you've ever had." This approach complies with NMBA Standard 6, ensuring safe and appropriate pain management. Post-medication monitoring of vital signs and sedation levels, along with thorough documentation of the patient's response, is essential for safety.

Emotional and Mental Health Support

Burn injuries can be psychologically distressing for children. It's essential to establish a supportive, calming environment and include family members in the treatment process.

Foster clear communication with both the child and their family, providing age-appropriate explanations of medical procedures. This aligns with NMBA Standard 2, which stresses the importance of establishing rapport with patients and their families to deliver comprehensive, patient-focused care.

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How do nurses take care of pediatric patients？

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How do nurses take care of pediatric patients？

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I have never had any experience of caring for paediatric patients, so I was very unsure about going into pediatric work. I did some research to understand a few points about caring for paediatric patients.

Understanding Pediatric Patients

Caring for pediatric patients requires a nuanced approach that recognizes their unique physiological and psychological needs. As a nurse, it's crucial to evaluate developmental stages to customize care appropriately. Utilizing age-specific assessment tools for pain, vital signs, and growth ensures accurate data collection and interpretation (NMBA Standard 4).

Challenges in Pediatric Nursing

1. Communication Strategies

Effective communication is paramount when working with pediatric patients, as outlined in NMBA Standard 5. This standard emphasizes the importance of developing appropriate nursing practice plans, which in pediatric care, heavily relies on effective communication. Adapting language to the child's age and cognitive level is essential for ensuring understanding and cooperation. Incorporating play and visual aids when explaining procedures can significantly reduce anxiety and improve comprehension. Moreover, involving parents or guardians in discussions and decision-making processes creates a collaborative approach to care, enhancing overall treatment outcomes and patient satisfaction.

2. Family-Centered Care (NMBA Standard 6) Implementing family-centered care is a cornerstone of pediatric nursing, aligning with NMBA Standard 6's focus on providing safe, appropriate, and responsive quality nursing practice. This approach involves educating and supporting parents or guardians, recognizing them as integral members of the care team. Encouraging family involvement in care routines not only supports the child's comfort but also empowers families in the care process. Promptly addressing family concerns and questions demonstrates responsive care, building trust and ensuring that all aspects of the child's well-being are considered. This holistic approach to care delivery enhances patient safety, appropriateness of interventions, and overall quality of nursing practice in pediatric settings.

When a child cries, nurses must consider not only physical pain but also other factors such as anxiety, fear, or discomfort from the unfamiliar hospital environment.

1. Assess the source of distress: (NMBA Standard 4.1, 4.2)

Observe body language and behavior to understand if the crying is related to fear, anxiety, discomfort, or physical pain.

Ask simple questions (if age-appropriate) such as "Are you scared?" or "What's making you sad?" to gather information.

Involve parents: Inquire about specific fears, comfort items, or routine activities that might help alleviate their distress.

2. Provide comfort and reassurance: (NMBA Standard 6.3)

Offer a calming presence: Maintain a calm demeanor, speak softly, and provide physical reassurance (e.g., gentle touch or holding their hand) to help soothe the child.

Acknowledge their emotions: Let the child know it's normal to feel scared or upset. Comfort them with phrases like "It's okay to cry, I'm here to help you," which can help validate their feelings.

Create a "safe zone": If possible, designate an area where no procedures are performed, such as their bed or a parent's arms, to help the child feel more secure.

3. Use distraction techniques: (NMBA Standard 5.2)

Engage the child in distractions: Offer toys, coloring books, or allow the use of electronic devices to shift their focus away from stressful situations.

Incorporate play: Use playful techniques, such as pretending medical equipment is part of a game, to help reduce fear and anxiety during assessments or procedures.

Richardson, B. (2020). Pediatric primary care : practice guidelines for nurses (4th ed.). Jones & Bartlett Learning.

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This week's simulation involves a child who is constantly crying, which makes for a tense environment and makes it difficult to hear what the mother is saying. In addition, the cause of the child's distress was uncertain, which added to the challenge. This situation made me reflect on the importance of remaining calm under pressure and using effective communication strategies in paediatric care. It emphasised the need to assess the child's physical and emotional state, whilst also ensuring clear communication with the family.

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Analysis of Workplace Injury Impact and Nursing Role

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Analysis of Workplace Injury Impact and Nursing Role

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1. Impact of Workplace Injury

Personal

Physical pain and injury

Potential long-term disability

Psychological: stress, anxiety, depression

Financial: lost income, medical costs

Family

Increased financial burden

Strain on relationships

Additional caregiving responsibilities

Societal

Loss of workforce productivity

Healthcare resource utilization

Insurance and compensation costs

2. Measuring Impact

Direct costs: medical expenses, lost wages

Indirect costs: reduced productivity, training replacements

Quality of life assessments

Psychological health evaluations

3. Role of Nursing

Short-term (0-3 months)

Injury assessment and stabilization

Pain management

Wound care

Medium-term (3-12 months)

Regular monitoring of recovery

Coordination of rehabilitation

Psychological support

Long-term (12+ months)

Chronic condition management

Support for return to work

Prevention of complications

Key Nursing Principles

Holistic care: physical and psychological

Family support and education

Collaboration with other healthcare providers

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Life Changing: The Impact of Workplace Injuries

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In this week's simulation, we encountered a challenging scenario involving a patient with rib fractures who reported abdominal pain. When the nurse needed to check the medication chart, it was unavailable as another staff member had taken it. This situation, which can definitely happen in real clinical settings, highlighted the importance of adaptability in nursing practice.

I observed how the nurse prioritized patient care by first performing an abdominal assessment and adjusting the patient's position to prevent potential cerebral bleeding. This quick thinking demonstrated how nurses often need to make decisions and provide care even when lacking immediate access to all resources like medication charts.

This experience taught me that while documentation is crucial, patient safety comes first. Being able to perform immediate assessments and interventions while waiting for additional information is an essential nursing skill. As a future nurse, I'll remember to stay focused on the patient's immediate needs while working to access necessary resources, always prioritizing safety and comfort.

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Viral gastroenteritis (stomach virus) causes symptoms like diarrhea, vomiting, nausea, and dehydration.

Common viral causes include adenovirus, rotavirus, norovirus, sapovirus, and astrovirus.

Viral gastroenteritis is typically spread through fecal-oral transmission, often due to poor hygiene.

Watery diarrhea indicates a viral infection; bloody diarrhea and frequent fevers suggest a bacterial infection.

Viruses invade epithelial cells in the gastrointestinal tract, disrupting their ability to absorb nutrients and water.

Diagnosis involves stool samples and blood tests to check for dehydration (high sodium or creatinine levels).

Antibiotics are ineffective against viral gastroenteritis; treatment focuses on hydration with fluids containing salt and sugar.

Prevention includes proper handwashing, safe food preparation, drinking clean water, and vaccination (e.g., rotavirus vaccine).

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What is viral gastroenteritis? | Gastrointestinal system diseases | NCLEX-RN | Khan Academy

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During our recent aged care workshop, we did a simulation about managing viral gastro in a nursing home. Having a team leader watching us and someone scoring our performance definitely made it more stressful! The scenario really showed me how important good infection control is and how we need to work together as a team.

What I took away from this was that good team nursing isn't just about knowing what to do - it's also about how well we communicate and support each other. When things got busy in the simulation, I could see how much it helped when team members backed each other up and shared information clearly.

This experience made me think about my future as a nurse and how important it is to build good relationships with colleagues. When the team gets along well and supports each other, it not only makes the job less stressful but also helps us provide better care for our patients.

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In class, we watched a video that showed a situation that didn't go so well. The patient just wanted to smoke, but the healthcare staff wouldn't let them. Instead of talking it through, they ended up calling security, which only made things worse. The patient got really irritated, and the situation just escalated.

This made me think about how we handle these situations. Sometimes, it might be better to find a middle ground or try to understand why the patient wants something, rather than just saying no right away. Maybe if they had talked with the patient more or found a compromise, they could have avoided calling security.