INSTRUCTIONS
Using the client information provided, respond to the critical thinking questions. Each response should be original (in your own words) and a minimum of 2–3 sentences in length.
CLIENT INFORMATION
Meet Mrs. Dee.
Mrs. Dee, an 86-year-old female, is in your unit and has had difficulty taking her pills. During the shift report, the nurse reported that she pulverized Mrs. Dee’s medication and administered them with applesauce. However, Mrs. Dee still had difficulty swallowing the medication. You will be responsible for reporting Mrs. Dee’s health care needs at the interdisciplinary team conference.
EditEditNurse helping an elderly patient with her pills
CRITICAL THINKING QUESTIONS
How would you advocate for this client?
What are the most important issues that need to be addressed with the other health care team members?
How would you convince a physician who is reluctant to make any changes in Mrs. Dee’s plan of care to provide an order for liquid medications?
DUE
Sunday, by 11:59 p.m.
ATI Civility and Patient Safety in the Clinical Environment Activity
OVERVIEW
Practicing Nursing through simulated experience is an important part of nurse education. This activity allows you to practice the essential skills needed through a simulation.This virtual learning experience occurs in a client care area between Rachel, a Nursing student, and Helen, Rachel’s clinical preceptor. Rachel is starting her first IV on an actual client, Mr. Flores. Rachel is very focused on doing the procedure correctly; she doesn’t want to forget anything, so she’s moving slowly and carefully. Helen is growing impatient and frustrated with Rachel’s pace and starts checking her watch, tapping her foot, and rolling her eyes.In response, Rachel is becoming uncomfortable and self-conscious. She’s worried that she is doing something wrong, and she’s beginning to lose confidence. As the procedure progresses, Helen displays negative body language; Rachel becomes more insecure, and Mr. Flores is visibly nervous watching the nonverbal communication. Something appears to be bothering Helen. Rachel decides to address the situation to understand better what happened during Mr. Flores’s IV procedure and to ask Helen for feedback so she can learn from the experience.
INSTRUCTIONS
This activity is divided into two parts. You MUST complete Part 1 before moving on to Part 2.Part 1 of this activity will be completed on the ATI Testing website. To access ATI, use the ATI Testing link in the Canvas Navigation Menu or select this ATI TestingLinks to an external site. link to access your login page. Log in and navigate to the “Learn” tab to access Civility Mentor.Part 1: Practice Activity
Locate “Civility and Patient Safety in the Clinical Environment” on the ATI website and select “Begin.”
Select “Practice: Helen.”
Playing the part of Rachel, use effective communication skills, such as ‘I’ statements and neutral observations, to talk with Helen to better understand what happened in the client care area and ask for feedback to learn from the experience.
Use the virtual coach and thought bubbles to enhance learning.
Select “Feedback Summary: View Feedback on Conversation Highlights and Communication Techniques.”
Select “Speaking Up: Learn Why It’s Important to Communicate Worries and Concerns.”
Select “Resources and Acknowledgements: Browse resources.” Choose three from the list to read and study in greater depth.
Once you have completed the virtual simulation, download the certificate of completion for submission.
Part 2: Reflective QuestionsCreate a Microsoft Word document and respond to the following questions:
What was it like to be part of this experience?
What would you do again? What would you do differently?
How might you apply what you have learned in your clinical practice?
DUE
Sunday, by 11:59 p.m.
INSTRUCTIONS
Using the client information provided, respond to the critical thinking questions. Each response should be original (in your own words) and a minimum of 2–3 sentences in length.
SCENARIO
Kelly is in the second year of her Nursing program. Her current clinical assignment is on the general medical-surgical unit. Kelly is excited to be caring for clients and looking forward to learning from her clinical preceptor, Nate. On her third clinical day, Kelly notices that one of the clients she is assigned, Mrs. Wade, has developed a fever. Mrs. Wade has been admitted for abdominal pain of unknown origin. Kelly notes that Mrs. Wade is experiencing abdominal tenderness, pain in the upper right quadrant, and severe nausea during her Nursing assessment.Nurse with a serious expression Kelly alerts Nate immediately, but instead of helping her address Mrs. Wade’s condition, he starts drilling Kelly with questions and demanding that she provide a solution to the problems Mrs. Wade is experiencing. In an angry and condescending tone, Nate says, “Look, you’re in your second year of the Nursing program, and I shouldn’t have to hold your hand. You’re wasting my time, and I’m tired of dealing with incompetent students. I suggest you figure it out. I’m busy.” At that point, Nate turns and walks away to care for other clients.
CRITICAL THINKING QUESTIONS
How might Kelly be feeling?
How might Nate be feeling?
What factors might be motivating their respective actions?
How might their interaction affect client care?
What standards, codes, or policies might Nate be violating?
How might Kelly approach Nate using ‘I’ statements, neutral observations, and other effective communication skills?
How do you think Nate might respond?
Based on Nate’s response, what might be Kelly’s next step?