D) Daily enemas will be needed to help achieve a bowel movement. The nurse is discussing autonomic dysreflexia with Jonathan, his girlfriend, and his mother. To evaluate the teaching, the nurse asks Jonathan to explain what it means. 22. Which statement by Jonathan indicates an understanding of autonomic dysreflexia?
* Teach the patient about the procedures associated risks and benefits, what to expect during the transfusion, signs and symptoms of a reaction, and when and how to call for assistance. * Check for an appropriate and patent vascular access. * Make sure necessary equipment is at hand for administering the blood product and managing a reaction, such as an additional free I.V. line for normal
In relation to this situation there are three situations in which informed choice is a factor. Firstly, as a setting admitting a child and family with HIV we must make our policies and procedures regarding health and safety and medications available to the family so that they are aware of what is expected of them, i.e. providing a doctors covering letter regarding the medications being taken by the child and that they are fit and well. The confidentiality policy must be available to the family so that they are able to read the information in that regarding sensitive and confidential disclosures. The family can then make an informed choice as to whether they wish to have their child attend the setting.
In this case, the patient presented with a productive cough lasting over two. I used a holistic approach to assess the patient in general ensuring all systems relating to his presentation were covered and not rushing to a conclusion hastily which is recommended by Crumbie, (2006). The history taking was based on the Calgary Cambridge framework (Krutz, et al 2005) this involves five stages to help the nurse develop a holistic approach to the patient and empowers the patient to actively participate in their care. The first stage is initiating the session which involves preparing for the consultation, building a nurse patient rapport and gathering the reason(s) for presenting. The second stage is the information gathering stage exploring background information, exploring biomedical model and exploring the patient’s perspective.
The inpatient coder ensures that the data entered is relevant, indicating the reason that the patient was admitted, which involves the kind of illness and a breakdown of the treatment that was given (Henderson.) The inpatient coder uses the current version of ICD-CM classification for the most appropriate DRG assignment for assigning codes to diagnoses and procedures. They have to be able to determine the correct diagnosis and secondary diagnosis, identifying and assigning co-morbidities and complications and principle procedure codes. The inpatient coder is also responsible for selecting the proper DRG and Discharge Disposition Code. The impatient coder sends the documentation to HIM Operations for follow-up when Physicians documentation is not clear or straight forward.
It enables individual's to receive the care and support they need, in a person centred way and to be part of deciding the care that they will receive. Person centred care is good practice and helps to ensure that the correct and agreed care and support is given to each individual. No individual is the same and by having a person centred approach, it ensures that everyone is not treated the same, but in a way that respects their needs, wishes, preferences and values. Working to a person centred approach is essential in dementia care. It will help to maintain the individual's self-identity, self-respect and dignity.
Cognitive learning theorists believe that learning is an internal process in which information is integrated into one’s cognitive structure. Learning occurs through internal processing of information. One example of how cognitive learning is used within healthcare settings includes nurses and doctors learning how to take the patients’ blood pressure, this is a complex task when you first try to learn it. The nurse or doctor must learn how to physically manipulate the blood pressure manometer, learn how to hear blood pressure sounds, and understand the meaning of the sounds. Each of these tasks can be practiced as a separate activity, then combined to be able to complete the task altogether.
Lana Compton Task 1 Part 1 A Tutor should ensure each session is delivered in a safe and supportive learning environment. Prior to the start of each session tutor should be well organised, he/she will fully aware of the subject he/she is delivering. He/she should have the necessary lesson plan and all preparation should be done in advance of the session beginning. The tutor should ensure the area he/she is delivering in is well maintained, fit for purpose, ensuring all equipment is working and safe. He/she should ensure the area is well lit, spacious, at a comfortable temperature, safe and comfortable.
Before starting a patient on warfarin, assess the patient’s baseline coagulation status; for all patients receiving warfarin therapy, use a current International Normalized Ratio (INR) to adjust this therapy. The baseline status and current INR are documented in the medical record. 2. Use authoritative resources to manage potential food and drug interactions for patients receiving warfarin 3. A written policy addresses baseline and ongoing laboratory tests that are required for
This type of rate change is called titration. Understanding the medication that is being ordered and the dosage that this drug is routinely given in is key to assuring that the patient is getting the proper dose of medication. • Transcription Errors: Being able to read a physicians writing is sometimes a difficult task, get clarity if uncertain about what has actually been written. If taking a verbal or phone order, a "read-back" system can be instituted in which the nurse who is taking the order, writes down the verbal order and reads it back to the prescribing physician. Once it is read back to the physician and both parties are in agreement, the order can then be processed.