Health Care Conflict Management

Summary

This video showcases a simulated clinical exercise where students from different healthcare professions work together to provide care for a patient, Mr. Evans, who is experiencing chest pain and other symptoms after a fall. As the team assesses his condition, they communicate and collaborate to address his needs, including administering oxygen, medication, and ultimately resuscitating him when his heart rate becomes dangerously high. The simulation emphasizes the importance of interprofessional teamwork, critical decision-making, and effective patient care in high-pressure situations, offering valuable insights for students in healthcare education.

Takeaways

• 😀 Interprofessional Education (IPE) encourages teamwork between healthcare students, improving communication and collaborative skills.
• 😀 The scenario involves a simulated patient, Mr. Evans, presenting with a shoulder injury and complicated symptoms, providing a realistic learning experience.
• 😀 Students from different healthcare disciplines (medical students, nurses, pharmacists) participate in the exercise, mirroring a real-world healthcare team.
• 😀 Professionalism is emphasized throughout the simulation, urging students to treat their peers as colleagues and help each other improve their performance.
• 😀 The patient, Mr. Evans, initially reports shoulder pain after a fall, with additional symptoms like nausea, dizziness, and trouble breathing, prompting immediate attention.
• 😀 Key clinical procedures are demonstrated, including medication administration (morphine) and oxygen therapy, to manage the patient's symptoms.
• 😀 Students work together to assess the patient's medical history, check allergies, and monitor vital signs to guide treatment decisions.
• 😀 The exercise includes critical moments, such as cardiac instability, where students collaborate to perform resuscitation efforts and administer shock therapy to stabilize the patient.
• 😀 Effective communication and decision-making in real-time are essential during the simulation, reflecting the importance of these skills in healthcare practice.
• 😀 The scenario shows the impact of patient behaviors, such as smoking, on their condition, leading to discussions on patient education and treatment compliance.
• 😀 The exercise highlights the importance of situational awareness and the need to adapt quickly to evolving medical conditions, such as the patient's escalating heart rate and breathing difficulties.

Q & A

What was the main purpose of the simulation exercise in the script?

The main purpose of the simulation was to showcase an interprofessional healthcare team working together to assess and treat a patient in a clinical setting. The focus was on collaboration among medical students, pharmacists, and nurses.

What injury did Mr. Evans report and how did it occur?

Mr. Evans reported pain in his left shoulder, which he attributed to falling after tripping over his dog a few days prior.

How did the healthcare team identify Mr. Evans’ medical concerns during the initial assessment?

The team conducted a thorough interview with Mr. Evans, asking about his injury, current symptoms like dizziness, nausea, and trouble breathing, as well as his medical history, including allergies and medications.

What medications and conditions did Mr. Evans mention in his medical history?

Mr. Evans mentioned taking aspirin, baby aspirin, Velcore, nicotine, and having high blood pressure.

Why did the team start Mr. Evans on oxygen therapy?

The team started Mr. Evans on oxygen therapy because he reported feeling short of breath and having difficulty breathing, indicating a need for respiratory support.

What was the team's response when Mr. Evans' heart rate became elevated and abnormal?

When Mr. Evans' heart rate became elevated and abnormal, the team decided to administer morphine for pain relief and prepare to administer a shock to correct the heart rate.

What kind of shock was administered to Mr. Evans and why?

A mild shock (defibrillation) was administered to Mr. Evans because his heart rate was too high and irregular, and the team aimed to reset it to a normal rhythm.

What did the team do when Mr. Evans went into asystole (no heart rate)?

When Mr. Evans went into asystole, the team started CPR and continued with chest compressions, while one team member prepared an Ambu bag for ventilation.

How did the team confirm Mr. Evans' heart rate had returned to normal?

The team confirmed that Mr. Evans' heart rate had returned to normal when it began to decrease from its elevated state after the defibrillation, and they observed that he regained a pulse and started responding.

What role did each team member play in the simulation?

In the simulation, the medical student took the lead in gathering patient history, the pharmacists contributed to medication management, and the nurse helped with monitoring vital signs and assisting in patient care, including administering oxygen and preparing for defibrillation.