Briefing 3 0

Summary

The script outlines a healthcare simulation training session focused on managing a patient with intestinal obstruction. It emphasizes the importance of treating the simulation as a real clinical scenario, encouraging participants to learn from mistakes within a non-threatening environment. The session includes familiarization with equipment, patient assessment, and intervention. Roles are assigned, and participants are encouraged to take detailed notes for debriefing. The training aims to enhance nurses' knowledge and skills in handling patients with intestinal problems, such as dehydration and potential shock.

Takeaways

• 🧑‍⚕️ The simulation is a safe, non-threatening learning environment where mistakes are acceptable and are part of the learning process.
• 👀 The participants are encouraged to suspend disbelief and treat the simulation as if it were a real clinical scenario.
• 🔍 Participants should familiarize themselves with the room and equipment, including the monitor, speaker, and medication cart.
• 📊 Vital signs can be obtained by taking a patient's bioscience, and the simulation will reflect the patient's condition accordingly.
• 📞 A functional telephone is available for calling resources or receiving calls with additional information from outside sources.
• 💻 Portable computers are used to access patient information, and in this case, it's through a system called 'Doctor Care'.
• 💊 The medication cart is traditional and not computerized, and participants should explore it to know where medications are located.
• 📚 A drug handbook is available for reference in case participants are unfamiliar with any medication.
• 👥 Roles are assigned for the simulation, including primary and secondary nurses, patient care technician, family member, and observer.
• 📝 Observers are tasked with taking detailed notes on the simulation, including assessments, interventions, and reactions of all involved.
• 🎯 The main objective of the simulation is to care for a patient with intestinal problems, specifically focusing on small bowel obstructions and their management.

Q & A

What is the primary purpose of the simulation described in the script?

The primary purpose of the simulation is to provide a non-threatening learning environment where participants can practice and learn clinical scenarios with real patient care, including making mistakes and learning from them.

Why is it important for participants to be familiar with the room and equipment in the simulation?

Participants need to be familiar with the room and equipment to ensure they can effectively engage in the simulation, just as they would in a real clinical setting. This includes knowing where to find vital equipment and how to use it.

What is the significance of the statement 'what happens in this simulation stays in the simulation'?

This statement emphasizes that the simulation is a safe space for learning where mistakes can be made without fear of real-world consequences, encouraging participants to be fully engaged and learn from their experiences.

How does the simulation prepare participants for real clinical scenarios?

The simulation prepares participants by mimicking real clinical scenarios, including patient vital signs, equipment use, and the ability to perform interventions, which helps to bridge the gap between training and real-life patient care.

What is the role of the telephone in the simulation?

The telephone in the simulation serves as a tool for participants to request additional resources or information from outside, simulating the real-world practice of calling for assistance or information during patient care.

Why is it necessary for participants to take vital signs in the simulation?

Taking vital signs is necessary to simulate the initial assessment of a patient's condition, which is a critical step in real clinical practice and helps to inform the care plan.

What does the term 'dissemination' refer to in the context of the simulation?

In the context of the simulation, 'dissemination' likely refers to the process of sharing information and findings from the simulation with the broader team or for educational purposes.

What is the role of the primary nurse in the simulation?

The primary nurse is responsible for leading the care of the patient in the simulation, making decisions, and directing the care plan, while also ensuring that the objectives of the simulation are met.

How can the simulation be ended by the participants?

The simulation can be ended by the participants if the primary care nurse decides that all objectives have been met and the care for the patient is complete, or if they choose to end it based on their assessment of the situation.

What is the expected outcome for patients with intestinal obstructions as mentioned in the script?

Patients with intestinal obstructions may experience dehydration, fluid and electrolyte imbalances, and potentially hypovolemic shock, requiring careful monitoring and appropriate interventions such as hydration.

Outlines

00:00

🏥 Simulation Introduction and Setup

The speaker welcomes participants to a clinical simulation focusing on patient Sam Checkers. The session emphasizes that mistakes are acceptable as part of the learning process within this non-threatening environment. The speaker instructs participants to familiarize themselves with the room and equipment, including a monitor for vital signs, a speaker, and a third monitor. They also mention a working telephone for calling resources and a computer with patient information accessible through 'Doctor Care.' The mannequin patient is described as responsive, with observable breathing and vital signs that can be measured. The speaker reminds participants to check the medication cart and drug handbook before starting the simulation and outlines various roles for participants, including primary and secondary nurses, a patient care technician, a family member, and observers. The observers are tasked with taking detailed notes on the scenario for debriefing purposes.

05:04

📚 Roles Assignment and Simulation Objectives

The speaker discusses the assignment of roles, suggesting a primary nurse, secondary nurse, patient care technician, family member, and observer. They ask for volunteers or propose drawing lots to assign roles but ultimately decide on assignment. The primary nurse is identified by the speaker, and secondary roles are filled. The speaker outlines the responsibilities of each role, emphasizing that the secondary nurse should report to the primary nurse and that observers should take detailed notes on the scenario, including assessments, interventions, and reactions of all involved. The speaker reviews the objectives of the simulation, which include caring for a patient with intestinal problems, specifically focusing on small bowel obstructions. They discuss the potential complications of intestinal obstructions, such as dehydration, fluid and electrolyte imbalances, and the risk of hypovolemic shock, and ask participants to recall their knowledge on how to hydrate such patients.

10:05

📝 Reviewing Knowledge and Preparing for the Simulation

The speaker acknowledges the participants' prior knowledge about caring for patients with intestinal obstructions and encourages them to apply this knowledge during the simulation. They confirm that the participants understand the importance of hydration and other care measures for such patients. The speaker checks for any final questions before commencing the simulation, ensuring that everyone is ready to proceed.

Keywords

💡Simulation

Simulation in this context refers to a mock or artificial environment designed to replicate real-world clinical scenarios for educational or training purposes. It is a key component of the video's theme as it sets the stage for the learning environment where participants can practice and make mistakes without real-world consequences. The script mentions 'simulation guidelines' and the importance of treating the simulation as a 'non-threatening learning environment,' highlighting the role of simulation in medical training.

💡Vital Signs

Vital signs are a group of measurements that provide an overview of a person's health and are typically taken during a medical examination. They include heart rate, blood pressure, respiratory rate, and body temperature. In the video, vital signs are mentioned as a starting point for assessing the patient, indicating the importance of these measurements in determining the patient's condition and guiding further care.

💡Bioscience

Bioscience, in the context of the video, likely refers to the process of taking biological measurements, such as vital signs, which are essential for patient assessment. The script mentions that 'there are no vital signs' if bioscience is not taken, emphasizing the need for active participation in the simulation to gather patient data.

💡Mannequin

A mannequin in this context is a lifelike model used to simulate a patient in a training scenario. The video script mentions that the mannequin will be able to provide information for assessment and communication, indicating its role in mimicking a real patient's responses to allow for a more realistic training experience.

💡Intestinal Obstruction

Intestinal obstruction refers to a condition where the normal flow of the contents of the intestine is blocked. This is a medical condition that is discussed in the video as a potential scenario for the patient, Sam. The script mentions that the participants should be familiar with the care of patients with intestinal problems, highlighting the importance of understanding the symptoms and treatment of such conditions.

💡Dehydration

Dehydration is a condition that occurs when a person loses more fluids than they take in, leading to an imbalance in the body's water levels. In the video, dehydration is mentioned as a potential consequence of intestinal obstruction, emphasizing the need for proper hydration as part of patient care. It is a critical aspect of patient assessment and treatment in the context of the simulation.

💡Fluid Electrolyte Imbalance

Fluid electrolyte imbalance refers to a disruption in the body's normal balance of fluids and electrolytes, which are essential for various bodily functions. The video script mentions that patients with intestinal obstructions can have fluid electrolyte imbalances, such as imbalances in potassium, sodium, and chloride, which are crucial for the participants to recognize and manage during the simulation.

💡Hypovolemic Shock

Hypovolemic shock is a life-threatening condition that occurs when there is a significant loss of blood volume or other body fluids, leading to inadequate blood flow to vital organs. The script mentions hypovolemic shock as a potential complication for dehydrated patients, underscoring the severity of dehydration and the importance of prompt and appropriate intervention.

💡Medication Cart

A medication cart is a mobile storage unit used to transport and store medications in healthcare settings. The video script instructs participants to familiarize themselves with the medication cart before starting the simulation, indicating that it is an essential resource for accessing medications needed for patient care during the scenario.

💡Drug Handbook

A drug handbook is a reference guide that provides information on medications, including their uses, dosages, and potential side effects. The video script encourages participants to consult the drug handbook if they are unfamiliar with a medication, emphasizing the importance of accurate medication knowledge in patient care.

💡Roles

Roles in this context refer to the various positions or responsibilities assigned to participants in the simulation, such as primary nurse, secondary nurse, patient care technician, family member, and observer. The script discusses assigning roles and staying true to them, highlighting the importance of role-playing in creating a realistic and immersive learning experience.

Highlights

Emphasizing the simulation as a non-threatening learning environment where mistakes are acceptable.

Encouraging participants to be engaged and to suspend disbelief for a realistic clinical scenario.

Introduction of the importance of familiarizing oneself with the room and equipment for effective simulation.

Explanation of how to use the monitor to check patient vital signs after taking them.

Mention of the availability of a speaker for communication and a third monitor in the room.

Highlighting the presence of a status cope and sets hold for additional simulation tools.

Description of a functional telephone for calling resources and receiving calls with role-play.

Introduction of portable computers for accessing patient information, specifically 'doctor care'.

Guidance on how to use the mannequins for patient assessment and communication.

Expectation for participants to provide interventions based on patient conditions.

Direction to explore the medication cart for familiarization with medication locations.

Recommendation to consult the drug handbook for medication unfamiliarity.

Discussion on assigning roles through assignment, volunteering, or drawing lots.

Clarification of roles for primary and secondary nurses, patient care technician, family member, and observer.

Instructions for observers to take detailed notes on the simulation for debriefing purposes.

Review of objectives focusing on the care of patients with intestinal problems, specifically intestinal obstructions.

Discussion on the potential complications of intestinal obstructions such as dehydration and electrolyte imbalances.

Highlighting the importance of hydration and monitoring for patients with intestinal obstructions.

Final readiness check and confirmation of participants' understanding before starting the simulation.

Transcripts

so welcome to our simulation for today

today we are going to take care of our

patient Sam checkers and our first

thought for today is to remember our

simulation guidelines and to think of

simulation as a non-threatening learning

environment and therefore your mistakes

would be ok it's ok to have mistakes and

dissemination what happens in this

simulation stays in the simulation I

want you to be engaged and to suspend

your disbelief and think of this

simulation as your real clinical

scenarios and real patients that you see

in the clinical area if you have any

questions so far

then I would like you to be familiar

with the room look around you and know

what you see but we have in the room and

I need you to be very familiar and be

comfortable with the equipment that you

see

so we have our monitor over there and

you will see your patient's vital signs

but you would have to take your patients

vital signs in order for you to see

vital signs if you don't take bio

science of course there are no vital

signs so that's the first step that you

need to do in order to get their vision

final time and you will be able to use

sound it but this for taking vital signs

you have your speaker in order and we

have a third monitor in the room we have

it right there and I suppose you have

your status cope and I see your sets

hold with you

we also have a telephone

that works pretty words so if you need

to call any resource from outside it

will work we do have a directory well of

course there's only one number there but

you need to indicate who are you calling

in order for us and be able to provide

you with the right information so if you

need to call your doctor or any position

if you call the lab nutritionist or even

your nurse manager or charge nurse the

phone will work for you we can also call

you here so if we will have information

additional information for example say

from the lab and we will call you in the

room and we'll give you the information

so that's your telephone networks and

then of course in real clinical

scenarios we are now using our portable

computers or whatever we call them today

house time to look like poly cows and we

have that the order for you to be able

to access the information of our patient

online so if you open your computer and

for today we're using doctor care all

the information that you would like to

know about our patient is in doctor care

and it's open for you our mannequin of

course will be able to provide you with

a lot of information that he would be

for your assess

and communication our patient here Sam

it's breathing right now so you're

looking at chest rise and fall

if you would like take your oscillate I

should say your heart sounds lamb sound

style sounds and our patient will also

be able to provide you pulses so you can

actually put a NSS pulses if you have to

do our patients also linking we will be

expected to provide intervention

intervention for our patients in this

scenario and therefore you will need to

take a look at the medication cart

before we start a scenario in order for

you to get familiar with where these are

and the medication cart outside is

usually just like any medication cart

that we would see in the hospital

setting although right now it's probably

changing because we have the computers

medications and in most hospitals so for

today we don't have a computerized

medication system we have our

traditional medication cart outside okay

so please take a look at that the cart

explore the cart before we start the

simulation so you know where things are

we also have a drug Handbook if you are

not familiar with the medication that

you're going to get feel free to consult

your medication or drug handbook

okay and rolls of course I know you love

to be nurses in sanitation there are two

ways that you can do this I can give you

your assignment you can volunteer or or

third way we can draw lots

how do you want us to do this I can

probably assignment okay so I have the

permission to do that

so I would need a primary nurse for this

scenario and since you're wearing your

lab coat and you are wearing your status

coke I would suggest you be the nurse

for the day which one okay find a nurse

secondary nurse okay and we have

priority or or patient care technician

we have family member and we have

observer

so rolls I would like you to stay true

to your roles as a secondary nurse you

are going to be report to the primary

nurse and then your shift is over

so therefore after leaving record you

become an observer so as observers I

need you to take down notes very

specific notes as to what's going on

what is happening or what are happening

in the room the specific assessment

activities interventions reactions of

patients reactions of family members and

also just overall what are you thinking

you can also check down those of what

are you thinking you think what do you

think is happening right what do you

think is happening

wrong or what are the things that would

have to be improved for the next time so

take know and think most and and write

them down if that will help you remember

them during the debriefing so do you

have any questions about your roles we

will go through the simulation and we

are usually going to go you usually need

a lot 30 minutes for the scenario to run

however we can also end the simulation

depending on whether we see that the

objectives are met or not or you can end

the simulation yourself so for example

if you are the primary care nurse and

you say everything is done and it's over

and by I'll see you later

so that also indicates to us that you

think that the same

are you is over and that you've met your

objectives or the caring for the station

so there are several ways to end the

scenario we can edit you can end it and

so let's review our objectives so we

gave you time to sort of get together

earlier in order for you to ya just

share information about the care of a

patient with intestinal problems one of

the more common intestinal problems that

we have among our patients is small

bowel obstructions or just intestinal

obstruction make it could be large bowel

obstruction small bowel obstruction but

just follow obstruction in general so

what do you remember about the

intestinal obstruction did you be

dehydrated it can have fluid electrolyte

imbalances in Russia potassium sodium

chloride it just water also okay and

what else would be expected problems of

patients with patients who are coming up

patients who are dehydrated and what

that's gonna happen type of ownership

they can going through hypovolemic shock

okay and and therefore s nurses so what

do we do to hydrate

let's say man I'm guessing first and see

how they blow and forgot to slowly okay

so very good so I see that you have a

prior knowledge about the taking care of

patients with these types of problems so

keep that in mind as we go into the

dissemination and do what you need to do

okay very good questions okay so are we

ready

you