Briefing 3 0
Summary
TLDRThe 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
🏥 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.
📚 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.
📝 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.
Mindmap
Keywords
💡Simulation
💡Vital Signs
💡Bioscience
💡Mannequin
💡Intestinal Obstruction
💡Dehydration
💡Fluid Electrolyte Imbalance
💡Hypovolemic Shock
💡Medication Cart
💡Drug Handbook
💡Roles
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
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