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3/28/2017
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Pharmacology Classroom to Simulation: A Case Study Approach
Pharmacology Classroom to Simulation: A Case Study Approach
Bonnie Todd, MSN, APRN, FNP‐BC, CNE
Core ConceptsCore Concepts
Core ConceptsCore Concepts
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Concept DetailConcept Detail
Knowledge
SkillsAttitudes
Learning Objectives: Learning Objectives:
Discuss case studies as an evidenced based learning strategy to increase critical thinking.
Create simulations based on classroom case studies, derived from program outcomes and learning objectives (LO).
Discuss the relationship between the Nursing Process (NP) and simulation.
Develop critical thinking through case studies, pre‐simulation activities, and evolving scenario.
Generate anticipatory thinking/planning with unexpected scenario events.
Integrate simulation objectives with post‐simulation evaluation.
Our Tools
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Integration of OxygenationIntegration of Oxygenation
A 70‐year‐old female came to the hospital 2 days ago for recurrent exacerbation of heart failure. She weighs 158 lbs and is 5’ 8” tall. She has IV access in her left forearm and is on oxygen at 2 L per nasal cannula. When you assess the patient, she is sitting on the side of the bed and appears to be short of breath. She tells you that she has just returned from the bathroom. She is sweating and her nasal cannula is laying on the bedside table.
Which action should you take first?A. Replace the oxygen.B. Take his vital signs.C. Call the Rapid Response Team.D. Sit him up in a bedside chair.
CASE STUDY
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During the evening shift, the patient has a bedside echocardiogram which reveals an ejection fraction of 30%.
Based on this finding, which medications might the provider order? (Select all that apply.)
A. Lisinopril (Zestril) 5 mg PO daily
B. Ibuprofen (Advil) 200 PO mg twice daily
C. Multivitamin 1 PO each day
D. Furosemide (Lasix) 20 mg IV push daily
E. Digoxin (Lanoxin) 0.25 mg PO daily
• The doctor orders a treatment plan for this patient: • Start dobutamine 3mg/kg/hr IV• Furosemide (Lasix) 40 mg IV stat•Digoxin 0.5 mg orally now, then 0.125 mg every six hours for 3 doses• ECG before last two doses•Morphine 2 mg IV now, then every 2 hours PRN•Oxygen 4L/min NC
Birth of Pharmacology Simulation
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Dr. orders: Change furosemide to IV 60 mg/BidContinue carvedilol, lisinoprilStart IV Milrinone as follows: 50mcg/kg over 10 min, followed by IV at 0.5mcg/kg/min.
Case StudyJulia a 70 year old female, has been in the hospital for 1 wk. for treatment of HF. She is on carvedilol, lisinopril, furosemide, and K+, all orally with little improvement and in fact this am had HR R
Wt. gain 7lbs., 3+ pitting edema, pulse ox @ 91%
Group 1
oDescribe the effects of the medications Julia is receiving for HF.
Group 2
oWhat lab values will you monitor while on Milrinone?
Group 3
oJulia is better but c/o “skips”. Is there a concern? What should the RN do?
Pharmacology Simulation: TailoredPharmacology Simulation: Tailored
• Case Study
• Transformation
•Outcomes
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TransformationTransformation
Pharmacology Scenario: CHFPharmacology Scenario: CHF
• Julia Inskeep is a 70 year old female who presents to the Emergency Room with a 2 week history of increasing shortness of breath. Doctor has seen her. She is sitting on the exam table and is short of breath with edematous lower extremities. Telemetry floor has been notified of admit, and they ask if we can wait until after shift change to bring the patient. In the meanwhile, RN can reassure patient, review medications and history, initiate patient teaching, and discuss reasons for admission. Review Lab values, and medication interactions recommended as topics for inclusion in discussion with patient. It is Saturday at 1430.
•
• RN report: Need to call report to floor after change of shift.
Pharmacology Scenario: CHFPharmacology Scenario: CHFPast Medical History including Social History Surgical History
Total hip replacement (L), 2009
Cholecystectomy 1984
Past Medical History:
Angina
Atrial Fibrillation with successful cardioversion 2010
Hypertension
Hyperlipidemia
Social History:
Retired school teacher
non‐smoker
non‐drinker
Denies caffeine
Denies illicit drugs
lives with her daughter and family (in downstairs apartment)
Current Medications
Digoxin 0.125 mg by mouth daily
Lisinopril 10 mg by mouth daily
Hydrochlorothiazide 25mg by mouth daily
Isosorbide Mononitrate 30mg by mouth daily
Atorvastatin 10 mg by mouth at bedtime
ASA 81 mg by mouth
History of Current Illness
About 2 years ago patient began to experience abnormal fatigue and exertional dyspnea. Her daughter took her pulse and was alarmed that it was weak and irregular. Provider evaluation
included EKG, which showed atrial‐fibrillation. Provider began warfarin and quinidine planned to do DC Cardioversion when patient therapeutic. Cardioversion was successful in restoring sinus
rhythm; patient was started and maintained on digoxin with the warfarin stopped a month ago and aspirin started. HTN and dyslipidemia are well controlled on current medications. When patient
began to have recurrent symptoms of dyspnea and orthopnea, she worried that the A‐fib was back; she doesn’t really understand the recurrent A‐Fib, and CHF wondering why it would happen to
her.
Vital Signs, Ht and Wt 148/88, 112, 24, 97.6ᵒF, 90% on room air. Ht: 68 in. Wt: 158 lbs. BMI: 24.02
Physical Assessment Slightly labored breathing, adventitious sounds all fields, irregularly regular HR, BLE 2+
Labs (abnormals) K+ 3.1, Digoxin level <0.1ng/mL, BNP 125
Diet 2gm Sodium. Tries to comply with diet
Dr Orders Admit to telemetry
Digoxin 0.25mg PO x1 (loading), on admission after KCl infused
Digoxin 0.125mg PO daily; HOLD for HR<60
Isosorbide Mononitrate 30 mg PO daily
Atorvastatin 10mg PO daily @hs
KCl 20mEq IVPB x1 on admission recheck K+ and call provider
KCl 20mEq PO daily
Daily EKG
Daily Weight
Dig level in 6 hours
BNP (B‐type Natriuretic) now and in am
CMP in am
Oxygen 2 liters nasal cannula to keep oxygen saturation at or above 92%
Chest x‐ray now
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Pharmacology Simulation Scenario Scenario
Core Concept(s):
Medication Focus:
Desired Behaviors:
Student will:
Overview:
RN report:
Scenario time:
Pharmacology Simulation ScenarioPharmacology Simulation ScenarioTiming
(approx)/Monitor Settings
Instructor Cues Desired Behaviors Manikin/Pt
Responses
Stage 1: Introduction/Assessment
Pain:
T:
P:
R:
BP:
Cardiac Rhythm:
Breath Sounds:
Heart Sounds:
Abd Sounds:
Other sx:
5 minutes
Introduce self
Wash hands
Identify pt (2 identifiers)
Check VS
Assessment
Role member providing cue:
Stage 2: Intervention
minutes
Stage 3: Evaluation
minutes
NSG374 Scenario Progression Outline
Pharmacology Simulation ScenarioDesired Behaviors and Outcomes:
Behavior Criteria Rating Comments
Met Not Met
SafetyHand Hygiene
Introduces Self Clearly
Id’s patient utilizing 2 identifiers
Checks allergy band
Recognizes safety needs accurately, if appropriate
AssessmentCompletes Focused Physical Assessment
Evaluates Relevant Lab Findings
Recognizes medication actions and indications accurately
Recognizes significant potential interactions
InterventionTeaches medication administration with clarity
Explains significant potential interactions
Notifies physician, if indicated
EvaluationEvaluates pt’s response to interventions with depth
Evaluates effectiveness of education with breadth
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Questions, Comments???
ConclusionsConclusions
Elements of Critical ThinkingElements of Critical Thinking
Interpretation &Inference
Interpretation &Inference
ConceptsConcepts
PointsOf
View
PointsOf
View
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Critical Thinking Chart Review FormCritical Thinking Chart Review Form
Simulation Critical Thinking Chart Review
1. What is your focused assessment and what questions do you need to ask?
2. Analyze the patient’s labs. List and interpret abnormal findings.
3. Trend the patient’s vital signs and I and O. What do you conclude based on the information?
4. Based on the information you have obtained from the chart (flow sheet, medication record, nurse’s notes, physician’s orders, labs and diagnostic reports, and nurse’s
admission), list and prioritize the concepts.
Chart Review Form ContinuedChart Review Form Continued
5. Based on the patient’s information, what are your assumptions and what is your plan of care for the day?
6. What psychosocial issues affect the patient’s discharge? Be specific. Who do you need to involve with the discharge planning?
7. Review the patient’s medications. Include mode of action, safe dose, side effects and nursing actions.
Questions, Questions, Questions Questions, Questions, Questions
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References• Baker et al (2012) British Journal General Practice; DOI: 10.3399/bjgp12X625175.
• Education Management Solutions (2014); [email protected].
• http://www.nursingsimulation.org/article/S1876‐1399(13)00075‐3/fulltext
• Gulanch, M., Meyers, J. (Eds.) (2017) Nursing Care Plans, 9th ed.
• Jefferies, P. R. (ed.) (2007). Simulation in Nursing Education: From Conceptualization to Evaluation. New York, NY: National League for Nursing.
• Jefferies, P. R., & Rizzolo, M.A. (2006). Designing and implementing models for the innovative use of simulation to teach nursing care of ill adults and children: A national, multi‐site, multi‐method study. New York: National League for Nursing.
• Kyle, R. R., Murray, W. B. (Eds.) (2008). Clinical Simulation: Operations, Engineering and Management. Burlington, MA: Academic Press.
• Wilson, Linda (2013). Learning with Simulation. In Wittmann, Price, Godshall, Wilson (Eds.), Certified Nurse Educator Review Manual.