Clinical Reasoning Cycle for Mr Cyril Smith's Case

This document provides a complete Clinical Reasoning Cycle for Mr Cyril Smith's case, including a description of the patient situation, collection of cues and information, processing of information, relating and inferring, and answering critical thinking questions. It also discusses the importance of effective therapeutic communication and what the author has learned from the assessment.

ATHC 1 Assessment Three (3) template
Student Name:
Student Number:
Tutor Name:
Patient Name:
Complete the following table using information from Mr Cyril Smith’s story
Clinical Reasoning Cycle
Consider the patient situation
In this section, providea
relevant and concise
description of your
observation of the context
and patient situation.
 While considering the patient Mr Cyril Smith’s condition
several aspects should be noted.
 The patient had admitted in the hospital after being
diagnosed with Bowel cancer.
 The vital signs of the patient mentioned that his airway was
patent and his body temperature, respiratory rate, pulse
rate were normal.
 The blood glucose level was under control and hence no
abnormality was observed.
 The patient did not have bowel and urinated at 9 AM.
 He mentioned of dry mouth and dizziness however, his
level of consciousness was accurate.
Collect cues and/or information
Review / Gather / Recall
Record current information,
new information, knowledge
 The cues from past health condition of Mr. Smith indicated that
patient suffered from diabetes and osteoarthritis.
 Besides this, she suffered from chronic obstructive pulmonary
disease (COPD) and hence, these are the healthcare complications
that the patient suffered from healthcare complication.
 Further, it was seen that due to his bowel cancer surgery, that is
schedules the day after this assessment, he was not provided with
food and drink.
 Hence these are the complications that indicated the critical
healthcare complication of the patient.
Process Information
Interpret
Analyse data and come to
understanding of
signs/symptoms
his blood pressure was low (90/55) as he was fasting due to his surgery the
next day. Further, he was provided with all the medication so that his
COPD, diabetes, his body temperature and other condition could be
maintained.
Discriminate
Distinguish relevant from
irrelevant information
The irrelevant information in this case study was his smoking related habit,
as this case study did not discuss about the COPD condition of patient.
Further, it was seen that majority of the healthcare complication of the
patient was sue to his prolonged diet and lack of hydration. As these are the
primary risk factors that could lead to bowel cancer.
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Relate &Infer
Cluster cues, make
deductions or form opinions
it was seen that the COPD and diabetes condition of the patient were
normal and hence no such critical healthcare condition arise when he
admitted in healthcare facility, his primary concern was the bowel cancer
and hence, intervention for this should be provided to the patent.
Match
Match current situation to
past situations
His COPD condition was controlled due to the application of Salbutamol.
Further his temperature and diabetes condition was also controlled through
the application of paracetamol and metformin. Due to his controlled diet,
weight and physical activities, he was able to maintain his activities of daily
life. Hence, these are the aspects that should be assessed for the
identification of healthcare priorities.
Predict
Predict an outcome
Improper medication and identification of healthcare complication, it could
increase the health complication of patient and make him prone to suffer
from critical dehydration and fall.
Identify problems / issues
Synthesise facts and
interferences and make a
definitive nursing diagnosis
after complete analysis of the process, it was seen that due to the past
healthcare complication, and current healthcare complication, Risk of fall
and risk of dehydration could lead to critical healthcare condition in the
healthcare condition of Mr. Smith.
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Critical thinking questions
Identify and discuss two factors that can contribute to safe medication practices (provide
references) 100 words
1 Application of patient education and health literacy is one of such condition that could lead
to effective and safe medication among patients that are suffering from critical health
conditions. As per Truong, Paradies and Priest (2014), proper patient education and training
are aspects that could decrease the rates of medication complication.
2 The second aspect that could contribute to the effective and safe medication practice is the
application of effective communication among nursing professionals so that they could
communicate the dose important for patient’s improvement to each other and risk factors
related to medication error medication gap could be reduced (Kiani Masimo 2014).
Outline the importance of effective therapeutic communication and how it relates to person centred
care (provide references) (200 words)
Therapeutic communication, as per Arnold and Boggs (2019) is an effective communication
technique among the important stakeholders of the care process. As per Iuga and McGuire
(2014), the three primary stakeholders of the care process, the healthcare professional’s patients
and their family are interconnected with each other due to the application of therapeutic
interventions. With the application of therapeutic communication, healthcare professionals are
able to make effective communication with patients so that patients could be provided with
effective healthcare literacy and information of preventive measures so that patients could be
provided with effective treatment and preventive measures. Further, it was seen that application of
therapeutic communication process helps the patients to develop trust and belief on the care
process and then they could support the healthcare professionals for their interventions (Kiani &
Masimo 2015). As per Betancourt (2016), if the patients are not provided with effective and
therapeutic communication process, they do not understand the importance of the interventions
and preventive measures. Eventually, their health condition worsens (Arnold and Boggs 2019). In
this case study discussion of Mr. Smith, it was seen that RN Cameron and his healthcare
therapeutic communication was ineffective because the patient dies not understand any of his
questions due to higher percentage of medical terms and due to this the patient informed the
nurse with wrong information. Hence to avoid such condition and implement patient centred care,
it is important to implement the therapeutic communication process (Kiani Masimo 2014).
What have you learned from this assessment? What actions will you take into clinical practice as a
result of what you have learned?(provide references) (200 words)
From the detailed analysis of the case scenario and the clinical reasoning cycle Dalton, Gee and
Levett-Jones (2015), I was able to understand two of the important aspect of healthcare process
presence of which could increase the patient’s recovery. The first aspect was associated to the
application of care priority for each of the patients that are suffering from critical healthcare
complication, so that with application of my own understand of their health condition, I could
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provide the best possible intervention to the patient. Whereas, the second aspect would be
application of effective communication as in this case study analysis, communication evolved as
one of the critical aspect that was mission. Hence, these are the two aspects that learned from the
process.
Within these, I would be applying effective communication in critical healthcare conditions as
without these I would not be able to make the patient aware or increase his healthcare literacy
(Liou et al. 2016). Hence, I would be utilising the healthcare effective communication so that I
could implement effective healthcare interventions with the trust and belief of the patient and
moreover their support so that they could achieve effective healthcare interventions.
References
Arnold, E.C. and Boggs, K.U., 2019. Interpersonal Relationships E-Book: Professional
Communication Skills for Nurses. Saunders.
Betancourt, J.R., Green, A.R., Carrillo, J.E. and Owusu Ananeh-Firempong, I.I., 2016. Defining
cultural competence: a practical framework for addressing racial/ethnic disparities in health and
health care. Public health reports.
Dalton, L., Gee, T. and Levett-Jones, T., 2015. Using clinical reasoning and simulation-based
education to'flip'the Enrolled Nurse curriculum. Australian Journal of Advanced Nursing, The, 33(2),
p.29.
Iuga, A.O. and McGuire, M.J., 2014. Adherence and health care costs. Risk management and
healthcare policy, 7, p.35.
Kiani, M.J.E., Masimo Corp, 2015. Avatar-incentive healthcare therapy. U.S. Patent Application
14/571,286.
Liou, S.R., Liu, H.C., Tsai, H.M., Tsai, Y.H., Lin, Y.C., Chang, C.H. and Cheng, C.Y., 2016. The
development and psychometric testing of a theory‐based instrument to evaluate nurses’ perception
of clinical reasoning competence. Journal of advanced nursing, 72(3), pp.707-717.
Truong, M., Paradies, Y. and Priest, N., 2014. Interventions to improve cultural competency in
healthcare: a systematic review of reviews. BMC health services research, 14(1), p.99.
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