This article discusses the clinical reasoning cycle for Mr. Robert Brown's case who suffered from internal injury in the brain after being hit by a car. It includes cues, review, interpretation, problem identification, goal establishment, and evaluation of care provided.
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Scenario 2: Robert Brown Consider the patient situation Mr Robert Brown is a 30 year old male who was hit by a car that failed to give way whilst he was crossing at a pedestrian crossing. The impact caused him to be thrown into a nearby garden bed. Passers-by came to his aid immediately. They helped him up and noticed he was bleeding from a laceration to the back of the head. He sustained no other obvious injuries. An ambulance was called. He has been at hospital for nearly 24 hours and was transferred to your ward overnight. It is now 0800 and you have just come on shift. You enter his room and he seems to be unsure of where he is (requires orientation) and keeps asking other patients the location of his dog (whom Robert was walking at the time of the accident). Collect CuesReview: The next phase of clinical reasoning cycle is reviewing the given information(Gruppen, 2002). The laceration at the back of head was attended. Pain control with Paracetamol No neurological deficit Active bleeding was stopped, wounds were cleaned and dressed. Gather new information (patient assessment): Upon undertaking an assessment of Mr Brown you obtain the followingnewinformation: Vital signs BP: 160/95 Pulse: 111bpm RR: 18 SaO2: 98% Temp 36.6 Other data GCS: 13 (patient seems confused/agitated) and keeps rubbing at his head and mumbling that it hurts. Whilst his movements seem purposeful, he does not obey commands or accurately answer specific questions). There appears to be no GCS documentation since transfer to the ward. Patient in bed opposite refers to Mr Brown and tells you: ‘that poor young bloke, he’s been up half the night. He keeps going on about his dog and gets lost when he goes to the bathroom’ Wound chart: no further documentation evident. However, upon looking at Mr Browns head wound from a distance, dressing appears blood soaked and has partly come off. There are smears of blood on his pillow. Recall: The condition of Mr Browns suggests that he is having difficulty in functioning, sleeping, understanding and sleeping. The condition signifies that he might have developed cerebral haemorrhage after being hit by the car. Process InformationInterpret:
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NormalAbnormal Absence of active bleeding No to mild headache Can understand properly and respond to the questions Aware of surroundings and properly oriented Active bleeding seen Moderate to severe headache Difficulty in understanding and responding to questions Confused and disoriented Relate& Infer: Relate the two most significant abnormal findings to the underlying physiology/pathophysiology to justify why it is considered abnormal in this context. Based on your interpretation of all the information/cues presented, form an overall opinion on what may be happening and justify your answer (400 words). When a person is hit on head violently, then loss of cognitive abilities gives few possible diagnoses like haemorrhage. Mr. Brown was a perfectly normal person before the accident but after the accident he had difficulty in understanding what was being said to him and he also failed to obey the commands. It suggests that some of his brain area which is related to the function of comprehension is affected. However, his memory remains intact as he could recall walking his dog. Also he was unaware of his surroundings, he looked confused and disoriented which further suggested a possibility of internal injury of brain as these symptoms would not have appeared if it was only a superficial wound.The bleeding which smeared Mr. Brown’s pillow and didn’t stop suggests an cerebral haemorrhage. In normal condition if it was a superficial wound like thought by the professional, the bleeding would have stopped. But the continuous bleeding suggests that blood is oozing from inside and on accumulation the blood mass can dissect through and compress adjacent brain tissues which can result in neuronal dysfunction. If the haematoma is large or grows to be large if not unattended can raise cranial pressure. Pressure from supratentorial hematomas and the accompanying edema may cause transtentorial brain herniation, compressing the brain stem and often causing secondary hemorrhages in the midbrain and pons (Foresberget. al, 2014). Also, if a rupture of the hemorrhage occurs into the ventricular system, blood can lead to acute hydrocephalus. The hematomas can grow to block the 4th ventricle and may cause acute hydrocephalus, or they can dissect into the brain stem. The hematomas that aremore than3 cm in diameter may cause midline shift or herniation. Herniation, midbrain or pontine hemorrhage, intraventricular hemorrhage, acute hydrocephalus, or dissection into the brain stem can impair consciousness and cause coma and death(Tanner, 2006).The bleeding leads to compression of brain and prohibiting the flow of oxygen-rich blood into the brain tissue. The lack of oxygen can result in brain swelling. The extra pressure created as a result of the reduced oxygen results in death of brain cells. Predict: What may happen to your patient if you take NO action and why? (100 words) Mr. Brown suffers from an internal injury in brain which was not attended to on his admission. He developed a complication possibly a haematoma was developed. The haematoma can grow to be massive if not attended immediately. The developed haematoma will require immediate surgery for its removal and if not operated then the areas of the brain it affects can lose its function. Mr. Brown can become irreversible cognitively impaired, may slip into indefinite period of coma or even die.
Identify the Problem/s Listin order of priorityat leastthreekey nursing problems (not included in word count) 1.Improper wound management 2.Lack of reporting of newly developed symptoms to senior professionals 3.Lack of review of Mr. Brown’s condition in night Establish Goals & Take Action From the above (identify problems), use the top 2 nursing problems identified and foreachof these establishonegoal and thenlist related actions you would undertake, including detailing any relevant nursing considerations(350 words) Problem 1GoalRelated actionsRationale Improper wound managementProviding a proper wound care following all the steps of wound management guidelines. Training should be given to the nurses for proper wound management and a review of wound management should be done regularly. Information regarding wound assessment and care can be provided to the nurse in the form of memo, flyers, etc. The regular training keeps the nurses informed with the updated practices and guidelines of wound management and avoids the chances of error. Problem 2GoalRelated actionsRationale Lack of reporting of newly developed symptoms to senior professionals Development of a formal and effective communication system between healthcare professionals from top-down hierarchy. Involving the policy makers in developing an efficient procedure for enhancing the flow of communication which will include penalty in cases of miscommunication or failing to communicate. Nurses should be made more comfortable in addressing the senior professionals by adopting an open door policy. The breakdown of communication system can result in failure of the organisation. In particular it affects the safety of the patient and violation of his/her rights. Evaluate outcomes& Reflect on new Briefly describe how you would evaluate the effectiveness of the care providedand reflect on how this encounter has informed your nursing practice if you were to encounter a similar situation in the future (150 words).
learning The care provided to Mr. Brown was of substandard nature risking his life and not adhering to the guidelines of patient safety. If the service provision was effective in Brown’s case his case may have been saved from developing complications. However, I learnt from Mr. Brown’s case that no wound should be taken lightly and a proper wound assessment and management should be undertaken. I also believe that it is important to review patients regularly as the patient may develop certain symptoms or develop complications later. It becomes important to communicate and document accurately regarding the condition of the patient so that the doctors can his condition accurately and formulate therapeutic interventions. In future, if I will ever encounter such situation I will ensure that I have assessed the wound properly and will regularly check on the patient or ask the other nurse on shift to check on patient’s condition timely(Meissner, 2011). References Abel, W., & Freeze, M. 2006.Evaluation of concept mapping in an associate degree nursing program.Journal of Nursing Education, 45 (9), pp. 356-364. Allen, G., Rubenfeld, M. G., &Scheffer, B., 2004. Reliability of assessment of critical thinking.Journal of Professional Nursing, 20 (1), pp. 15-22. Banning, M. (2008). The think aloud approach as an educational tool to develop and assess clinical reasoning in undergraduate students.Nurse Education Today, 28, 8-14. Burns, H., O'Donnell, J., &Artman, J., 2010. High-fidelity simulation in teaching problem solving to 1st year nursing students: A novel use of the nursing process.Clinical Simulation in Nursing, 6, 87-95. Chabeli, M. (2007). Facilitating critical thinking within the nursing proces framework: A literature review. Health SA Gesondheid, 12 (4), 69-89. Di Vito-Thomas, P. (2005). Nursing student stories on learning how to think like a nurse.Nurse Educator, 3, 133-136. Duchscher, J. (2003). Critical thinking: Perceptions of newly graduated female baccalaureate nurses. Journal of Nursing Education, 42 (1), 14-27. Ellermann, C., Kataoka-Yahiro, M., & Wong, L. (2006). Logic models used to enhance critical thinking.Journal of Nursing Education, 45 (6), 220-227. Facione, N., &Facione, P. (1996). Externalizing the critical thinking in knowledge development and clinical judgment.Nursing Outlook, 44, 129-136. Facione, P. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. Research findings and recommendations. Ferguson, L., Yonge, O., & Myrick, F. (2004). Students’ involvement in faculty research: Ethical and methodological issues.International Journal of Qualitative Methods, 3 (4), 1-14.
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