Emma Gee's Stroke Recovery Journey

This nursing assignment delves into Emma Gee's experience following a stroke at age 24. It examines her struggles with activities of daily living (ADLs), speech difficulties (dysarthria), and psychological trauma. The SBNC model is used to understand and address these challenges, highlighting the importance of patient-centered care and multi-professional collaboration in Emma's recovery journey.

Nursing Assignment 1
NURSING ASSIGNMENT
By Name
Course
Instructor
Institution
Location
Date

Nursing Assignment 2
The life of Emma Gee changed when she became a stroke victim at the age of 24 and her
childhood charming life was changed to dependant on medical systems for the basics such as
movement ,and other life activities this what lead to the introduction of NBNC model which
was to support her in her day to day activities.
Focuses on Emma's critical transitions;
The difficulties which Emma developed which made it difficult for her to carry out her day to
day activities such as walking.
She developed dysarthria or dysphasia. She also developed psychological distress as a result
of her long stay in hospital which was a very horrifying experience. After the critical
transition focused on the three main points which were discussed above in the case of
Emma’s life .the main purpose was to address the following:
1. The challenges which Emma experiences in her day to day activities as a result of ADLs
post strokes.
2. The condition of dysarthria which Emma developed which resulted in deficits in her
speech.
3. The mental and emotional trauma which Emma underwent through due to the stroke.
Developments in the care planning for Emma supported the use of SOAP framework as to
come up with a health care planning which was to ensure that Emma was not experiencing a
wide range of challenges. The detailed SBNC plan was developed in regards to the three
critical transitions which Emma was undergoing through, the detailed plans were as follows;
1. Difficulties which were associated with ADLs post strokes such as swallowing, the deficit
in speech, the deficit in sensory balance and left side paralysis were found to be the main

Nursing Assignment 3
causes of the challenges which Emma was facing. Due to the deficit of speech Emma found it
very difficult to convey basic needs.
2. The deficit of speech. The therapist who deals with dysphasia had recommended her to a
communication board so as to let her point to any pictures but due to the condition of ataxia
which she had developed, it was difficult for her too to point the pictures.
3. Emma’s psychological distress which she developed while she was staying in the hospital.
Objective of data
1. ADLs all the deficits which such mobility deficits, speech deficits and double incontinence
where all found after the medical examination which Emma underwent after the stroke.
2. Speech difficulties were as a result of conditions such as dysarthria and ataxia which she
developed.
3. Psychological distress; There was no medical diagnosis which was to prove that there was
a mental and emotional distress which occurred after Emma’s devastating stroke.
Assessment
1 ADLs issue; there was a need for offering immediate support to Emma’s condition of
ADLs so as to enable Emma to be able to carry out her day to day activities.
2. Speech in difficulties due to the development of the condition of dysphoria to Emma
requiring special ways and modes which was to enable her to communicate with all those
who were near her and also to enable her to convey about her needs.
3. Psychological distress .tools which are used in an evaluationt5he level of distress which
Emma suffered after the stroke. The level of trauma was assessed so as to stop further distress
which Emma would suffer from.

Nursing Assignment 4
The multi-professional collaboration was necessary to identify the resilience strengths and
skills of Emma and the level support which Emma may require that was the only way through
which the ADLs were to be addressed.
It was of great importance through which to take the feedback of Emma on the preference on
the equipment which she would prefer using before they are purchased. The environment
which surrounds Emma was to be modified according to her preferences and also the
equipment which she was to use so as to avoid further injuries and complications.
Emma was to be taught non-verbal techniques by the SBNC plan because the communication
board did not teach her any form of communication which was to support her to
communicate, the nonverbal techniques which she was to be trained included the use of
gestures and touch to bodies which are near to her. It was revealed that the biomedical model
of care was strictly followed in Emma so as to avoid other biological ailments but the model
did not focus on the strength of patients during the care due to that the centeredness of the
patient was missing since there were no feedbacks which were concerning the model. Emma
was more satisfied with the care which was provided by the SBNC model because the model
focused mainly on the factors which were relating to the well-being of the patients.

Nursing Assignment 5
References:
Alway, D., 2016. Stroke Essentials for Primary Care: A Practical Guide. 1st ed. Chicago:
Springer Science & Business Media.
Barnett, A. H., 2014. Diabetes: Best Practice & Research Compendium. 2nd ed. London:
Elsevier Health Sciences.
Congress, 2011. Congressional Record, V. 150, PT. 9, June 2, 2004, to June 16, 2004. 3rd ed.
New York: Government Printing Office.
Harvey, R. L., 2016. Stroke Recovery and Rehabilitation. 4th ed. Berlin: Demos Medical
Publishing,
Rymer, M. M., 2015. The Stroke Center Handbook: Organizing Care for Better Outcomes,
Second Edition. 2nd ed. London: CRC Press.
Smith, G. W., 2013. Care of the Patient with a Stroke: A Handbook for the Patient’s Family and
the Nurse. illustrated, revised ed. Texas: Springer.