Medication nurse on a medical-surgical

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Scenario # 3
A 64-year-old male comes via car to the clinic where you are working. His wife reports he has been having “trouble breathing” for the past several days, but today it is much worse. The client is unable to speak and appears very anxious. His respiratory rate is 48.
What is the priority nursing intervention? (5-10 sentences)

Scenario # 4
A 22-year-old female arrives to urgent care. Her mother reports she thinks the client is having trouble breathing and that it started after she broke up with her boyfriend. The client is crying. Her respiratory rate is 36.
What is the most appropriate nursing intervention? (5-10 sentences)

Scenario # 5
You are the medication nurse on a medical-surgical unit. You arrive to the room of a 28- year-old female who was admitted for opiate overdose and substance abuse disorder. You find the client in bed, unresponsive with a respiratory rate of 4.
What is the priority nursing intervention? (5-10 seconds)

Sample Solution

The priority nursing intervention for the 64-year-old male client who has presented with “trouble breathing” and a respiratory rate of 48 is to assess his airway, breathing, and circulation. To do this effectively, the nurse should first assess the patient’s level of consciousness by asking questions or simply observing him. If he is unable to answer questions or appears confused, drowsy or aggressive it can indicate that there may be an underlying problem with his airway (Weber & Kelley 2018).

Next, the nurse should check vital signs including pulse oximetry readings which will provide information on oxygen saturation levels in order to determine if supplemental oxygen is necessary. This step also includes checking chest wall movement as well as assessing any audible breath sounds (Smith et al., 2017). Additionally heart rate and blood pressure must be monitored carefully since rapid changes in these symptoms could indicate cardiac issues (Bartholomew et al., 2019).

Based on these results then other interventions such as administering medications or providing oxygen therapy may become necessary; however first establishing adequate respiration must take precedence over all else. Doing so ensures that further treatments will not be hindered by impairments related to decreased oxygen supply. In sum therefore assessing ABCs are essential for identifying any potential problems within this area followed by appropriate management strategies designed accordingly.

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Revision is the step where the writer with make amends or corrections to their writing. Thorough writers will go through their writing multiple times to revise before moving onto the editing and proofreading. There is a difference between revision and editing however: revising removes, adds, moves and substitutes words while editing includes capitalization, punctuation, usage and spelling. The idea of “starting large and ending small” is a great way to look at revision and editing. When it comes to editing, we often rely on grammar checkers, thesauruses, and spell check. Although these resources are extremely handy- they are not always reliable. It is encouraged to use these resources but also to your own knowledge to check. Products like Microsoft Office and Grammarly can often misinterpret our writing and correct it incorrectly. It is always a good idea for the writer to go back themselves and check for spelling and grammar mistakes (Proctor). A computer can be a great teaching and research tool, a distraction, or even a waste of resources completely if it doesn’t do the job it was meant to do in the first place. Research for writing has been greatly facilitated and improved by technology, but it is still not perfect (Bruce p 149).

Second to last comes proofreading. Proofreading is the final stage of the writing itself. Proofing a paper takes times and is recommended to be done several times before submitting a final piece of work. A common mistake with proofreading is proofreading a paper while the writer is still writing the draft. Many students and writers fail to notice surface errors and issues in their own writing because as Mina Shaughnessy mentioned in Errors and Expectations, students see what they mean to say instead of what they meant to write (Shaughnessy p 395). Proofreading is not only a writing skill; but a reading skill as well. Oddly enough, proofreading is a reading skill that requires a deliberate attempt to counteract the “normal” process of reading. If a student does not realize this change to their generic reading process- her or she will no doubt continue to read rather than proofread (Harris p 464).

 

 

Proofreading is also related to reading since both are inhibited by short term memory. Studies have shown that the number of things we can remember in short term is between three to five items. It is because of this small limit that students and writers are responsible for the amount of errors they generally find in the first round of work. Harris gives a great example of this saying: “If the subject and verb of a sentence are separated by more than seven words, the verb frequently does not agree with the subject because the writer was unable to hold the subject in short term memory until the verb was written.” Even the most ex

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