Assignment Scenario

After graduating from nursing school and passing your boards, you accepted a position as an RN in the emergency center at Rasmussen General Hospital (RGH). In the weeks ahead, your emergency center plans to implement a new initiative where clients diagnosed with low-risk deep vein thrombosis (DVT) will be sent home on 3 months of oral anticoagulation therapy with rivaroxaban.

Historically, clients diagnosed with DVTs in the emergency center were admitted to the hospital’s observation unit. However, when surveyed about their experiences, many clients reported that this was costly, time-consuming, and inconvenient. Under RGH’s new program, emergency center nurses will be responsible for educating clients about their new medication and administering the first dose to the client before discharge.

As part of this new initiative, all emergency center nurses at RGH must be trained to properly educate these clients on all aspects of their new medication regimen. Because you have demonstrated a keen interest in pharmacology, your manager has asked you to develop the educational tools that will be used to train the nurses at RGH.

It’s worth noting that the standard dosing for all low-risk DVTs is as follows:

• 15 mg BID, 12 hours apart, for 21 days
• After 21 days, use 20 mg once per day
• After 90 days, the client will follow up in the thrombosis clinic to evaluate if they meet criteria for discontinuing the medication

Assignment Instructions

Your manager explained that all of the emergency center nurses at RGH will be educated in small groups through a short, in-service training session. You have been asked to develop a professional-looking PowerPoint presentation that the trainers will use to guide the in-service sessions. Your PowerPoint will need to:

1. Be professional-looking, have a title slide, and 10-15 content slides.
2. Use the Speaker Notes feature in PowerPoint to reduce the amount of text that appears on the content slides.
3. The Speaker Notes for each slide will contain the text that will guide what the trainer will say while presenting the slides during the in-service.
4. The content slides themselves should be clear and easy to understand; they serve as an outline so the audience can follow along with what is being presented.
5. Be written using proper spelling/grammar and at a level that would be appropriate for the audience.
6. Remember the purpose of the training is to help nurses learn to educate their clients about the use of a medication. With that in mind, it may be helpful to provide examples of how to explain the information to a client in an easy to understand way without complicated, technical terms.
7. Include APA formatted in-text citations for at least 3 scholarly references and present the sources in APA format on a References slide.
8. Contain content addressing the items below.
9. Pharmacotheraputics
10. State the drug name and its therapeutic category
11. Pharmacodynamics (how does this drug work to achieve its intended response)
12. Pharmacokinetics (how is this drug absorbed, distributed, metabolized, and excreted).
13. Discuss dosage, scheduling, route, and length of therapy.
14. Describe what clients can expect regarding their therapeutic response and when it should develop
15. Introduce nondrug measures that clients can do to enhance their therapeutic response (e.g., specific diet to follow, exercise requirements, substances to avoid, special precautions to take, etc.)
16. Side Effects, Adverse Effects, and Interactions
17. Explain the symptoms of common side effects, and what clients can do to minimize any discomfort
18. Explain the symptoms of any major adverse effects, and what clients should do if they experience them
19. List the major adverse drug-drug interactions and drug-food interactions that clients need to be made aware of
20. Follow-up Care
21. Provide information regarding when clients should call their doctor for advice (e.g., questions, non-urgent symptoms, unpleasant side effects, etc.)
22. Emphasize any symptoms for which clients should seek immediate care (e.g., when to go to the emergency center or call 911)

Note: When developing a professional-looking presentation, it’s important to be mindful of how you layout your content. The slides should present key points, arranged in a logical manner, without extraneous information contributing to a cluttered look. Using the Speaker Notes feature in PowerPoint is a great way to include relevant details without overloading the slides.

For information about creating PowerPoint presentations or adding Speaker Notes, consult the resources below.

• Writing Guide: PowerPoints
• How do I add Speaker Notes to my PowerPoint presentation slides?
• PowerPoint FAQ
• PowerPoint & APA: citing sources and creating reference lists in PPT presentations

nd then reflect on the following prompt:

This video conjures many emotions, both as a nurse and a moral human being. Most of us entered/will enter the profession of nursing in response to a calling to care for our fellow human beings. For many of us, we believe with an urgent commitment that nursing is who we are, not simply what we do. We are guided by a moral compass that sets our life course based on knowing right from wrong, good from evil. 

While it is impossible for us to understand how the nurses in the concentration camps could be complicit in their role as ‘doers’ of euthanasia, it is curious how many of them came to believe that killing was a legitimate part of their caring role. These thoughts beg many questions, the answers for which will be reflective of your own beliefs and values system. Answer the following in your Forum post:

Do you think these nurses were complicit from the beginning, or did they slowly become involved over time until it became easier to cross the line? Once they did cross the line, how might a sense of power have overtaken their moral judgment? Perhaps they were indoctrinated to believe that the health of the public at large was more important than the health of the individual; yet how could they justify their actions to exploit the few for the benefit of the many? Were they simply following orders? Were they motivated by the thought of losing their job, or maybe even their life, if they refused? Could they have truly believed that they were simply relieving these children of their suffering and in so doing were being merciful in their actions?

In the context of your own nursing practice, why is this reflection activity important? Think about your own vulnerability to outside pressures and influences—would you speak up today if your moral position was threatened? Why or why not? Consider this from a position of power that you may or may not have. In today’s challenging healthcare environment, why is it important that we not only understand our moral position but that we also monitor our own response and the response of others?    

PermalinkReply◄ Researcher Misconduct
 

Now, write three to four 3 possible goals and objectives for this practicum experience. Ensure that they follow the SMART Strategy, as described in the Learning Resources. 

1. Goal:

a. Objective:

b. Objective:

c. Objective:

2. Goal:

a. Objective:

b. Objective:

c. Objective:

3. Goal:

a. Objective:

b. Objective:

c. Objective:

Now, write three to four 3 possible goals and objectives for this practicum experience. Ensure that they follow the SMART Strategy, as described in the Learning Resources. 

1. Goal:

a. Objective:

b. Objective:

c. Objective:

2. Goal:

a. Objective:

b. Objective:

c. Objective:

3. Goal:

a. Objective:

b. Objective:

c. Objective: