Bloom Research and Response Paper

There was no need for this procedure at this time since Sue did not need suctioning. She was still mobile and was not showing the signs of needed to be suctioning. I came to this conclusion that she did not need to be suctioning based on his careless response. “I just want you to know what we’ll be doing when your condition gets worse” (16). Suctioning can be painful for the patient especially if the pressure setting are too high. During my time in the hospital rotations, respiratory therapists and other staff always communicated what they were going to

We then look at the errors of hazards that occurred in the Mr. B scenario.  Though we can say understaffing may have contributed to Mr. B’s demise, we cannot blame understaffing. This scenario is regrettably connected to inattentive nursing practice. It is clear that respiratory therapist was in the building and

Shallow breathing and pain altered this patient’s comfort. Therefore, one of the nursing diagnoses can be stated as “Breathing Pattern, Ineffective r/t pain and anxiety, as evidenced by respiratory depth changes" (Ackley & Ladwig p. 175). We briefly discussed the specifics of incentive spirometry use before initiating the intervention. After return demonstration, the patient was ready to use his incentive spirometer.

Tova Bloom is a Jewish girl growing up in New York during the American revolution. Even though there was not a lot of Jews in New York in the 1770's, tova kept herself busy with all her chores and had great company from her five sisters. She is a strong and independent young woman. One day while she was picking berries with her sister, she had a question, are they loyalists or Patriots? After a long discussion she realized she and her family where Patriots, she couldn't understand why King George was so mad put she did understand that she wanted to live in a free country, she wanted this because it would help the Jews live a Jewish life after having many laws and restrictions against them In Germany. When they went back home, they found their

Pt approached staff 2200 stating, she was having a hard time breathing. Pt also stated her tongue was swollen from an allergic reaction. Mild tongue swelling noted. After assessing the patient, she had bilateral audible wheezes and o2 stat at 96%. No s/s of respiratory distress noted. Pt received a nebulizer treatment at 2205 and was fine after tx, stating "my breathing improved." Prn Bendaryl was also given after a swallow evaluation. No further medical complaints. Slept well through the

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I started my morning by reviewing his Kardex and noticed that chest pain had been noted and that he had an ECG and CT of his chest. I went into his room to find him wide-awake in bed. I performed my safety check and took his vitals. His resp rate was quite high at this time and his Sp02 was on the lower side. MK expressed through nodding that he was having chest pain during that time. I also did a respiratory assessment because I was concerned with his SpO2 and resp rate. I found decreased air entry to his bases, expiratory wheeze, and a visual use of accessory muscle to breath. His breathes where short and labored. When asked if he was experiencing SOB, he nodded and this directed my care for that morning. I reported to my instructor with my findings as this was the first time I had a client say yes to chest pain. I quickly addressed his SOB with his PRN bronchodilator using a spacer and put him on two liters of O2 via nasal prongs. I checked back in after 5 minutes and his resp rate had lowered and his SpO2 had risen to a more adequate level. I noticed he did not have audible wheeze any longer and was not using his accessory muscles. Overall he looked way more relaxed in his bed after addressing his respiratory distress. Unfortunately, he still was nodding yes to chest pain in that moment. The RN on my team left a doctors note about another CT and ECG and noted that the client was still

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The nurse found Mrs Smith to be tachypnoeic, her respirations were recorded as 24 breaths per minute it was observed as being fast and it appeared that her accessory muscles were being used. Mrs Smith’s pallor also appeared flushed and her saturations were documented as 93%. The nurse used the stethoscope to check for wheeze the patient’s lungs were clear and chest rise was symmetrical. Mrs Smith was commenced on 100% oxygen through a non-rebreathe mask, oxygen as an intervention is necessary as Creed & Spiers (2010) highlight ‘metabolic demand for oxygen throughout the body is hugely increased by sepsis and is essential to ensure the supply of oxygen is maximized’ .The nurse monitored the patient closely because in her confused state the patient may try to remove the oxygen mask.

A problem-focused trigger was identified using the Iowa Model for Evidenced-Based Nursing Practiced. This problem-focused trigger was a safety/quality improvement concern. The problem was observed during a clinical experience at a local hospital on a medical-surgical floor.

At the start of her admission, Mrs. J is going through many complications throughout most of her systems. I would follow the rules of ABC and control her respiratory problem first. Mrs. J has an oxygen saturation of 82% and is probably going to continue dropping. She will require oxygen first, possibly a nonrebreather mask. The symptoms she is facing is of a person going through acute heart failure which includes shortness of breath, coughing/wheezing, weight gain, swollen ankles, rapid heart rate,

Cognitive domain involves six categories and you must build on each one for it to be effective. They are knowledge, comprehension, application, analysis, synthesis, and evaluation. Cognitive domain described by Randall (2011), “Is the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills” (2011). This domain is applied in respiratory education in the form of comprehending information and being able to apply and assess information. An example of this would be placing a patient on optiflow, you must have the knowledge to deliver the correct oxygen concentration and flow to meet the patient’s needs. If the patient does not tolerate or this therapy or becomes

The reason for this essay is to reflect on a critical incident experience during my six week placement as a student nurse on an orthopedic ward. To explore an event as a critical incident is a value judgment, and the basis of that judgment is the significance attached to the meaning of the incident. Critical incidents are created or produced by the way we look at a situation. Tripp (1993)

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The statement mentioned above is part of the Bloom's argument in defending his notion of mastery education and his position on the weakness of the alternatives confirmed by education professionals.