Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Addressing a Communication Gap Case Study
You are a new graduate nurse just finishing your 3-month probation period at your first job in acute care nursing. Your usual assignment is to be a team leader for eight patients, with one licensed practical nurse/licensed vocational nurse and one nursing assistant on your team. Today, your assignment included an elderly confused patient. You requested, during work assignments with your team, that the nursing assistant pay attention to this patient’s intake and output (I & O) as you feel he may need some intravenous fluids if his I & O remain poor.
You asked the nursing assistant to notify you if there was significant change, so you could notify the physician. It was a very busy day, and you have barely had a moment to reorganize and collect your thoughts.
It is now 2:30 PM, and you are preparing your end-of-shift report. When you review the patient’s 2:00 PM I & O sheet, you note a significant drop in intake and the total output for the shift is only 90 mL. You meant to check the I & O sheet during the day but kept getting sidetracked by problems with other patients. However, you are also upset that the nursing assistant did not keep you informed of this condition.
You now go to the patient’s room and assess the patient and find his vital signs and other findings similar to this morning’s assessment. You check with the nursing assistant to make sure the I & O recorded for the day is accurate, and you call the physician to obtain an order to begin intravenous fluids. When you ask the nursing assistant why she did not report the significant drop in output to you, she said, “I forgot.”
At this point, you are not sure what you should do next. You feel you should handle this yourself and not go to the charge nurse. You are a new nurse and do want to get started on the wrong foot by speaking too harshly to the nursing assistant, yet you feel this lack of following instructions cannot go unanswered. The reality is that if you do nothing, it is likely that no one else will ever know about the problem.
The doctor did not seem upset when you called him about the drop in output, he just ordered the fluids, but the need to start the intravenous line and give report caused you to work overtime. By the time you finished your shift, the nursing assistant had gone home and you are left to spend your evening at home pondering what, if anything, you should do to follow up on this tomorrow.
Assignment:
Addressing a Communication Gap Case Study
Decide how you will proceed. Determine whether you will use a systematic problem-solving model, intuition, or both in making your choices. How did your values, preferences, life experiences, willingness to take risks, and individual ways of thinking influence your decision?
Addressing a Communication Gap Case Study
Returning to School for a Bachelor of Science in Nursing Degree
Addressing a Communication Gap Case Study
You have been a registered nurse (RN) for 5 years. Right after high school, you became a licensed vocational nurse (LVN) and after 6 years decided to attend a local LVN to associate degree in nursing program at a local community college. You have become increasingly interested in attending a baccalaureate university to complete requirements for your Bachelor of Science in Nursing (BSN) degree. You are still undecided; some of your friends are urging you to do this, and others ask why you need the degree.
Not only must you make up your mind about pursuing this option but you also have two different local opportunities. The regional university is 60 miles away and would require significant amounts of driving if you did the on-campus program; however, the university’s school of nursing also offers an online course that would require only four full Saturdays of attendance each semester. Both options have pros and cons.
After making a payoff table, calculating chances for advancement and salary increase weighed against cost of your new degree, you decided that it made economic sense to get a BSN degree.
Now that you have decided to get your baccalaureate degree, you must decide between three alternatives: (a) attending a distant university 60 miles away, (b) attending your local university and enrolling in their on-campus program, or (c) enrolling as an online student.
Assignment:
Create a decision grid for the three alternatives, weighting the same criteria for each, using such things as cost, travel, quality of campus life, reputation and quality of the university, and so on. Assign each of your criteria a weighted score for the value that you personally view it. What did your final grid look like and what was your final decision?
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Addressing a Communication Gap Case Study |
Addressing a Communication Gap Case Study