MRS SIMS HEART FAILURE
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages To Order 5-10 Pages Description/Paper Instructions
Mrs. Sims
GENDER Female
AGE 72
SETTING Hospital
ETHNICITY White American
CULTURAL CONSIDERATIONS
PREEXISTING CONDITIONS
SOCIOECONOMIC Cost containment to decrease financial burden on health care system
SPIRITUAL/RELIGIOUS
PHARMACOLOGIC Mupirocin (Bactroban); vancomycin (Vancocin)
LEGAL OSHA guideline
ETHICAL Heart failure (HF); stroke with subsequent right-sided hemiplegia
COEXISTING CONDITIONS
MRSA (methicillin-resistant Staphylococcus aureus); receiving nutrition via a g-tube
COMMUNICATION
DISABILITY
Needs complete assistance with ADLs and turning and repositioning
Noncompliance with contact precaution policies
ALTERNATIVE THERAPY
PRIORITIZATION
Nursing organization and time management
DELEGATION
Delegating retrieval of equipment and supplies
Overview: This case requires that the student nurse understand the transmission of nosocomial infections and initiate appropriate isolation precautions for MRSA. Treatment options for MRSA are explored. The student nurse serves as a client advocate by recognizing the importance of compliance with proper contact precautions by visitors and health care personnel. The importance of developing good time management and delegation skills is discussed. Finally, the financial burden of caring for a client with MRSA is considered with regard to the nurse’s responsibility for cost containment
Client Profile
Mrs. Sims is a 72-year-old female admitted with heart failure. Her heart failure has been resolved. Mrs. Sims needs complete care with her activities of daily living (ADLs) and with repositioning. Arrangements were being made for her discharge back to the long-term care facility when lab results revealed she is positive for MRSA in her urine. Mrs. Sims is in a private room and has been placed on contact precautions. Vancomycin is prescribed with peak and trough labs.
Case Study
The student nurse caring for Mrs. Sims follows the contact precaution guidelines as indicated by a sign outside of Mrs. Sims’s door. The student nurse dons the per-sonal protective equipment (PPE) located in a precaution cart outside the room. Once in the room to take a set of morning vital signs, the student nurse notices that there is not a separate blood pressure cuff or stethoscope assigned to the client. The student nurse removes the PPE and finds the staff nurse assigned to the client to ask for a blood pressure cuff and stethoscope. The staff nurse is able to locate a disposable stethoscope to remain in the client’s room, but not a blood pressure cuff. The staff nurse instructs the student to use the unit’s electronic blood pres-sure machine and to wash it thoroughly with antibacterial wipes after each use.
Throughout the day, the student realizes how much additional time is necessary to complete each care need for Mrs. Sims because, before entering the room, the student must don the PPE. The student also makes note of several precaution carts lining the hallway and realizes how prevalent infectious diseases are on this one hospital unit alone.
The student is pleased to see that when family members come to visit, they take the time to put on the proper PPE and remind new visitors to do the same. How-ever, the student nurse notices that other nursing staff, housekeeping personnel, and the health care provider enter the room on several occasions without putting on the required equipment.
Questions
- What is MRSA?
- How is MRSA transmitted?
- What are five nursing interventions that will help minimize the spread of MRSA while caring for Mrs. Sims?
- Was it appropriate for the staff nurse to instruct the student nurse to use the unit’s electronic blood pressure machine and wash it thoroughly with antibac-terial wipes after each use? Explain why or why not.
- Discuss the importance of efficiency in gathering needed supplies and time management when caring for a client on contact precautions.
- Discuss appropriate delegation to others when the student nurse requires additional supplies or equipment once in the client’s room.
- What treatment options are there to help resolve Mrs. Sims’s MRSA?
- Sims is taking vancomycin (Vancocin). A peak and trough is ordered. Explain peak and trough levels and the purpose of these laboratory tests.
- What diagnostic test(s) will be done to confirm negative or positive MRSA infection prior to Mrs. Sims’s discharge to the long-term care facility?
- Discuss the ethical considerations for hospital personnel regarding compliance with contact precautions?
- What could the nursing student do to help facili-tate greater compliance with the contact precautions by staff caring for and entering Mrs. Sims’s room?
- Discuss the financial considerations of caring for a client with MRSA.
- List two nursing diagnoses appropriate for the plan of care for a client with MRSA.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. The can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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