Question -The conduct of research is of little value unless clinicalfindings are used in practice to improve the quality of patient care. Identity one or two research articles in which the information is appropriate for application to practice. Discuss the New Jersey state of practice on your nursing unit with respect to the problem identified. Discuss how you might influence the behavior of nurses to let go of ritual-based practices and benefit from research-based protocols or standards. Health Science Science Nursing NURS 404 Share QuestionEmailCopy link Comments (0)

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Question -The conduct of research is of little value unless clinicalfindings are used in practice to improve the quality of patient care. Identity one or two research articles in which the information is appropriate for application to practice. Discuss the New Jersey state of practice on your nursing unit with respect to the problem identified. Discuss how you might influence the behavior of nurses to let go of ritual-based practices and benefit from research-based protocols or standards. Health Science Science Nursing NURS 404 Share QuestionEmailCopy link Comments (0)

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Question Answered step-by-step STAGE 1 Past Medical HistoryHome MedicationsMayor Brown is a 64-year-old Caucasian male who presents to the emergency room with a two-day history of intermittent substernal chest pressure associated with shortness of breath and diaphoresis.  The pain had originally awoken Mr. Thomas from sleep 2 nights ago and has been intermittently relieved with some sublingual nitroglycerin tablets that he had received from his physician 3 years ago.  The pain increases with exertion, but now is constant.  He rates the pain a "7" on a scale of 1 to 10.:  HTN, Type 2 DM :   Lopressor (metoprolol) 50 mg PO daily                                    Lasix 40 mg PO daily                                    ASA 325 mg PO daily                                    Glucophage 50 mg PO BID Vital Signs:  T-98.9 (O)         P= 110             R=28               BP= 90/60            SpO2=88% on RA Physical Exam:            Neuro:             Anxious, but alert and oriented x3            Pulm:              Bilateral rales, labored            CV:                 RRR; S1, S2, S3; tachycardic; PMI displaced laterally            ABD:              Active bowel sounds; soft/non-tender; liver enlarged            EXT:               2+ lower extremity edema; 1+ peripheral pulses            INTEG:           Poor capillary refill; nail beds cyanotic; skin is diaphoretic Lab Results_Na= 133;         K=5.0;             C1=100;          CO2=22;             BUN=29;        Cr=1.8; Glucose=183   Hgb=9.2;             Hct=27.6;        WBC=11.2;             Plt=203            CPK=2900;     CKMB=432%;                         LDH=972;      Troponin=6 Diagnostic Tests:            12 lead ECG; Sinus tachycardia with left ventricular hypertrophy and ST elevation in leads V1, V2, V3, & V4             CXR:   Increased vascular markings in both lungs  Critical thinking exercises            1.         List your primary medical and nursing diagnoses for this patient.            2.         What area of the left ventricle is affected by this MI?            3.         What is your rationale for EACH of the abnormal physical assessment parameters, the abnormal laboratory results, and the abnormal diagnostic tests?            4.         What are your anticipated nursing interventions for this patient?   STAGE 2 Mr. Thomas is admitted to the CCU with a diagnosis of Acute MI with congestive heart failure.  The following orders are obtained:            Vital Signs q1h            Continuous ECG monitor            Bedrest            Foley catheter            Nitroglycerin IV infusion @ 10 mcg/min            Heparin IV infusion @ 1000 units/hr            PTT q6h and call results if <60 or > 90            CK isoenzymes q8h x3            Troponin level q12h x2            O2 at 2 1iters/min per NC—titrate for SpO2>91%            Lopressor 25 mg PO BID            Ambien 5 mg PO qHS PRN sleep CRITICAL THINKING EXERCISE            1.         What is your rationale for each of the admitting orders?  STAGE 3 Mr. Thomas' urine output decreases to 10 ml/hr and is unresponsive to a dose of IV Lasix.  He complains of increased SOB and physical exam reveals increasing rales bilaterally.  A pulmonary artery catheter is inserted with the following parameters obtained:             CVP= 10         PCWP=22       PA pressure=38/20            CO=  4.1         CI=1.9             SVR=1872 CRITICAL THINKING EXERCISE             1.         What is the reason for each of the above parameters and what medication do you anticipate starting?   STAGE 4 You had provided Mr. Thomas with some IV morphine sulfate for pain.  You check on him 30 minutes later and find that he is unresponsive with slow, shallow respirations.  He is diaphoretic.  An ABG on 2L/NC reveals:             pH=7.22          pCO2=50            pO2=82            HCO3=26            SaO2=83% CRITICAL THINKING EXERCISES            1.         What does the ABG reveal?            2.         What is the probable cause?            3.         What are the anticipated medical and nursing interventions? STAGE 5 Mr. Thomas is intubated and CXR reveals proper tube placement.  His ventilator settings are as follows:             Assist Control, rate=10                  TV=600                      FiO2=100%                        PEEP=5 An ABG is drawn 1 hour later and reveals the following:             pH=7.13          pCO2=80            pO2=347          HCO3=29            SaO2=100% CRITICAL THINKING EXERCISES            1.         What does the ABG reveal?            2.         What changes do you anticipate to the ventilator settings and what is the rationale for each change? STAGE 6 You are in Mr. Thomas' room and notice that he is unresponsive and does not have a pulse.This rhythm is on his bedside monitor: The rhythm quickly changes to this one:       CRITICAL THINKING EXERCISES             1.         What are both of the rhythms?             2.         What could have caused each of the rhythms?             3.         What is the treatment for each rhythm? CRITICAL THINKING EXERCISE            1.         What patient/family teaching is important for each of the previous stages discussed (Stage 1 through Stage 6). Health Science Science Nursing RNSG 1441 Share QuestionEmailCopy link Comments (0)
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