Background:
Resuscitation of critically ill paediatric patients is complex and challenging even for experienced clinicians. Fortunately in-hospital paediatric cardiopulmonary arrests remain rare events, occurring in only 0.1-0.3% of children admitted to hospital, with the majority occurring in critical care environments.1 Early recognition of respiratory compromise or shock in hospitalized paediatric patients with rapid intervention,2 and involvement of the critical care team for severe or refractory cases, remain fundamental measures to minimize patient progression to pulmonary or cardiac arrest.
Unfortunately, response times for formal in-hospital resuscitation teams frequently exceed 3 minutes;3-5 therefore the current poor performance6 of in-patient ward teams should be addressed as an important hospital quality assurance issue. Illustrating the importance of the initial response, one study demonstrated that all adult patients who survived to hospital discharge from cardiac arrest on the wards were resuscitated by ‘first responders’ (including medical personnel) restoring circulation prior to the arrival of the cardiac arrest team.7
Medical Students (clinical clerks) care for paediatric in-patients under the supervision of residents and staff physicians. They are not primarily responsible for caring for acutely deteriorating paediatric patients but they may, by chance, be the first ‘medical’ professional to evaluate such patients and may assist with resuscitation efforts until more experienced personnel arrive. Evaluating patients, appropriately calling for help and initiating therapy for deteriorating patients or those with sudden decompensation, such as seizures, syncope or arrhythmias should arguably form part of...
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Michelle Blesi, Barbara A. Wise, R.N., Cathy Kelley-Arney, Medical Assisting: Administrative and Clinical Competencies, 7th edition (pp.54-58). Cengage Learning-Publisher
Despite the fact that from May 2009 - February 2010, in Contra Costa County alone, there were 9 sudden cardiac arrests experienced by children and youth, there is no standard curriculum in place at school for youth and their parents to learn lifesaving CPR skills. The youngest was 10 years of age and the oldest was 17, which resulted in 4 deaths and 5 saved lives (Darius Jones Foundation, 2011). In each case, there was a direct correlation between bystander use of cardio-pulmonary resuscitation (CPR) and those children who survived.
Gany, F., Kapelusznik, L., Prakash, K., Gonzalez, J., Orta, L. Y., Chi-Hong, T., & Changrani, J. (2007). The impact of medical interpretation method on time and errors. JGIM: Journal of General Internal Medicine, 22,319-323.
K.W. often needs to communicate his knowledge both to the patient and in the patient’s chart. This competency relates to assessing for the best available evidence to influence healthcare outcomes (National Organization of Nurse Practitioner Faculties, 2012).
Imagine finding your child pulse less and not breathing. What a terrifying thought! Would you know how to save your child’s life? The number of parents that do not know CPR is astounding. Simply knowing CPR could make a dramatic difference in the lives of you and your loved ones.
When the RN is making a clinical decision to delegate it is important to assess the patient and think about is the right person with the right skills being delegated for the task in question. The process of delegating care to the paramedics involves the RN knowing the scope of the practice for the paramedic and ensuring that patient safety for the patient is maintained (Mcinnis, L., & Parson, L., 2009) Clearly communicating to the paramedics what level of care the RN is delegating and what task’s the RN wants to be completed, such as vital observations and monitoring. Also providing clear instructions on what actions were required if Shona Hookey’s conditioned worsened, for example alerting emergency department RNs. Also, once work has been
(10) Levi B.H., Thomas N.J., Green M.J., Rentmeester C.A. & Ceneviva G.D. (2004), jading in the paediatric intensive care unit: implications for healthcare providers of medically complex children. Paediatric Critical Care Medicine 5 (3), 275–277. (11) Ward. E [1990] Ch. 359.
The next time I walked into a Neonatal Intensive Care Unit was as a fourth year medical student. This time not as a spectator, but as a medical professional expec...
The assessment includes a brief manual which appears to be written for a clinician to conduct. It gives directions on how to administer and score the items. The test kit also includes answer sheets and a computer scoring package. The test is also cohesive with the other assessment tests developed by Beck and they results can be easily combined with one another.
Nobody is perfect. We all make mistakes. Some of the best lessons in life are learned from making a mistake. But in the healthcare world making mistakes means losing lives. This has started to happen so frequently there has been a term coined – Failure to Rescue or FTR. Failure to rescue is a situation in which a patient was starting to deteriorate and it wasn’t noticed or it wasn’t properly addressed and the patient dies. The idea is that doctors or nurses could’ve had the opportunity to save the life of the patient but because of a variety of reasons, didn’t. This paper discusses the concept of FTR, describes ways to prevent it from happening; especially in relation to strokes or cerebrovascular accidents, and discusses the nursing implications involved in all of these factors.
Cardiopulmonary Resuscitation is an important life saving technique which is the only known method that is proven to increase survival rate. This technique was first introduced and showed by Dr. James Elm and Dr. Peter Safar. Later, Dr. Peter Safar wrote a book called “ABC of Resuscitation”. In Amsterdam
As I moved through each of the case studies, I was able to expand my knowledge and learning regarding the clinical decision making process. In particular, I believe my understanding as to the importance of conducting a physical assessment of a patient was the largest development I had in my learning. This is due to the fact that as the course went on, it was reinforced to me that a physical assessment is imperative to care as it allows the nurse to determine any health concerns that a patient may have, whether they are associated with his or her initial reason for the appointment, or separate. Following this assessment, the nurse can then work with the patient to establish a specific care plan that can meet his or her needs and goals. Moreover,
There are many members of the inter-professional team, all of which are contributing to the healthcare of acute and critically ill patients. Every member of the team has had education and obtained a license of practice compatible to their level of knowledge (Prater, Fundamentals of Nursing, 2013). As a practical nurse you need to be mindful of your scope of practice in relation to registered nurses, certified nurses’ assistants and other healthcare professionals. With so many different people involved in the immediate care of a patient, there is always the possibility of a mix up. The purpose of this paper is to help differentiate between the roles of the healthcare staff, which will in turn help develop a knowledge base for prioritizing care;
With this study it was proven how much of a difference high quality CPR increased survival ability of sudden cardiac arrests. Being able to perform high quality CPR is the first step in successful
French & Swain 2008: 4. Experience with a healthcare professional.