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Simulation Learning Experience Reflection

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Simulation Learning Experience Reflection
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As a second year nursing student, I felt more confident in Simulation Learning Experience (SLE) practicum in that, I could integrate my nursing knowledge, skills, and clinical experience into the practice. In the simulation scenario, I simulated the primary nurse caring for a patient with post-operative complications. I learned about general procedures regarding how to approach a patient with post-operative complications. I learned how to effectively decide which assessments are priority, as well what signs and symptoms posed specific concern in such a scenario. I thought I had done quite well for some part; however, there was a situation in which I did not act as I should have. Elaborate
A female patient with a postoperative
…show more content…
For a postoperative patient, assessment should begin with an evaluation of the airway, breathing, and circulation (ABC) status (Smith, 2010). I assessed the airway and carried out suction, then administered oxygen, but I did not do it immediately. She had vomited three times, keeping the airway patent and administrating oxygen are very important for postoperative care (Smith, 2010). In fact, concerning treatment of hypotension in PACU, should always begin with oxygen therapy to ensure hypo-perfused organs meet the need of oxygen (Smith, 2010). The common cause of hypotension is fluid loss, IV fluid boluses will be given to normalize blood pressure (Smith, 2010), which is the reason why the doctor ordered the IV and blood transfusion. When transfusing blood or blood components, assessment is required before, during, and after the transfusion. If the client has an intravenous line in place, assess the venipuncture site for signs of infection or infiltration and patency (Jantzen & Molzahn, 2010). In fact, we did not do very well in blood transfusion and we should keep the IV line running and set up another blood transfusion line in the other …show more content…
(2010). Nursing theorists and their work (7th ed.). Maryland Heights, Missouri: Elsevier Mosby.
College of Nurse of Ontario. (2002). Professional Standards, Revised 2002: Practice standard. Retrived March 20, 2013, from http://www.cno.org/Global/docs/prac/41006_ProfStds.pdf
College of Nurse of Ontario. (2008). National competencies: In the context of entry-level Registered Nurse practice Professional Standards, Revised 2008: the standard of care. Retrived March 20, 2013, from http://www.cno.org/Global/docs/reg/41037_EntryToPracitic_final.pdf
Jantzen, D., & Molzahn, A. (2010). Fluid, electrolyte, and acid-base balances (4th ed.). Toronto, ON: Elsevier Mosby.
Kwong, L.M., Kistler K.D., Mills, R., Wildgoose, P., & Klaskala, W. (2012). Thromboprophylaxis, bleeding and post-operative prosthetic joint infection in total hip and knee arthroplasty: a comprehensive literature review. Expert Opinion On Pharmacotherapy, 13 (3), pp. 333-44, DOI:10.1517/14656566.2012.652087
Lucas, B. (2008). Total hip and total knee replacement: Postoperative nursing management. British Journal of Nursing, 17(22)
Smith, D. (2010). Nursing management: Postoperative care (7th ed.). Toronto, ON: Elsevier

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