nursing project and need support to help me learn.
Please complete the ATI listed above. You can disregard the “Faculty Facilitation” instructions in grey.
Please complete each section in entirety:
1.CMS review modules.
2. Complete the Active Learning templates as listed.
3. Individual Student Assignment
4. Debriefing Virtual Simulation Activity
Requirements: as need
www.atitesting.com ©2022 Assessment Technologies Institute®, L.L.C. PAGE 1Copyright ©2022 Assessment Technologies Institute, L.L.C. All rights reserved. This resource is copyright protected material of ATI and is provided for use solely under license by ATI. Copying, distributing, or posting this material on the internet or social media is strictly prohibited. Posting on institution LMS requires ATI’s prior written permission.Estimated time to completeTOTAL TIME CAN RANGE: 1 HR 25 MIN TO 4 HR 30 MIN• Pre-Virtual Simulation Activity: 30 min to 1 hr 15 min• Simulation Activity: 1 hr 30 min to 2 hr• Debrief Simulation Activity: 25 min to 1 hr 15 minMaterials• Real Life RN Medical Surgical 4.0• Chronic Kidney Disease• CMS Review Modules• Active Learning Templates• EHR TutorLearning ObjectivesAfter completion of the lesson, the student will be able to:• Identify complications associated with chronic kidney disease and dialysis. • Integrate the pathophysiology of electrolyte and fluid balance in the plan of care for the client who has chronic kidney disease which requires dialysis. • Utilize the clinical judgment model to provide care to a client who has chronic kidney disease. • Provide and reinforce teaching for a client who has chronic kidney disease which requires hemodialysis. • Identify social determinants of health that should be considered when treating the client who has chronic kidney disease. Scenario OverviewThis scenario focuses on a female client who has a diagnosis of chronic kidney disease. It addresses client-centered concepts related to effects of hyperkalemia, dialysis, and social determinants of health. Nursing-focused concepts include client education, client communication, prioritization of care, and medication administration. Students will be expected to be knowledgeable of client assessments, telemetry principles, and electrolyte imbalances.Real Life Clinical Reasoning ScenarioRN Adult Medical Surgical: Chronic Kidney DiseaseLesson PlanClassroom or Clinical Experience (live/virtual)
www.atitesting.com ©2022 Assessment Technologies Institute®, L.L.C. PAGE 2Learning ActivitiesThis learning experience requires faculty to be actively engaged with all aspects of the learning experience. The following activities are recommended for theory or clinical replacement and may be assigned to students individually or in groups. The discussion questions may be used in face-to-face or online instruction, using discussion boards, or synchronous video conference.Select one or more activities from each of the following sections (pre-virtual simulation activity, simulation activity, post-virtual activity) to incorporate into your learning environment. The number of activities selected will determine the number of hours needed to complete the lesson. PRE-VIRTUAL SIMULATION ACTIVITIESFACULTY FACILITATIONPREPARATIONEVALUATION COMPONENTS• Become familiar with recommended Pre-Virtual Simulation Activities.• Assign the Pre-Virtual Simulation Activities to students.• Active learning templatesCMS REVIEW MODULESTIMERESOURCE LOCATION30 minMY ATI > LEARN1. Navigate to the eBook Library, open the Adult Medical Surgical Nursing eBook, and read the following:a. Chapter 44: Electrolyte Imbalancesb. Chapter 57: Hemodialysis and Peritoneal Dialysisc. Chapter 59: Polycystic Kidney Disease, Acute Kidney Injury, and Chronic Kidney DiseaseACTIVE LEARNING TEMPLATETIMERESOURCE LOCATION45 minMY ATI > Active Learning Templates1. Complete active learning templates for the following topics.a. Systems Disorder Active Learning Templatei. Hyperkalemiaii. Chronic Kidney Diseaseb. Medication Active Learning Templatei. Furosemide
www.atitesting.com ©2022 Assessment Technologies Institute®, L.L.C. PAGE 3VIRTUAL SIMULATION ACTIVITYFACULTY FACILITATIONPREPARATIONEVALUATION COMPONENTS• Review the Virtual Simulation.• Determine if you prefer students to complete the Virtual Simulation as an individual assignment and/or in a small or large group. Follow the prompts listed below for the chosen methods. • Score report for scenario• EHR Tutor documentation• Written teaching plansINDIVIDUAL STUDENT ASSIGNMENTTIMERESOURCE LOCATION1 hr 35 minMY ATI > APPLY1. Complete the Chronic Kidney Disease scenario.2. Ask the students to identify potential complications that may occur with peritoneal dialysis and symptoms of each complication.3. Instruct the student to develop a general dietary teaching plan for a client with chronic kidney disease requiring dialysis. SMALL GROUP ASSIGNMENTTIMERESOURCE LOCATION55 minSchool-specific1. Assign students to peer groups of two to three.2. Direct the students to collaborate in developing a teaching plan for Ana Sofia Swisher.3. Using social determinants of health categories of housing, personal safety, transportation, food, and utilities, have students identify which specific assessments will be important to consider for each category when caring for the client with chronic kidney disease and explain why each is important.
www.atitesting.com ©2022 Assessment Technologies Institute®, L.L.C. PAGE 4EDUCATOR LED LARGE GROUP ASSIGNMENTTIMERESOURCE LOCATION1 hrEHR Tutor1. Guide students through the Real Life Chronic Kidney Disease scenario without optimal viewing, allowing majority rule to guide choices. Encourage students to consider how other responses would affect client outcomes. Spend time discussing the choices students made, specifically looking at why they did not choose some answers.2. As a group, explore how the pathophysiology of chronic kidney disease leads to fluid and electrolyte imbalances. 3. Ask students to consider the neighborhood/community where the school of nursing is located and identify potential social determinants of health concerns if a client with chronic kidney disease lived in the area. Include potential solutions for the client to manage these concerns. DEBRIEF VIRTUAL SIMULATION ACTIVITYFACULTY FACILITATIONPREPARATIONEVALUATION COMPONENTS• Assign the Debrief Virtual Simulation questions to students or debrief in teacher led group.• Responses to the clinical judgment questions• Responses to the reflection questionsFACULTY-LED DISCUSSION: CLINICAL JUDGMENT QUESTIONSTIME50 min1. Recognize Cues (Assessment) a. Which assessments would the nurse perform related to electrolyte imbalances? b. Which assessments would be appropriate to perform when Ana Sofia Swisher returns from hemodialysis?2. Analyze Cues (Analysis) a. What is the likely cause of shortness of breath and swollen legs if noted in the client with chronic kidney disease?3. Prioritize Hypotheses (Analysis) a. When Ana Sofia Swisher demonstrates hyperkalemia, which is the priority nursing intervention?4. Generate Solutions (Planning)a. Which nursing interventions are appropriate to address the risk of hyperkalemia in the client with chronic kidney disease?b. Identify expected provider prescription(s) that will address hyperkalemia.5. Take Actions (Implementation)a. What precautions will the nurse need to take to administer furosemide via IV push?b. If Ana Sofia Swisher demonstrates a low blood pressure after hemodialysis, what action(s) would the nurse take?
www.atitesting.com ©2022 Assessment Technologies Institute®, L.L.C. PAGE 56. Evaluate Outcomes (Evaluation)a. How will the nurse know furosemide is effective at decreasing the potassium level in the client with chronic kidney disease? b. Which assessment findings would suggest hemodialysis has achieved the desired client outcomes? REFLECTIONSTIME25 min1. How might the nurse’s approach to the client’s care change if the client indicates they cannot complete peritoneal dialysis at home? 2. How might the nurse respond if the client indicates they do not want to do dialysis on a long-term basis? 3. What can you do to increase your confidence in recognizing physical symptoms of hyperkalemia in the clients you care for?4. If they have peritoneal dialysis, why would they have an arteriovenous (AV) fistula?5. How might the client’s plan of care change if they experienced a blood clot in their AV fistula? 6. Which content do you most need to review after completing this lesson?OPTIONAL/ADDITIONAL ACTIVITIESFACULTY FACILITATIONPREPARATIONEVALUATION COMPONENTS• Choose additional activities.• Assign the chosen additional activities to students.• Active Learning Templates• Responses to clinical judgment questionsCMS REVIEW MODULETIMERESOURCE LOCATION10 minMY ATI > LEARN1. Navigate to the eBook Library, open the Adult Medical Surgical Nursing 11.0 eBook, and read the following:a. Chapter 95: Preoperative Nursing CareACTIVE LEARNING TEMPLATESTIMERESOURCE LOCATION30 minMY ATI > Active Learning Templates1. Fill out an active learning template as reference for the following:a. Medication Active Learning Templatei. Tacrolimusii. Valganciclovir
www.atitesting.com ©2022 Assessment Technologies Institute®, L.L.C. PAGE 6EHR TUTOR: EXTENSION SCENARIOTIMERESOURCE LOCATION1 hr 15 minEHR Tutor1. Faculty instructionsa. To make the chart available to students, navigate to EHR Tutor and click into the Activity Library. Search for “Chronic Kidney Disease Case Study” and attach to your course. b. This activity can be completed as a large group classroom activity, small group activity, in an online environment, or in a post-clinical environment. 2. Student instructionsa. Review the EHR Tutor Chart on Ana Sofia Swisher. The client information in this chart provides data that is a continuation of care beginning 4 hours after the client’s admission to the floor. The postoperative phase begins 12 hours after initial admission to the floor. Ana Sofia Swisher was introduced during the Real Life scenario for Chronic Kidney Disease. After completing your review respond to the following questions. b. Recognize Cues (Assessment)i. Which physical assessment data needs gathered preoperatively? c. Analyze Cues (Analysis)i. What are the potential postoperative complications Ana Sofia Swisher could experience and how would each be identified? ii. What symptoms would suggest Ana Sofia Swisher is experiencing rejection postoperatively? d. Prioritize Hypotheses (Analysis)i. Identify the top three nursing care priorities for Ana Sofia Swisher once she arrives at the medical-surgical unit.e. Generate Solutions (Planning)i. Determine the desired patient outcome for each of the three priority nursing cares for Ana Sofia Swisher.ii. What non-pharmacologic nursing interventions can be used to meet Ana Sofia Swisher’s desired pain outcomes?f. Take Actions (Implementation)i. How will the nurse monitor for effectiveness of ranitidine?ii. What interventions will be implemented to prevent postoperative complications for Ana Sofia Swisher?g. Evaluate Outcomes (Evaluation)i. How would the nurse determine if nursing cares to promote Ana Sofia Swisher’s pulmonary hygiene are effective?
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