Description
If not done in the classroom, first attempt must be completed with a closed book and without additional resources.Use the Three Critical Concepts Remediation DocumentFocused review Post-Study quiz must be completed if assigned, and upload screenshot.Focused review topics that are assigned must be included in the 9 topics critical concepts remediation document to correlate with the ATI Individual Performance Profile report.The 3 critical concepts must be typed with complete and thoughtful answers.Must be original work for each assignment. Assignments are not to be re-used.In one submission, attach both documents – (1) the ATI Individual Performance Profile report and (2) the Completed 3 Critical Concepts Remediation Document.You may submit your work PRIOR to the due date but not ahead of week 5 or 6.
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lOMoARcPSD|15870426
NURS 307 – Practice Assessment A Remediation
Pediatrics (West Coast University)
Studocu is not sponsored or endorsed by any college or university
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“3 Critical Concepts – Remediation Document”
Date
Student Name
Instructor Name
Assessment Name
RN Nursing Care of Children Online Practice 2019 A with NGN
# of Topics to Review
Add your NCLEX Client Need Category here
Add or delete rows below according to the number of items – Remove this line before submitting your work.
Topic
Concept
Management of
Care
Acute Neurological
Disorders: Reportable
Findings for a Client
Who Has Meningitis
Safety and Infection
Control
Communicable
Diseases: Isolation
Precautions for a Child
Who Has Pertussis
3 Critical Concepts (I learned, and/or,
understand better about this topic)
1. The presence of petechiae or
a purpuric-type rash requires
immediate medical attention.
2. Isolate the client as soon as
meningitis is suspected, and
maintain droplet precautions
per facility protocol.
3. Monitor vital signs, urine
output, fluid status, pain
level, and neurologic status.
1. Spreads via direct contact,
droplets, and indirect contact
with freshly contaminated
articles.
2. Incubation period of 6-20
days
3. Communicability is greatest
during the catarrhal stage
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Reflection – Address 1 of the 6 Cognitive
Functions
Take Actions: Decrease the
environmental stimuli by providing a
quiet environment and minimizing
exposure to bright lights. Provide
comfort measures by keeping the
room cool and positioning the client
without a pillow and slightly elevate
the head of the bed.
Take Actions: When a patient is
suspected to have Pertussis, place
them on droplet precautions until a
positive or negative result can be
obtained.
lOMoARcPSD|15870426
Safety and Infection
Control
Head Injury: Planning
Care for an Infant Who
Has an Epidural
Hematoma
Safety and Infection
Control
Polycystic Kidney
Disease, Acute Kidney
Injury, and Chronic
Kidney Disease:
Planning Care for a
School-Age Child
Health Promotion
and Maintenance
Health Promotion of
Preschoolers (3 to 6
Years): Developmental
Milestones of a 4-YearOld Child
before onset of the
paroxysmal stage
1. Maintain safety and seizure
precautions
2. Even if the level of
consciousness is decreased,
explain to the client the
actions being taken and why.
3. Monitor fluid and electrolyte
values and osmolality to
detect changes in sodium
regulation, onset of diabetes
insipidus, or severe
hypovolemia
1. Implement seizure
precautions, and take
appropriate action if seizures
occur.
2. Administer hypertonic oral
and IV fluids as prescribed.
3. The goal is to elevate the
blood sodium level enough to
decrease neurologic
manifestations associated
with hyponatremia (lethargy,
confusion, seizures).
1. Preschoolers should show
improvement in fine motor
skills, which will be displayed
by activities like copying
figures on paper and dressing
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Generate Solutions: Report
presence of CSF from nose or ears to
the provider and determine whether
the client could possibly be under
the influence of alcohol, illicit drugs,
or medications which could impair
neurologic responsiveness and affect
monitoring.
Generate Solutions: Replace
patient’s sodium via fluids, making
sure to not exceed 12 mEq/L in a 24hour period because rapid rise in
sodium level risks development of
neurologic damage due to
demyelination.
Evaluate Outcomes: A 3-year-old
child who is unable to stand on one
foot for a few seconds would
indicate delayed development of
gross motor skills.
lOMoARcPSD|15870426
Health Promotion
and Maintenance
Hospitalization, Illness,
and Play: Preschoolers’
Understanding of Time
Health Promotion
and Maintenance
Musculoskeletal
Congenital Disorders:
Scoliosis Assessment
independently.
2. 3-year-olds can ride a tricycle,
jump off bottom step of
stairs, and stands on one foot
for a few seconds
3. 5-year-olds can jump rope,
walk backwards with heel to
toe and throw and catch a
ball with ease.
1. Magical Thinking: thoughts
are all powerful and can
cause events to occur
2. Animism: Ascribing lifelike
qualities to inanimate
objects.
3. Time: Preschoolers begin to
understand the sequence of
daily events. Time is best
explained to them in relation
to an event. By the end of the
preschool years, children
have a better comprehension
of time-oriented words.
1. Asymmetry in scapula, ribs,
flanks, shoulders, and hips
2. Improperly fitting clothing
3. Screen during
preadolescence for boys and
girls by having the child bend
over at the waist with arms
hanging down and observe
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Take Action: When a preschooler
asks when they will receive their
medication, explain that they will
receive their medications after they
have dinner.
Generate Solutions: Perform
radiography using the Cobb
technique to determine the degree
of curvature.
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Psychosocial
Integrity
Psychosocial Issues of
Infants, Children, and
Adolescents: Identifying
Possible Indications of
Physical Abuse
Basic Care and
Comfort
Acute Infectious
Gastrointestinal
Disorders: Food Choices
for a Toddler Who Has
Diarrhea-Related
Dehydration
Basic Care and
Comfort
Fractures: Caring for a
Child Who Is in Buck’s
Traction
for asymmetry of ribs and
flank. Measure spinal
curvature with a scoliometer.
1. Divorce, Alcohol or substance
use disorder, poverty
2. Unemployment, inadequate
housing, crowded living
conditions.
3. Substitute caregivers
1. Teach the family to use
commercially prepared oralrehydration solutions when
the child experiences
diarrhea. Avoid fruit juices,
carbonated sodas, and
gelatin, caffeine, and chicken
or beef broth.
2. Perform prevention
measures, including
immunization for rotavirus.
3. Provide frequent skin care to
prevent skin breakdown.
1. Assess neurovascular status
of the affected body part
every hour for 24 hours and
every 4 hours after that.
2. Maintain body alignment and
realign if the client seems
uncomfortable or reports
pain.
3. Notify the provider if the
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Recognize Cues: a 1-year old patient
presents with bruises on his thighs.
When questioned, the guardian
states he received the bruises from
falling after trying to turn on the
shower.
Recognize Cues: Isotonic
Dehydration is water and sodium
lost in nearly equal amounts.
Hypotonic dehydration is electrolyte
loss greater than water loss
Hypertonic dehydration is water loss
greater than electrolyte loss.
Take Action: Provide pin care usually
once a shift, 1 to 2 times a day. Use
one cotton swab per pin to avoid
cross-contamination.
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Basic Care and
Comfort
Gastrointestinal
Disorders: Dietary
Teaching for Celiac
Disease
Pharmacological
and Parenteral
Therapies
Adverse Effects,
Interactions, and
Contraindications:
Priority Treatment of
Anaphylaxis
client experiences severe
pain from muscle spasms
unrelieved with medications
or repositioning.
1. Eat foods that are gluten-free
(milk, cheese, rice, corn, eggs,
potatoes, fruits, vegetables,
fresh meats and fish, dried
beans).
2. Read labels on processed
products. Gravy mixes,
sauces, cold cuts, soups, and
many other products have
gluten as an ingredient.
3. Read labels and research
nonfood products (lipstick,
communion wafers, vitamin
supplements), which also can
have gluten as an ingredient
1. Initial manifestations of
anaphylaxis include GI
cramping and apprehension,
with generalized itching and
hives following, progressing
to angioedema and intensely
large, itchy hives.
2. Provide rapid intervention
including epinephrine
administration for severe
allergic reaction to prevent
death. Notify the Rapid
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Evaluate Outcomes: Teach the
patient and ask them to give you a
list of acceptable foods to eat that
do not contain gluten in order to
evaluate teaching.
Recognize Cues: The patient
presents with anaphylaxis and
angioedema present at the throat.
lOMoARcPSD|15870426
Pharmacological
and Parenteral
Therapies
Immunizations:
Identifying
Contraindications to
Administering
Immunizations
Reduction of Risk
Potential
Acute Neurological
Disorders: Findings that
Indicate Bacterial
Meningitis
Response team if anaphylaxis
is suspected.
3. Treat anaphylaxis with
epinephrine, bronchodilators,
and antihistamines. Provide
respiratory support and
notify the provider.
1. Anaphylactic reactions to
eggs, gelatin, or neomycin are
precautions to MMR
vaccines.
2. Pregnancy is also a
contraindication to MMR
vaccines
3. Transfusions with blood
product containing
antibodies within the prior 3
months are also precautions
1. CSF analysis indicative of
meningitis: bacterial includes
cloudy color, elevated WBC,
elevated protein, decreased
glucose, positive Gram stain
2. Viral meningitis CSF: clear
color, slightly elevated WBC
count, normal or slightly
elevated protein content,
normal glucose content,
negative Gram stain.
3. Blood cultures are sometimes
positive when the CSF culture
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Take Action: Ask the patient if they
experience anaphylactic shock from
eggs, gelatin, or neomycin or have a
history of thrombocytopenia or are
pregnant.
Generate solutions: If the patient
presents with bacterial meningitis,
contact the provider and request
antibiotics.
lOMoARcPSD|15870426
Reduction of Risk
Potential
Antibiotics Affecting
Protein Synthesis:
Identifying Risk Factors
for Hearing Loss
Reduction of Risk
Potential
Discharge Teaching for a
Child Who Has Major
Burns
Physiological
Adaptation
Burns: Caring for a
Toddler Who Has a
Partial-Thickness Burn
Physiological
Prioritizing Care For a
is negative
1. Ototoxicity is a complication
of aminoglycosides
2. Aminoglycosides are
nephrotoxic
3. Aminoglycosides can cause
intense neuromuscular
blockade
1. Administer hydroxyzine or
diphenhydramine for
pruritus.
2. Maintain immobilization of
the graft site.
3. Massage scars with
moisturizers daily and wear
compression dressings and
garments as prescribed to
minimize scarring and
prevent difficulty with
mobility.
1. Cover the burn with a clean
cloth to prevent
contamination
2. Cleanse with mild soap and
tepid water (avoid excess
friction)
3. Check immunization status.
Administer tetanus vaccine if
it has been more than 5 years
since last immunization.
1. Provide humidified 100%
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Take Action: If the patient suddenly
complains of hearing loss or loss of
balance, stop administering
aminoglycosides and notify the
provider.
Analyze Cues: Patients presenting
with manifestations of burns should
be evaluated over 24-48 hours as
some effects may not manifest
immediately for airway injuries.
Take Action: Stop the burning
process by placing the child in a
horizontal position and roll him in a
blanket to extinguish the fire.
Remove clothing or jewelry that can
conduct heat. Apply tepid water
soaks or run water over the injury.
Do not use ice
Recognize Cues: Monitor for
lOMoARcPSD|15870426
Adaptation
Child Who Has Major
Burns
Physiological
Adaptation
Chronic
Neuromusculoskeletal
Disorders: Expected
Findings of Spastic
Cerebral Palsy
supplemental oxygen as
prescribed.
2. Maintain urine output of 0.5
to 1 mL/kg/hr if the child
weighs less than 30 kg or 30
mL/hr if the child weighs
more than 30 kg.
3. Manage pain by Establishing
ongoing monitoring of pain
and effectiveness of pain
management.
1. Hypertonicity, increased deep
tendon reflexes, clonus, and
poor control of motion,
balance, and posture.
2. Can present in all four
extremities, all extremities
affected, lower more than
upper, three limbs, one limb,
or one side of the body
3. Gait can appear crouched
with a scissoring motion of
the legs
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manifestations of septic shock such
as confusion, increased capillary
refill, spiking fever, mottled or cool
extremities, decreased bowel
sounds, tachycardia, tachypnea, and
decreased urine output.
Generate Solutions: Patients with
Spastic Cerebral Palsy will have
impairments of fine and gross motor
skills so the nurse should anticipate
this and prepare to help the patient
with eating and ambulation as
indicated by their needs.
lOMoARcPSD|15870426
3 Critical Concepts (1) copy
Pediatrics (West Coast University)
Studocu is not sponsored or endorsed by any college or university
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lOMoARcPSD|15870426
“3 Critical Concepts – Remediation Document”
Upon completion of the required Practice Assessment, conduct a focused review by downloading the “ATI Individual Performance Profile” Report.
Complete the “3 Critical Concepts – Remediation Document” by using each NCLEX Client Need Category, listed under the “Topics to Review
Section” in the report to identify 3 Critical Concepts learned and or understand better about the concept. Use reliable evidence-based resources
to remediate each topic (ATI Focused Review, ATI eBook, Course textbook per Syllabus). Cite your sources (APA formatting not required).
8 NCLEX Client Need Categories
1) Management of Care, 2) Safety and Infection Control, 3) Basic Care and comfort, 4) Health Promotion and Maintenance, 5) Psychosocial Integrity, 6)
Pharmacological and Parenteral Therapies, 7) Reduction of Risk Potential, and 8) Physiological Adaptation
Reflection Section – include one of the 6 Cognitive Functions
¥
Reflect on how the 3 critical concepts you learned, helped you gain a better understanding of the 6 Cognitive Functions of the National Council for State
Boards of Nursing (NCSBN) – Clinical Judgement Measurement Model (NCJMM) – which follows the Nursing Process:
o Recognize Cues (Assessment) – Filter information from different sources (i.e., signs, symptoms, health history, environment).
o Analyze Cues (Analysis) – Link recognized cues to a client’s clinical presentation and establishing probable client needs, concerns, or problems.
o Prioritize Hypotheses (Analysis) – Establish priorities of care based on the client’s health problems (i.e. environmental factors, risk assessment,
urgency, signs/ symptoms, diagnostic test, lab values, etc.)
o Generate Solutions (Planning) – Identify expected outcomes and related nursing interventions to ensure clients’ needs are met.
o Take Actions (Implementation) – Implement appropriate interventions based on nursing knowledge, priorities of care, and planned outcomes to
promote, maintain, or restore a client’s health.
o Evaluate Outcomes (Evaluation) – Evaluate a client’s response to nursing interventions and reach a nursing judgment regarding the extent to which
outcomes have been met.
Topics To Review – F y h t y r o m y o u r j o j g o 5 j o r j o t r 6 5 h y 5 o j 5 o 6
List the NCLEX Client Need Categories, Topics, and Concepts to review from your report here – as shown in the example provided.
NCLEX Client Need Category Topic Concept
Safety and Infection Control (1 item)
Reporting of Incident/Event/Irregular Occurrence/Variance (1 item)
Safe Medication Administration and Error Reduction: Priority Action Following a Medication Error
Remove the 5 lines above, add information from your report before submission.
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lOMoARcPSD|15870426
Date
May 8th
Student Name
Jeena Jacob
Instructor Name
Ms. Nguyen
Assessment Name
# of Topics to Review
10
Add your NCLEX Client Need Category here
Add or delete rows below according to the number of items – Remove this line before submitting your work.
Topic
Concept
3 Critical Concepts (I learned, and/or,
understand better about this topic)
Reflection – Address 1 of the 6
Cognitive Functions
Legal Responsibilities:
Obtaining Consent for
a Married Adolescent
¥ Emancipated minors (minors who are
independent from their parents [a
married minor]) can consent for
themselves.
¥ Include a mature adolescent in the
informed consent process by allowing
them to sign an assent as a part of the
informed consent document.
¥ The nurse must verify that consent is
informed and witness the client
signing the consent form.
Evaluate: I didn’t know that
minors who are married are able
to consent to themselves so
important to evaluate a minors
situation
Health Promotion of
Preschoolers (3 to 6
Years): Developmental
¥ 3-year-old
¥ Rides a tricycle
¥ Jumps off bottom step
Analyze Cues: when i was taking
this test I wasn’t to confident
about which kids are able to do
Management of Care
(1)
Informed Consent (1)
Health Promotion and
Maintenance (2)
Developmental Stages
and Transitions (2)
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Milestones of a 4-YearOld Child
¥ Stands on one foot for a few
what activities.
Hospitalization, Illness,
and Play: Play
Activities for a
Preschooler
¥
¥
¥
¥
Playing ball
Putting puzzles together
Riding tricycles
Playing pretend and dressup activities
Analyze Cues: I need study these
activities a lot more because
they are everywhere in the test
and I was not able to come up
with the right decision
Psychosocial Issues of
Infants, Children, and
Adolescents:
Identifying Possible
Indications of Physical
Abuse
Psychosocial Issues of
Infants, Children, and
Adolescents:
Manifestation of
Physical Abuse
¥ Divorce, alcohol or substance use
disorder, poverty.
¥ Unemployment, inadequate
housing, crowded living conditions
¥ Substitute caregivers
Analyze Cues: Analyzing the
signs of abuse as a nurse is
important because there might
be many cases coming through
the hospital
Antibiotics Affecting
Protein Synthesis:
Identifying Risk Factors
¥ Monitor for tinnitus, headache,
hearing loss, nausea,
dizziness, and vertigo.
seconds
Psychosocial Integrity
Abuse/Neglect (2)
¥
Multiple fractures at different
stages of healing
¥
Burns
¥
Fractures
Analyze Cues: Some signs of
physical abuse could be spots of
burns because they can be
indications cigarette burns
Reduction of Risk
Potential
System Specific
Assessments – (2)
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Analyze Cues: If a baby has
ototoxicity it important to know
the major after effects and what
lOMoARcPSD|15870426
Therapeutic
Procedures – (3)
for Hearing Loss
¥ Do baseline audiometric studies
(hearing tests).
¥ Stop aminoglycoside
if manifestations occur
to do for patients who have this
problem
Oxygen and Inhalation
Therapy: Identifying
Patterns of
Respiration
¥ Newborn (birth to 4 weeks): 110
to 160/min
¥ Infant (1 to 12 months): 90 to
160/min
¥ Toddler (1 to 2 years): 80 to
140/min
¥ Preschooler (3 to 5 years): 70 to
120/min
¥ School aged (6 to 12 years): 60
to 110/min
¥ Adolescent (13 to 18 years): 50
to 100/min
Analyze Cues: While we are
assessing our patient we should
able to analyze when our
patients are experiencing signs
of respiratory distress
Administer hydroxyzine or
diphenhydramine for pruritus.
Remove previous dressings.
Assess for odors,
drainage, and discharge
Implementation: I am not really
well versed in what should be
done to patients who have burns
which is why I got this question
wrong
If removal is prescribed,
understand how to place
the harness.
Teach the family skin care.
Assess skin under the straps
Teaching: As a nurse our major
job is teaching student how to
take care of certain hospital
given to them and I didn’t even
know what a Pavlik Harness is so
I need to study up on that
Discharge Teaching for
a Child Who Has Major
Burns
¥
¥
¥
Musculoskeletal
Congenital Disorders:
Evaluating
Understanding of
Pavlik Harness Use
¥
¥
¥
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lOMoARcPSD|15870426
Postoperative Care for
a Child Following a
Skin Graft
¥
¥
¥
Administer humidified oxygen.
Suction accumulated
secretions if the client is
unable to cough.
Use an oral suction device for
thick oral secretions or a large
French suction catheter for
nasopharyngeal
or nasotracheal secretions
References:
Snider, K. E., & Lagerquist, S. L. (2007). Pediatrics: Core content at-a-glance. ATI.
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Taking Action: As a nurse our
major job is to take care of your
patient post op and to do the
things that are prioritized first
before the less significant things.
lOMoARcPSD|15870426
3 Critical Concepts- Remediation B
Pediatrics (West Coast University)
Studocu is not sponsored or endorsed by any college or university
Downloaded by Lilit Asatryan (asatryan_l@yahoo.com)
lOMoARcPSD|15870426
“3 Critical Concepts – Remediation Document”
Upon completion of the required Practice Assessment, conduct a focused review by downloading the “ATI Individual Performance Profile” Report.
Complete the “3 Critical Concepts – Remediation Document” by using each NCLEX Client Need Category, listed under the “Topics to Review
Section” in the report to identify 3 Critical Concepts learned and or understand better about the concept. Use reliable evidence-based resources
to remediate each topic (ATI Focused Review, ATI eBook, Course textbook per Syllabus). Cite your sources (APA formatting not required).
8 NCLEX Client Need Categories
1) Management of Care, 2) Safety and Infection Control, 3) Basic Care and comfort, 4) Health Promotion and Maintenance, 5) Psychosocial Integrity, 6)
Pharmacological and Parenteral Therapies, 7) Reduction of Risk Potential, and 8) Physiological Adaptation
Reflection Section – include one of the 6 Cognitive Functions
Reflect on how the 3 critical concepts you learned, helped you gain a better understanding of the 6 Cognitive Functions of the National Council for State
Boards of Nursing (NCSBN) – Clinical Judgement Measurement Model (NCJMM) – which follows the Nursing Process:
o Recognize Cues (Assessment) – Filter information from different sources (i.e., signs, symptoms, health history, environment).
o Analyze Cues (Analysis) – Link recognized cues to a client’s clinical presentation and establishing probable client needs, concerns, or problems.
o Prioritize Hypotheses (Analysis) – Establish priorities of care based on the client’s health problems (i.e. environmental factors, risk assessment, urgency,
signs/ symptoms, diagnostic test, lab values, etc.)
o Generate Solutions (Planning) – Identify expected outcomes and related nursing interventions to ensure clients’ needs are met.
o Take Actions (Implementation) – Implement appropriate interventions based on nursing knowledge, priorities of care, and planned outcomes to
promote, maintain, or restore a client’s health.
o Evaluate Outcomes (Evaluation) – Evaluate a client’s response to nursing interventions and reach a nursing judgment regarding the extent to which
outcomes have been met.
Topics To Review – F y h t y r o m y o u r j o j g o 5 j o r j o t r 6 5 h y 5 o j 5 o 6
List the NCLEX Client Need Categories, Topics, and Concepts to review from your report here – as shown in the example provided.
NCLEX Client Need Category Topic Concept
Safety and Infection Control (1 item)
Reporting of Incident/Event/Irregular Occurrence/Variance (1 item)
Safe Medication Administration and Error Reduction: Priority Action Following a Medication Error
Remove the 5 lines above, add information from your report before submission.
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lOMoARcPSD|15870426
Date
May 9, 2023
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lOMoARcPSD|15870426
Student Name
Instructor Name
Assessment Name
# of Topics to Review
Safety and Infection Control
Yasha Darigh
Professor Baker
Practice Proctored Assessment B
24
Topic
Concept
Home Safety
Health Promotion of SchoolAge Children (6 to 12 Years):
Teaching About Bicycle Safety
3 Critical Concepts (I learned, and/or,
understand better about this topic)
Standard Precautions/
Transmission- Based
Precautions/ Surgical Asepsis
Infection Control: Priority
Consideration When Making
Room Assignment
I learned to keep firearms in locked
cabinets.
I learned to teach stranger safety to
children.
I learned to teach children to wear
helmets and pads
I learned that clients suspected of
having a communicable disease need
to be placed in appropriate form of
isolation.
I learned to give priority to
responding to whatever finding is
greatest risk to clients well-being.
I learned to first look for safety risks
such as ABCs
Reflection – Address 1 of the 6
Cognitive Functions
Take Actions (Implementation)
I learned that we have to keep infants and
children safe at all times. Education parents
on the safety measures like wearing helmets
and keeping firearms locked is crucial
Generate Solutions (Planning)
It is important that we always prioritize
infection control and follow isolation
policies for communicable disease. Other
team members and visitors need to be
made attentive on isolation rooms and
infection prevention measures.
Psychosocial Integrity
Topic
Concept
Behavioral Interventions
Psychosocial Issues of Infants,
Children, and Adolescents:
Evaluating Understanding of
ADHD
3 Critical Concepts (I learned, and/or,
understand better about this topic)
I learned that we assist with
appropriate classroom placement in
school
I learned that we allow for more time
for testing
I learned to offer verbal instruction
with visual cues and give regular
breaks
Basic Care and Comfort
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Reflection – Address 1 of the 6
Cognitive Functions
Take Actions (Implementation)
I learned that individuals with ADHD need
enough rest periods in school and must be
placed in appropriate school settings based
on their needs.
lOMoARcPSD|15870426
Nutrition and Oral Hydration
Cystic Fibrosis: Planning
Nutritional Interventions for a
Child Who Has Cystic Fibrosis
Nutrition and Oral Hydration
Sources of Nutrition: Food
Choices for Iron Deficiency
I learned to provide a well-balanced
diet high in protein and calories
I learned to give three meals a day
with snacks
I learned to administer pancreatic
enzymes within 30 min of eating a
meal or snack
I learned consuming vitamin C (Ojuice, tomatoes) with plant source of
iron (beans, raisins, peanut butter)
I learned that milk should be limited
to 24 oz because it’s a poor source of
protein.
I learned that red meats provide
sources if readily absorbable iron
Generate Solutions (Planning)
I now understand that a well-balanced diet
is curial for kids with Cystic Fibrosis. I did not
know that pancreatic enzymes, must be
administered WITHIN 30 min of eating.
Generate Solutions (Planning)
It is important that we educate our patients
on Iron rich foods to prevent anemia from
developing.
I did not know that milk is a poor source of
protein.
Pharmacological and Parenteral Therapies
Topic
Concept
Medication Administration
Cardiovascular Disorders:
Teaching About Digoxin
3 Critical Concepts (I learned, and/or,
understand better about this topic)
Expected Actions Outcome
Fluid Imbalances: Evaluating
the Effectiveness of Sodium
Polystyrene Sulfonate
I learned that to direct oral elixir
toward the side and back of mouth
when administering.
I learned to give water following
administration to prevent tooth
decay.
I learned that if dose is missed to not
give extra dose or increase dose and if
vomits, do not re-administer dose
I learned that severe hyperkalemia
can require treatment calcium salt
I learned that severe hyperkalemia
can require treatment glucose and
insulin
I learned that severe hyperkalemia
can require treatment sodium bicarb
and sodium polystyrene or peritoneal
dialysis or hemodialysis
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Reflection – Address 1 of the 6
Cognitive Functions
Take Actions (Implementation)
I did not know that if a dose is missed or if
the child vomits that we do not readminister digoxin.
Evaluate Outcomes (Evaluation
I did not know that we give sodium
polystyrene for severe hyperkalemia.
lOMoARcPSD|15870426
Reduction of Risk Potential
Topic
Concept
Potential for Complications of
Diagnostic
Tests/Treatments/Procedures
Cardiovascular Disorders:
Postoperative Care
Following Cardiac
Catheterization
Therapeutic Procedures
Fractures: Client Education
About Cast Care
3 Critical Concepts (I learned, and/or,
understand better about this topic)
Potential for Complications from
Surgical Procedures and Health
Alterations
Head Injury: Identifying
Manifestations of Increased
Intracranial Pressure
Potential for Complications from
Surgical Procedures and Health
Alterations
Identifying Findings That
Indicate Potential
Complications for a Child
following an Appendectomy
I learned to monitor for possible
complications like bleeding, infection,
thrombosis.
I learned to limit activity for 24 hr
I learned to encourage fluids
I learned that the client should be
able to move the joints distal to the
injury (fingers and toas)
I learned pulses should be palpable
and strong and equal to the
unaffected extremity.
I learned for cap refill blood return
should be within 3 seconds
I learned that deteriorating level of
consciousness, headache,
restlessness and irritability are
expected findings
I learned to monitor neurologic
status- in particular assessing for LOC,
neurologic deficits and occurrence of
seizures
I learned to maintain client safety by
assisting with ambulation and
assistive device
I learned assessment findings are
rigid, board-like abdomen
I learned that rebound tenderness
and fever are findings
I learned that an elevated WBC
counts as an indication for infection
and can assist with severity of
infection here and elevated ESR for
active inflammatory process
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Reflection – Address 1 of the 6
Cognitive Functions
Recognize Cues (Assessment)
I did not know that we must limit acitivity
for 24 hr but it makes sense now that I
learned about it.
Take Actions (Implementation)
It is important that we have palpable pulses
when it comes to casts. Educating parents to
recognize unexpected things is important to
prevent complications.
Analyze Cues (Analysis)
I am not sure why I got this wrong because I
knew about deterioration pf LOC in ICP. I
understand that neurologic assessment for
LOC is crucial here.
Prioritize Hypotheses (Analysis)
I did not know that we looks for elevated
ESR following appendectomy.
lOMoARcPSD|15870426
System Specific Assessments
Integumentary and Peripheral
Vascular Systems: Assessing
for Peripheral Edema
Therapeutic Procedures
Organ Neoplasms: Creating a
Plan of Care for a Child Who
Has Wilms’s Tumor
Diagnostic Tests
Oxygen and Inhalation
Therapy: Monitoring Pulse
Oxygen for an Infant
I learned to evaluate pitting by
compressing the skin for at least 5
seconds over bony prominence.
I learned that 2+ is mild = 4mm
I learned that 3+ is moderate= 6 mm
and 4+ is severe= 8 mm
I learned that if Wilms tumor (rare
Kidney cancer) is suspected, we do
not palpate abdomen
I learned to use extreme caution
when handling or bathing them to
prevent trauma
I learned to assess for developmental
delays related to illness
I learned that pulse oximetry is device
operated by battery or electricity and
has sensor attached to fingertip,
earlobe, toe, or around foot
I learned that it is used for variety of
situations
I learned that nail polish must be
removed prior
Recognize Cues (Assessment)
I had forgotten about the mm for pitting
edema. I’ll make sure to memorize those.
Generate Solutions (Planning)
I have never heard of Wilms tumor before
and did not know about assessments, but it
makes sense why we do not palpate the
abdomen.
Take Actions (Implementation)
I did not know that we can attach the SpO2
sensor around the foot.
Physiological Adaptation
Topic
Concept
Illness Management
Anticipation Actions to Take
for an Adolescent Who Is
Experiencing a Pneumothorax
3 Critical Concepts (I learned, and/or,
understand better about this topic)
Cardiovascular Disorders:
Priority for Kawasaki Disease
I learned that oxygen therapy must be
administered.
I learned that the heart and lung
sounds must be auscultated and VS
monitored every 4 hr
I learned that chest tubes are inserted
in pleural space to drain fluid, blood
or air, re-establish a negative
pressure, and facilitate lung
expansion
I learned that in the Acute phase:
onset of high fever, lasting 5 days to 2
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Reflection – Address 1 of the 6
Cognitive Functions
Take Actions (Implementation)
I did not know that for pneumothorax- chest
tubes can be inserted to drain air or fluids.
Recognize Cues (Assessment)
lOMoARcPSD|15870426
Pathophysiology
Illness Management
Cardiovascular Disorders:
Priority Finding for an Infant
Who Has Heart Failure
Illness Management
Evaluating the Plan of Care
for an Infant Who Has Acute
Laryngotracheobronchiti
