...Objectives: 1. Discuss the various health care...
...care. 2. Identify the need for resource...
...patients. 3. Examine the use of technology...
...environments. 4. Identify the components of a...
...environment. 5. Discuss the importance of patient...
...patient safety in the high-acuity environment. I....
...were developed in the 1960s. Medical advances...
...advances resulted in the initiation of these...
...these units. a) The implementation of CPR...
...and shock c) The implementation of emergency...
...Technological advances e) The advancement of renal...
...services B. Determining the level of care...
...aids in giving the most efficient and...
...Ability to manage the potentially serious health...
...care needs of the patient whose condition...
...too complex for the traditional medical-surgical floor...
...triage and determine the level of care...
...acutely ill patients. The model divides patient...
...a) Priority 1: The patient is acutely...
...available outside of the intensive care unit....
...b) Priority 2: The patient is seriously...
...ill and has the potential to require...
...c) Priority 3: The patient is critically...
...limits placed on the amount of life-saving...
...Their inclusion into the ICU will depend...
...decision based on the appropriate use of...
...care units 1. The American College of...
...resources available to the hospital: a) Level...
...D. Profile of the high-acuity nurse 1....
...5. Role of the nurse in the...
...the nurse in the management of the...
...the management of the high-acuity environment: a)...
...environment: a) Review the patient’s clinical condition...
...too complex for the traditional medical surgical...
...terminally ill 4. The Registered Nurse in...
...Continual assessment of the patient’s status Implementation...
...status Implementation of the plan of care...
...Factors linked to the nursing shortage include:...
...in nurses leaving the workforce (2) Aging...
...(2) Aging of the registered nurse workforce...
...health services b) The reduction in the...
...The reduction in the number of professional...
...an increase in the nurse–patient ratio. c)...
...nurse–patient ratio. c) The Academy of Medical...
...does not support the development of exact...
...are attractive to the retention of professional...
...direct care. a) The UAP provides care...
...provides care under the direction of the...
...the direction of the professional nurse. B....
...an ICU? a) The health care needs...
...care needs of the patient and the...
...the patient and the skill mix available...
...available must be the deciding factors. b)...
...deciding factors. b) The assignment of patients...
...those patients requiring the greatest level of...
...cared for in the intensive care unit....
...controversial variables in the assignment of intensive...
...1. Nursing Shortage The nursing shortage has...
...Factors linked to the nursing shortage include:...
...satisfaction Aging of the nursing workforce Limited...
...as a career The increasing number of...
...care Work under the direct supervision of...
...direct supervision of the professional nurse 5....
...Goals involve ensuring the most favorable use...
...A. Benefits 1. The use of technology...
...of technology in the intensive care unit...
...close monitoring of the patient. 2. The...
...the patient. 2. The technology is a...
...for placement in the intensive care unit....
...care unit. 3. The use of computers...
...when machines become the focus of care...
...of care of the high-acuity patient. 2....
...impediments to touching the patient. 3. Little...
...overreliance issues 1. The potential for increased...
...increased stress on the nurse as a...
...on technology by the nurse. D. Finding...
...a Balance 1. The skilled nurse who...
...able to bridge the gap between complex...
...complex technology and the art of caring....
...of Technology in the ICU Allows for...
...close monitoring of the patient Provides a...
...Technology Depersonalization of the patient Overload Over-reliance...
...work environment 1. The American Association of...
...of community allows the nurse the ability...
...allows the nurse the ability to share...
...factors that improve the ability of the...
...the ability of the nurse to manage...
...High-Acuity Environments A. The culture 1. Studies...
...decreased mortality. 2. The current culture is...
...Patient safety 1. The Joint Commission (TJC)...
...To receive accreditation, the applying organization must...
...it is meeting the outlined safety goals....
...prevent errors a) The computerized provider order...
...drug names b) The barcode point-of-care (BPOC)...
...badges and then the patient wristbands to...
...orientation will help the high-acuity nurse provide...
...systems improvement. 2. The Joint Commission (TJC)...
...as to whether the patients being referenced...
...are suitable to the ICU, IMC, or...
...medical–surgical unit. Determine the students’ interest level....
...unit. Determine the students’ interest level. Ask...
...interest level. Ask the students if they...
...level. Ask the students if they are...
...What factors do the students cite as...
...factors do the students cite as the...
...students cite as the reasons behind their...
...its policies concerning the steps taken when...
...steps taken when the intensive care units...
...Clinical Activities During the clinical post conference,...
...post conference, ask the students to evaluate...
...conference, ask the students to evaluate whether...
...were appropriate for the ICU, IMC, or...
...4 patient. Provide the clinical group rotation...
...rotation opportunities to the ICU and the...
...the ICU and the IMC. Ask the...
...the IMC. Ask the students to develop...
...IMC. Ask the students to develop a...
...a listing of the noted differences between...
...noted differences between the units. Wagner et...

...23 focuses on the knowledge and skills...
...knowledge and skills the nurse needs to...
...Clinical Activities Discuss the assessment data that...
...venous stasis and the nursing interventions to...
...During lab, show students the different types...
...lab, show students the different types and...
...antiemboli stockings. Have students work in pairs...
...to practice applying the appropriate size antiemboli...
...them to discuss the experience and what...
...and have other students apply a sequential...
...compression device. Once the device is applied,...
...is applied, inform the students that the...
...applied, inform the students that the client...
...the students that the client needs to...
...of bed. Have the students disconnect the...
...bed. Have the students disconnect the sequential...
...the students disconnect the sequential compression stockings...
...methods a) removing the stockings and b)...
...and b) disconnecting the tubing. Have the...
...the tubing. Have the client return to...
...client return to the bed and students...
...the bed and students restart the compression...
...and students restart the compression therapy each...
...each time. Ask the students to discuss...
...time. Ask the students to discuss the...
...students to discuss the pros and cons...
...method. 4. During the clinical experience, assign...
...clinical experience, assign students to care for...
...THINKING Consider This The client brought her...
...stockings from home. The UAP tells you...
...tells you that the clients stockings are...
...will you do The client is on...
...compression device, and the nurse is monitoring...
...this last check, the client states that...