Draw your Day Room

Submitter Information

Author: Lindy Mitchell, MSN
Title: BSN Faculty
Institution: Arizona College of Nursing
Email: lmitchell@arizonacollege.edu

Competency Category(s)
Teamwork and Collaboration

Learner Level(s)
Pre-Licensure BSN

Learner Setting(s)
Classroom, Skills or Simulation Laboratories

Strategy Type
Case Studies

Learning Objectives

1. Safety: Demonstrate effective use of strategies to reduce the risk of harm to self or others.
1) Patient-Centered Care: Assess the presence and extent of pain and suffering.
Recognize the role of the nurse in relief of all types and sources of pain and suffering.
Value the patient’s expertise with health and symptoms.
2) Teamwork and Collaboration: Demonstrate awareness of own strengths and limitations as a team member.

Strategy Overview

The strategy for this activity is to give the students a chance to assume the role of a nurse in a safe and non-punitive environment. The students are given instruction and supervision throughout the activity.

The students are told to draw 5 cards. They look at the key and determine what the diagnosis and gender of their client are. Then they organize activities that they would complete and how they would monitor and ensure a safe milieu, such as staffing needs, assessment tools, and therapies.

The students are expected to discharge and admit new clients to their units at regular intervals. To discharge the students must have the client’s discharge needs listed, such as case management and medication compliance and housing needs. They must also be able to verbalize how they know that a client is ready for a safe discharge from the inpatient environment.

When a new client is admitted, they then draw from the top of the deck and re-evaluate their day room and the needs for safe and effective nursing care of the client. The students are periodically evaluated and expected to give an SBAR report on their clients throughout the activity.

This allows them to complete aspects of client care that they are not afforded in clinical. The students are also given admission and discharge requirements. By admitting and discharging the students are gaining in knowing what they would do and need to have ready for a safe admission of a client, such as who can share a room, which assessment data will be needed to safely incorporate this client into the unit.

By discharging clients the student is able to test their knowledge of available resources, and therapies that the client will have access too. The students address what does a client that is ready for discharge look like? How does this client obtain services within the community?

The students are told to draw 5 cards. They look at the key and determine what the diagnosis and gender of their client are. Then they organize activities that they would complete and how they would monitor and ensure a safe milieu, such as staffing needs, assessment tools. and therapies.

The students are expected to discharge and admit new clients to their units at regular intervals. To discharge the students must have the client’s discharge needs listed, such as case management and medication compliance and housing needs. They must also be able to verbalize how they know that a client is ready for a safe discharge from the inpatient environment.

When a new client is admitted, they then draw from the top of the deck and re-evaluate their day room and the needs for safe and effective nursing care of the client. The students are periodically evaluated and expected to give an SBAR report on their clients throughout the activity.

Submitted Materials

261.1Draw-your-Day-Room-QSEN-Strategy.docx

Additional Materials

Video:
https://youtu.be/WIqiRldbyV0

Evaluation Description

Their peers and their instructor evaluate the students during the activity. The students are given feedback upon the safe discharge. If the student or group does not have the information needed or they are lacking details they are prompted and given time to re-evaluate. This technique is used throughout the semester and gives instant feedback to the faculty about what knowledge the students are lacking. It also opens up dialogue about safe care for the clients that they will care for with mental health.

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