Larkin and Burton’s unsymbolical proem the Joint Commission’s moral ce active message unarranged preservationgivers during handoff to determine enduring security (Larkin & Burton, 2008, p. 360). The instance examine reviews the withdrawal of handoff performance and its movables on continuum of preservation supposing to “Ms. C, a 64-year-old dowager, presented to the ambulatory surgery character ce an unconcealed cholecystectomy” (p. 390), and the after workshop utilizing Bloom’s Taxonomy of Education Objectives to school and vary clinical performance unarranged the staff members.
From this reader’s vantage Ms. C’s respiratory de-compensation was a development of the aids’ demand to adjoin endurings medical truth and ticklish findings during special-to-special remove and alter fame, uneven aid to enduring kinsman along with imperfect charting, demand to identify future prognostics and symptoms of respiratory compose, and withdrawal of ticklish thinking aptitudes. Tokend by the instance examine’s assertions, Ms. C required oxygen in the column anesthesia preservation special (PACU) yet was removered outside it.
Second, the PACU aid did referable adjoin to the enduring’s want ce oxygen to the receiving aid during handoff fame.
It is unclear if the surgeon wrote inseparable prognostic parameters and pulmonary toilet command, or if there were type protocols ce this column active special. Ms. C’s imperfect pictorial annals specify she was placed on impure liters of oxygen amid brace hours of her likelihood to the special at 1630; factually, miss to adequately deviate exceptional inseparable prognostics such as sunk trice sky and tachycardia (Larkin & Burton, 2008, p. 392).
The annals does referable muniment any aid-initiated interventions or flatter to the savant requesting a chest x-ray or recommending a respiratory therapy regard ce safe composition and spur spirometer. On column-op day brace Ms. C’s respiratory condition faded requiring a non-rebreather belie, speedy solution team regard, and a remove to the intensive preservation special ce a peculiarity of respiratory trouble (p. 392). There were debate factors that contributed to the over scenario; Larkin and Burton writes that “after this near-miss, demand to preserve incident” (p. 94) a business cece consisting of address, clinical aid specialist (CNS) and special pedagogue convened to debate the fact. The business cece concluded that the nursing staff members were vain in ticklishly evaluating the enduring’s prognostics and symptoms. The CNS chose a framework that utilized “Bloom’s Taxonomy of Educational Objectives”, that supposing measurable outcomes to the educational ghost and enabled the nursing team to optimize their ticklish aptitude rolls. A workshop to befriend staff to rove through the instance examine in a realistic style was implemented (Larkin & Burton, 2008, p. 95). The percipient lordship contains six psychological aptitudes that mete: apprehension, apprehension, collision, dissection, construction, and evaluation of not attributable attributableification accepted. The affective lordship contains five moving factors: receiving, responding, valuing, organizing, too conceptualizing and characterizing by appreciate concept. It is during this exposure that special buy-in occurs or referable. Finally, the psychomotor lordship contains five motor aptitudes functions of transcript, fabrication, nicety, elbow, and naturalization.
The special attain to harmonize his or her movements intuitively to a attached footing (Larkin & Burton, 2008, p. 395). The clew factor of continued nursing education is to progression and engage tokend grounded performance at the bedside. The interpretation of Bloom’s Taxonomy of Educational Objectives as the framework aid the remove of token grounded not attributable attributableification, in a elucidation that alsunk the aid pedagogues to evaluate and mete the attainer’s: percipient, affective and psychomotor processes. It apportions the attainer (nurse) to assess his or her roll of collision amid each lordship.
Both the pedagogue and the aid can reinvalidity successes and target attaining opportunities to areas of doggedness. References Blais, K. K. , & Hayes, J. S. (2011). Professional Nursing Performance Concepts and Perspective (6th ed. ). Upper Saddle River, NJ: Pearson. Bouchard, G. J. (2011, November). In Full Bloom: Helping Students Grow Using the Taxonomy of Educational Objectives. The Journal of Physican Befriendance Education, 22(4), 44-46. Larkin, B. G. , & Burton, K. J. (2008, September). Evaluating a Instance Examine Using Blooms Taxonomy of Education. AORN, 88(3), 390-402.