Hi there i have attached two files case study file and the Reflection file. In reflection file you can see the question related to the case study.. In reflection file i have highlighted few areas with the markers please focous more . The reflection to be answered following critical reflection framework (for eg: Rolfe's reflective framework and Gibbs Reflection framework.) which you can find in details of the Reflection file. APA7 reference including appropriate academic, peer - reviewed resource . etc please go through Reflection file from top to bottom as per my uni requirement.
Group Presentation Group Presentation MET Call Case Study-6 Case scenario Noah is a 6 yo brought in by ambulance to ED at 2100hrs following a seizure which lasted for 30 seconds. Parents state that Noah complained of a headache and stiff neck then vomited after being given a dose of paracetamol. He has been lethargic all day, has a fever and is turning his head inwardly to avoid the bright lights. Noah is flushed and irritable. Noah is being managed for bacterial meningitis and intravenous antibiotics (cefotaxime) have now commenced. Past Medical History: Nil significant Nil known allergies. Childhood vaccinations up to date. Assessment Airway. - Patent Breathing. - Spontaneous, RR-12 mt, SPO2-98% RA, air-entry equal Circulation- Pale in face, BP- 75/57 mmHg, HR- 145/mt but weak, capillary refill 3 seconds, cool and clammy to touch. Disability - GCS-13 E3V4M6, opening eyes to speech not oriented to time, place or person, PEARL- 4mm- significantly photophobic on examination Exposure - Febrile 39.5 degrees Celsius. Unable to flex neck and lift head. Cool extremities. Significant swelling to lips and blanching rash to left arm. IVC 22g via left cubital fossa. Fluids - Unable to tolerate oral fluids, NBM for now. IV cefotaxime in progress. Oliguric. Loose involuntary bowel motion. Glucose - BGL-7.8 mmol/L Investigations Urine analysis: Nil abnormalities detected. Urine very concentrated Bloods- WCC- 22.4, CRP- 96 Lumbar puncture- CSF analysis- opalescent fluid, 15 000/cmm with 88% neutrophils, 8% lymphocytes; glucose of 2 mg/dL and protein of 15 mg/dL. CSF Gram stain positive. Additional information: CSF cultures – Streptococcus Diagnosis: Anaphylactic shock associated with the management of bacterial meningitis. A MET call was activated at 2200hrs. HV4 Assessment Task 4 MET call case study – Reflection Assessment 4: MET call case study – Reflection Weighting: 10% Due Date: Word count: There is a word limit of 500 words. Use your computer to total the number of words used in your assignment. However, do not include the reference list at the end of your assignment in the word count. In-text citations will be included in the additional 10%-word count. If you exceed the word limit by more than 10% (550 words) the marker will stop marking. Aim of assessment The aim of this assessment is to enhance student’s understanding of the significance of recognising a deteriorating patient; reflect on their understanding of pathophysiology in relation to the patient’s clinical manifestations using a holistic patient approach; and reflect on the importance of working together as a team in the group presentation reflective of teamwork in caring for a deteriorating patient. Details You are expected to complete this reflection after you have completed your Assessment Task 3 MET call case scenario Group Presentation. Accompanying this submission should be your Assessment Task 3 marking rubric completed by your class tutor. The marking rubric should be attached to the end of the Reflection. This is an INDIVIDUAL task and must be completed on your own. The reflection should answer ALL the questions below. Based on a critical reflection framework (e.g., Rolfe’s reflective framework, Gibb’s reflection framework), critically reflect and respond to the questions below. Questions: 1) What was your experience with recognising the signs of deterioration in the patient in the case study scenario? State areas of strength you have achieved and improvements you may require. 2) What was your experience with understanding the underlying pathophysiological changes and its link to the patient’s clinical manifestations? State areas of strength you have achieved and improvements you may require. 3) What was your experience with working as part of a team in understanding the patient’s MET call and presentation? State areas of strength you have achieved and improvements you may require. Submission Refer to Section 2.5 of the Learning Guide- General Submission Requirements Submit your assessment through Turnitin CnaBic CnaBic CnaBic CnaBic Format All assignments are to be typed Typing must be according to the following format: 3 cm left and right margins, double spaced. Font: Arial or Times New Roman Font size: 12pt See further submission requirements below Submission Requirements 1. Electronic copy only. Students are to submit an electronic copy of the assessment. Students are not required to submit the original hard copy of their assessment on campus 2. Submit your assessment electronically through the Turnitin link on the unit vUWS site. 3. Students are to upload the assessment with the following title; Surname_Firstname_assessment title 4. Your assessment must be submitted in .doc, docx format. 5. This assessment is marked online; no paper copy will be accepted. Marks, comments and the marking criteria will be released online. If you do not receive your marked assessment when all others have been returned, it is your responsibility to contact the Unit Coordinator for assistance. Resources i. Examples may be available on the vUWS site. ii. There are a number of textbooks and resources available through the Western Sydney University Library that may assist you. Please refer to the unit’s vUWS site for specific unit resources. iii. Assessments listed as individual assessments must be completed independently. Students are advised to refer back to their notes, textbooks or appropriate academic, peer-reviewed resources utilised during unit delivery CnaBic Assessment 4: MET call case study – Reflection Aim of assessment Details Submission Format Submission Requirements Resources ASSESSMENT 4 DETAILS DUE DATE = Week 13 Friday 3 June 2022 at 2359hrs Weighting = 10% Word limit = 500 words (+/- 10%) Format = Written reflection (individual task) based on a critical reflection framework (eg. Rolfe, Gibbs) To be written/completed immediately after your MET Call Group Presentation in Week 12 Your Assessment 3 marking feedback must be attached to your Reflection ASSESSMENT 4 AIMS From the HV4 Learning Guide p.22: ¡ Enhance students’ understanding of the significance of recognizing a deteriorating patient ¡ Reflect on own understanding of pathophysiology in relation to patient’s clinical manifestations using a holistic patient approach ¡ Reflect on the importance of working together as a team in the group presentation, reflective of teamwork in caring for a deteriorating patient NOTE: These 3 aims directly relate to the first 3 Marking Criteria (see rubric in Learning Guide p. 23) ¡ All three (3) questions must be answered as one complete 500 word response ¡ Answers must be embedded within a critical reflective framework, such as Rolfe (2001) or Gibbs (1988) (to be discussed in further detail on following slides) ASSESSMENT 4 QUESTIONS From your HV4 Learning Guide, p. 21 Essay § Focuses on a specific topic § An argument is developed § Written in an impersonal tone § Generally, no reflective model used § Structured with an introduction- body -conclusion § Must include referenced information § Present and future tense forms mostly used § Written in third person Reflection § Focuses on a specific event § No argument developed § A highly personal account of a learning event § A specific reflective model used to guide thought § Structure dependent on the stages of the specific reflective model used § May or may not include referenced information § Past, present and future forms used § Written in first person REFLECTIVE WRITING Reflective writing, different from essay or report writing, is a personalised form of writ ing that centres on learning gained and its implications for the future. ACTIVITY 1: WHICH TEXT IS A REFLECTION? T e x t A A p p r o p r i a t e v e r b a l a n d n o n - v e r b a l c o m m u n i c a t i o n t e c h n i q u e s e n h a n c e t h e q u a l i t y o f p a t i e n t - c e n t r e d c a r e . T h e s e t e c h n i q u e s e n a b l e n u r s e s t o b u i l d r a p p o r t a n d e s t a b l i s h t r u s t w i t h p a t i e n t s , p r o m o t i n g a c c u r a t e a s s e s s m e n t s a n d f a c i l i t a t i n g r e l e v a n t i n t e r v e n t i o n s . A l t h o u g h e f f e c t i v e c o m m u n i c a t i o n s t r a t e g i e s a r e v i t a l i n a l l n u r s i n g e n c o u n t e r s , t h e y a r e p a r t i c u l a r l y p e r t i n e n t t o p a t i e n t s f r o m I n d i g e n o u s c u l t u r a l b a c k g r o u n d s . A c c o r d i n g t o L e w i s a n d F o l e y ( 2 0 1 1 ) , s u c c e s s f u l i n f o r m a t i o n e x c h a n g