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END-OF-LIFE DOUBLE PATIENT

SIMULATION

:

AN EVALUATION OF PRIORITIZATION,

DELEGATION AND THERAPEUTIC

COMMUNICATION DURING AN END-OF-LIFE

SCENARIO IN THE ICU

STACEY LIEUX BSN, RN

JOYCE BRODNIK MSN, RN, CCRN

AMANDA KOEHLER BSN, RN

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ANCC

Continuing Nursing Education

International Nursing Association for Clinical Simulation & Learning is

accredited as a provider of continuing nursing education by the

(3)

DISCLOSURES

Conflict of Interest

Stacey Lieux reports no conflict of interest

Amanda Koehler reports no conflict of interest

Joyce Brodnik reports no conflict of interest

Julia Greenawalt (INACSL Conference

Administrator & Nurse Planner) reports no conflict of

interest

Leann Horsley (INACSL Lead Nurse Planner) reports

no conflict of interest

Successful Completion

Attend 100% of session

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OBJECTIVES

Upon completion of this educational activity, participants will

be able to:

1.

Prioritize the care of a two patient assignment in the ICU

2.

Demonstrate therapeutic communication techniques

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ANALYSIS

What is the problem?!

Stressful environment in Critical Care

Lack of time for self-reflection

Managing multiple patients with complex

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DESIGN &

DEVELOPMENT

How should we address the problem?

Simulation

Concept Mapping

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IMPLEMENTATION

SIMULATION

Two 3G mannequins and two standardized wives are set up in

two separate rooms.

The participant gets “report” on both patients:

Patient A is a 37 year old male with GI bleed requiring

a blood transfusion.

Patient B is a 77 year old actively dying intubated

male with orders to terminally wean.

The participant chooses who to see first, and in either case, is

met by a wife with many questions and emotional needs. This

is the first touch point.

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IMPLEMENTATION

SIMULATION

After the first touch point, the participant gets an updated set of

vital signs on both patients. Patient A has been extubated and

Patient B will be requiring a blood transfusion.

Again, the participant has an opportunity to prioritize which patient

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IMPLEMENTATION

Depending on which patient the participant chooses, they will

either be interrupted by Patient A’s hysterical wife or by the

either be interrupted by Patient A’s hysterical wife or by the

participant is being pulled in two directions, requiring them to:

charge nurse with Patient B’s blood for transfusion. The

participant is being pulled in two directions, requiring them to:

* Think critically

* Provide emotional support

* Demonstrate empathy

* Think critically

* Prioritize care

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Complete the Concept Map: Fill in each section to the best of your ability. Feel free to add boxes.

Expected Symptoms of Actively

Dying Patient during the Dying Process Nursing Interventions

Death has occurred… Now What??

Who to Notify Code Statuses and What

do they mean?? DNRcc: DNRccA: DNRspecified: Coroners Criteria Resources & Support for

Patient, Family & Staff:

Post-Mortem Care 1 2 3 4 6 5

CONCEPT MAP

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Complete the Concept Map: Fill in each section to the best of your ability. Feel free to add boxes.

Expected Symptoms of Actively Dying Patient

•Decrease in activity, speech •Decreased responsiveness/LOC

•Confusion

•Decrease/stop eating & drinking

•Periods of restlessness

•Decrease in body temperature •Skin tone & nail beds have a

gray/blue hue

•Periods of apnea/irregular breathing/Cheyne Stokes

•Fluid in lungs causes rattling

sound in breathing

•Could “see” or speak to deceased

people they think are in the room

•Involuntary twitching

Nursing Interventions during the Dying Process

• Management of pain, N/V, dyspnea to relieve

symptoms and promote comfort (O2,

bronchodilators, diuretics, steroids, MSO4, Fentanyl, Ativan, Versed, Haldol)

• Suction secretions/Swabs • Comfort positioning

• Calm environment (silence alarms, limit activity in room, remove equipment, dim lights) “Code Calm”

• Emotional support to

family & pt. / therapeutic communication.

Encourage to verbalize feelings & talk to patient (hearing last sense to go)

• Cultural sensitivity

• Call LifeBank for possible

Organ Donation Cases

• Bereavement Cart

• “No one dies alone”

Death has occurred… Now What??

•Print a flat line strip

•Have physician

pronounce death and record time

•Turn off ventilator/pacer

•Talk to family

•Verify who will sign the death certificate (MD) Who to Notify •Family •Attending Physician •All consults •Pastoral Care •LifeBank •Funeral Home •Coroner, if applicable •Nursing

End of

Life

Code Statuses and What do they mean??

DNRcc: Only comfort care

before, during or after heart or breathing stops.

DNRccA: All life support

measures until the heart or breathing stops (meds, etc)

DNRspecified: Valid ONLY

at CCF- pt can modify DNR

*Ohio law recognizes 2 categories of DNR orders: DNRcc & DNRccA. CCF also allows for a DNRspecified (not recognized outside of CCF) Coroners Criteria • Recent fall • Recent procedure • < 24 hours in the hospital • Died in restraints • GSW, suicide • Call Coroner if

Resources & Support for Patient, Family & Staff:

•Pastoral Care/Spiritual Care/Chaplain

•Clergy member from

church •Extended family members •Code Lavender •Reiki/Healing Touch/Relaxation Techniques/Guided Imagery/Meditation •Concern/Caring for Caregivers •Hospice/Palliative Care •Ombudsman •Nursing Supervisor •Social Worker/Case Mgr. •Child Life Specialist

•Ethics Consult

•Comfort Care Order Sets

•Offer Family Conference

Post-Mortem Care

•Bathe patient and clean room

•Ice to eyes (if Lifebank)

•Place body in

body bag

•Secure ankles &

wrists w/pads & kerlix •Keep all belongings with body if no family available •What lines do we remove? (coroner case=none; non-coroner case=all) •Obtain morgue cart from morgue

•Transport body to

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DEBRIEF

Utilized G.A.S Method for Debriefing

Referenced Scribe Tool

Participant:

What was therapeutic:

What was not

therapeutic:

1.

2.

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EVALUATION

“I learned it’s OK to spend more time with my dying patients”

“I will offer hospice services to potential end of life patients

sooner”

“I learned better therapeutic communication and mindful time

spent”

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REFERENCES

Bolstad, A.L., Xu, Y., Shen, J.J., Covelli, M., & Torpey, M. (2012).

Reliability of standardized patients used in a communication study on

international nurses in the United States of America. Nursing &

Health Sciences, 14(1), 67-73. doi:10.1111/j.1442-2018.2011.00667.x

Bar-Sela, G., Lulav-Grinwald, D., Mitnik, I. (2012). “Balint group”

meetings for oncology residents as a tool to improve therapeutic

communication skills and reduce burnout level. Journal of Cancer

Education: The Official Journal of the American Association for

Cancer Education, 27(4), 786-789. doi:10.1007/s13187-012-0407-3

Fay-Hillier, T.M., Regan, R.V., & Gallagher Gordon, M. (2012).

Communication and patient safety in simulation for mental health

nursing education. Issues in Mental Health Nursing, 33(11), 718-726.

doi:10.3109/01612840.2012.709585

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CONTACTS

Stacey Lieux

[email protected]

Joyce Brodnik

[email protected]

References

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