ATI Video Case Study
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If you were the nurse in this situation, which client should you see first?
In a hospital setting, nurses are responsible for taking care of a large number of patients who require different types of care. To take care of all these patients, the nurse needs to develop a method of meeting the needs of all of their needs (Hendry & Walker, 2014). To do so, the nurse has to come up with a framework that will dictate what activities to undertake and which ones they can delay. The process of identifying the urgent activities that require immediate intervention and those that do not are is what is called priority setting. Priority setting involves arranging activities in a particular order depending on urgency and importance of the activities in each category (Hendry & Walker, 2014). To facilitate the priority setting process, nurses can use several known and established frameworks. These include the nursing process, the ABC framework, Acute vs. Chronic framework, Emergency vs. Routine framework, and the Safety and Risk reduction framework.
In the ATI video, the nurse is receiving valuable information concerning patients who need attendance. Based on the information given, as a nurse, I would attend to Lenny Williams, the patient in room 6307, who is experiencing pain in his right calf. According to the observations given by the assistant, the patient’s calf has turned red. When a calf is swollen and is turning color to red, then the problem could be deep vein thrombosis, a condition where there is a blood clot in the leg that is limiting blood circulation. Vein thrombosis is a severe condition that can be life-threatening in severe conditions; therefore, it needs immediate attention.
From there, I would attend to Nancy Jones, the patient in room 6310 with an infiltrated IV line. Infiltration is a condition that occurs due to leakage of the IV fluids or medications to the tissues surrounding it. Typically, infiltration results from improper placement of the catheter or, in some instances, patient movements can result in the catheter dislodging from the lumen blood vessel. If left unattended, infiltration can lead to infections. Therefore, to ensure there are no infections, the patient needs to be given ampicillin, which is an antibiotic. From there, I would attend to Justin Foster, the patient in room 6314, who is requesting pain medication. The pain medication is due and, therefore, needs to be given to the patient. Furthermore, the patient does not have any other pressing medical conditions; therefore, he can wait until the right time for administering the pain medication comes (Herlitz & Horan, 2016).
Finally, I would attend to Anna Chen, the patient in room 6315, and who is diagnosed with gastritis. Gastritis is a common condition that results from infection of the stomach lining with the bacterium that causes stomach ulcers. The disease can either be acute or chronic, depending on specific factors; however, it is not a fatal condition and is easily treated using medication. Taking this into consideration, plus the fact that the patient already has assistance, I would attend to her last.
Identify the priority framework you are using and the rationale for your selection.
When attending to the patients, I would adopt the Emergency vs. Routine framework. In this prioritization framework, the nurse gives more attention to the patients indicating new and urgent signs and symptoms, some of which have fatal consequences (Suhonen et al., 2018). In our case, the Lenny William’s red calf poses the most significant danger and, therefore, requires the most urgent attention. On the other hand, the routine checkups that need little attention are given the back seat as these can experience a slight delay without many negative impacts on the patient, for instance, Anna Chen with gastritis.
Hendry, C., & Walker, A. (2014). Priority setting in clinical nursing practice: a literature review. Journal of advanced nursing, 47(4), 427-436.
Herlitz, A., & Horan, D. (2016). Measuring needs for priority setting in healthcare planning and policy. Social Science & Medicine, 157, 96-102.
Suhonen, R., Stolt, M., Habermann, M., Hjaltadottir, I., Vryonides, S., Tonnessen, S., … & Scott, P. A. (2018). Ethical elements in priority setting in nursing care: A scoping review. International journal of nursing studies, 88, 25-42.
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ATI ADVICE:
Product updates: all new, video case studies  .
Date Published: August 3, 2020
ATI Â is excited to announce a completely re-designed Video Case Studies student experience. What are Video Case Studies? When will you use this product during nursing school? And what can you look forward to with this product? We break it down for you below.
What are Video Case Studies?
Video Case Studies offer an easier way for you to grasp difficult concepts. Live-actor video scenarios help you visualize what to expect in clinicals, ending with a question. Next, practice using clinical judgment skills to form and articulate your own plan of care in response to the question with a video-recorded or (new!) written response. Then take an opportunity to watch your response and re-record if you like. Once you click submit, you’ll get to hear an expert response and can reflect on your own answer and what you might do differently. No more waiting for peer feedback or getting stuck with your initial recording. Feel confident in your answer and advance at your own pace.
What features can you look forward to?Â
Students enjoy:
+ Â Â Â Simplified and easy-to-navigate interface
+ Â Â Â Streamlined experience for completion on their own schedule
+ Â Â Â Flexibility to re-record their response before submitting
+ Â Â Â Option to write a response instead of recording a video
How does VCS help you as a nursing student?
Video Case studies helps students become more prepared for clinicals and professional practice by:
+ Â Â Â Promoting development of clinical judgment skills by challenging students to form their own plans of care without prewritten options.
+    Building students’ confidence in their ability to provide quality care and engage the nursing process by challenging them before clinicals to think through scenarios they may encounter and exposing them to cases they may not see until entering practice.
+    Strengthening students’ clinical decision-making skills with insight to “expert answers” that demonstrate evidence-based best practices for scenarios they’ve completed.
How to use it? Instructional step-by-step overview.
- EXPERIENCE Students watch short, live-actor video scenarios that simulate situations or issues commonly encountered in clinical practice.
- PRACTICE Students apply clinical judgment skills to formulate their own responses to the scenarios they’ve just viewed, uploading their video-recorded or written remarks.
- REFLECT After submitting their own responses, students unlock scenario responses from experts, and then consider their own answers and complete a self-reflection.
- ASSESS Upon completing each case, students assess their knowledge with 5-question tests, including answer rationales.
- EVALUATE Faculty review student responses, reflections, and quiz results, providing scoring and feedback.
When should you expect to use Video Case Studies? Â
Video Case Studies can be used as an in-class discussion tool, for individual homework assignments, or for small group work. Video Case Studies can be used throughout the curriculum and even repeated to assess student development from one course to another. Video Case Studies offer scenarios in the following content areas:
50 RN Video Case Studies
Pharmacology (5)
Nursing care of children (5)
Mental health (5)
Adult medical-surgical (13)
Fundamentals (10)
Maternal newborn (4)
Nutrition (2)
Leadership (4)
Community health (2)
42 PN Video Case Studies
Adult medical-surgical (11)
Fundamentals (9)
Management (3)
What students are saying about it?
“I feel as though this is a great way to engage students into learning more and submitting more online work. I also really enjoy the instructor and expert feedback as it gives the most information possible to achieve the correct answers.” “I really liked that the layout was simple and easy to navigate. Anything I was asked to locate did not take me forever to find, and as a nursing student, time is of the essence when doing homework, so I enjoyed the fact that I was able to find what I needed and move forward relatively quickly.”
“ The website and assignments are very easy to navigate, it is so simple that there is no need for instructions. The ability to automatically video record, write a response and receive feedback within the same page of the assignment is extremely pleasant as a user.”
Ready to get started with Video Case Studies? Visit the product in your student portal.
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ATI Video Case Study: Priority Setting. A nurse is preparing to apply a condom catheter to a male client. Which of the following actions should the nurse take after performing hand hygiene and applying clean gloves? Click the card to flip 👆. Check the condition of the penile shaft. *The first action the nurse should take when using the ...
ATI Video Case Study: Priority Setting Sheryl Labrador West Coast University 420: Principles of Leadership and Management Professor Jennifer Cox September 17, 2021. Nursing Care: Prioritization Prioritization is one important skill a nurse should have. Having failed to prioritize a patient that needed the care more, may have serious ...
Priority setting can be defined as the ordering of nursing problems using notions of urgency and/or importance, to establish a preferential order for nursing actions (Hendry & Walker, 2004). The ATI video provides enough information to be able to determine who needs to be seen in order of priority.
STEP 2: PLAY A VIDEO CASE STUDY TO WATCH AS A GROUP. Using your video-conferencing platform, open the Video Case Study and play it for the group. At the end, a Video Challenge Question will be offered. At this point, you can ask students to key in their answer using the chat function.
HOW IT WORKS. A learning process designed to develop clinical judgment skills. 1. EXPERIENCE. Students watch short, live-actor video scenarios that simulate situations or issues commonly encountered in clinical practice. 2. PRACTICE. Students apply clinical judgment skills to formulate their own responses to the scenarios they've just viewed ...
Basic critical thinking. nurse trust the experts and thinks concretely based on the rules. - Results from limited nursing knowledge and experience, as well as inadequate critical thinking experience. Complex critical thinking. nurse begins to express autonomy by analyzing and examine data to determine best alternative.
Identify evidence-based nursing actions to effectively address the clinical situation of the client's health problem. Prioritize plan of care to achieve optimal client outcomes. Prioritize nursing care when caring for multiple clients. Re-prioritize nursing actions as the client's condition changes.
Priority-setting frameworks assist you to make decisions regarding priority findings, priority nursing actions, and the proper sequence of nursing actions. The ATI Helix of Success supports seven priority-setting frameworks that can be followed when using the clinical decision-making process to make a clinical judgment.
irst action the nurse should take when using the nursing process is assessment. To maintain safety and prevent injury to the client by taking the necessary precautions, the nurse should check the condition of the client's skin to determine a baseline. The nurse should then monitor the client's skin for redness, swelling, or lesions. A nurse enters a client's room and sees the client lying on ...
paper for ATI video case studies carolina gomez may 25th, 2023 adult health clinical ati skills review critical thinking is applied nurses in the process of ... Another important nursing attribute is priority setting. Priority setting is an approach to find out what is more important or less important in health care. ... procedure and reward. I ...
To facilitate the priority setting process, nurses can use several known and established frameworks. These include the nursing process, the ABC framework, Acute vs. Chronic framework, Emergency vs. Routine framework, and the Safety and Risk reduction framework. In the ATI video, the nurse is receiving valuable information concerning patients ...
Respiratory rate 10/min *The nurse should identify that the respiratory rate of 10/min is the priority finding by using the airway, breathing, circulation approach to client care. A respiratory rate of 10/min is an indication of toxicity. The nurse should not administer the next dose of medication and should notify the provider immediately.
Video Case Studies offer an easier way for you to grasp difficult concepts. Live-actor video scenarios help you visualize what to expect in clinicals, ending with a question. Next, practice using clinical judgment skills to form and articulate your own plan of care in response to the question with a video-recorded or (new!) written response.
Enhanced Document Preview: ATI Video Case Study: Priority Setting Sheryl Labrador West Coast University 420: Principles of Leadership and Management Professor Jennifer Cox September 17, 2021 Nursing Care: Prioritization Prioritization is one important skill a nurse should have. Failing to prioritize a patient that needs the care more, may have serious consequences for patients.
Video Case Studies offer an easier way for students to grasp difficult concepts. Live-actor video scenarios help students visualize what to expect in clinicals, ending with a question. Students exercise clinical judgment skills to form and articulate their own plan of care, then hear an expert response, which they consider as they complete a ...
2 ATI VIDEO CASE STUDY PRIORITY SETTING ATI Case Study: Priority Setting If I were the nurse in this situation, I would see Lenny Williams in room #6307 first. This patient expressed pain and redness in their right calf to the assistive personnel and should be assessed immediately for deep vein thrombosis (DVT). Deep vein thrombosis (DVT) happens when a blood clot (thrombus) forms in a deep ...
Week 4 ATI Video Case Study: Priority Setting. If I was the nurse in this scenario, I would see the patients in order of urgency. I would use the ABC priority frame work which is Airway, breathing, and circulation. This allows the most critical patient to be attended first which would prevent life threatening conditions to occur (Lewis et al ...
Strengthening students' clinical judgment skills is a fundamental aspect of preparing them for the NCLEX (now commonly referred to as the Next Generation NCLEX [NGN]). A nursing concept directly related to the development of clinical decision-making and judgment is priority setting. Stay up-to-date on the NCLEX & Next Generation NCLEX.
1. Complete the following ATI Video Case Studies PN, which are located under the Apply tab. View the challenge videos for the following topics: - Acid-base imbalances: Respiratory Alkalosis - Fluid \& Electrolyte Balance: Chronic Renal Failure - Critical Thinking/Clinical Reasoning/Clinical Judgment: Nursing Process and Priority Setting 2.
e first action the nurse should take when using the nursing process is assessment. To maintain safety and prevent injury to the client by taking the necessary precautions, the nurse should check the condition of the client's skin to determine a baseline. The nurse should then monitor the client's skin for redness, swelling, or lesions. A nurse enters a client's room and sees the client lying ...
Video Case Studies RN 3: Leadership and Management: Assignment, Delegation, and Supervision. In addition to the five rights of delegation, name two additional factors the RN should consider before delegating to an AP or LPN. Name three tasks an RN can delegate to an LPN. Name three tasks an RN can delegate to an AP. The five rights of delegation:
AAH - Clinical VSIM - Kenneth Bronson - Guided Reflection. AAH - Clinical VSIM - Kenneth Bronson - Documentation. Keith RN cirrhosis fully filled out, completed. Musculoskeletal Case Study. Video Case Study: RN Critical Thinking/ Clinical Reasoning/ Clinical Judgment: Rapid Response/Clinical Emergencies 3.0 time elapsed: 00:02:53 question: of.