Reference no: EM134042588
Applied Bioscience for Health Instability
CASE STUDY - HYPOVOLAEMIC SHOCK SECONDARY TO BLEEDING
Learning Outcome 1: Appraise the pathophysiology of common conditions associated with the unstable person
Learning Outcome 2. Explain clinical management strategies employed by the health care team for the unstable person.
Learning Outcome 3. Explore the role of the clinician in the management of the unstable person.
Learning Outcome 4. Integrate the relationships between aetiology, pathophysiology, manifestations and management of conditions that are associated with the unstable person and implications for clinical practice.
Learning Outcome 5. Satisfy the unit syllabus with regards to describing the clinical presentation, diagnosis (interpretation) and clinical decision making for individuals with adverse health events.
Learning Outcome 6. Discuss the use of intravenous fluids and the quality use of medicines in this case study.
Important Note
This case study focuses on blood loss, resulting in reduced circulating blood volume, which leads to reduced preload, reduced stroke volume, reduced cardiac output and reduced blood pressure. The patient experiences a compensatory increased heart rate.
Although this is a case study based on a midwifery patient the emphasis is on the principles of patient assessment, describing the underlying pathophysiology of hypovolaemia and linking that to the key clinical strategies e.g. replacing blood loss with intravenous (IV) fluid volume and replacing blood loss with packed cells. This will increase blood volume and increase haemoglobin (oxygen-carrying capacity). This assists in stabilizing the patient's condition.
POST PARTUM HAEMORRHAGE HYPOVOLAEMIA CASE STUDY
Patient History
Samantha Keen is a 36-year-old female Gravida 5 (5 Pregnancies) Para 4 (4 live children) with an unremarkable antenatal history this pregnancy.
Assessment Task: complete the questions in focus area 4.
Focus Area Four
Interpretation of vital sign changes and other vital organ changes
1. Discuss in brief the physiological reasons for all patient vital sign abnormalities and urine output abnormalities after the birth on day one in the case study.
2. Discuss in brief what major physiological systems are activated during hypovolaemic/haemorrhagicshockand relate it to the case study.
3. Discuss in brief what class of haemorrhagic shock or stage of hypovolaemic shock the patient is in? Justify your answers by referring to the literature
Presentation Case Study
Assessment Guidance
This assessment is a group presentation. To start preparing for the assessment you are required to join a group in your first tutorial. Each group will have 5 or 6 group members, and you are encouraged to work in your group each week in the tutorial. Or engage with group members online via your Blackboard (Bb) group discussion board or other suitable online communication medium.
Internal Students Bentley and Mauritius
When you attend your tutorial, you will form a group, and the Tutor will help facilitate this. If you do not attend your registered tutorial the Tutor/Unit Coordinator will randomly assign you to a group. The Tutor/Unit Coordinator will finalise the group.
Online Students Midwifery Albany and Kalgoorlie
The Unit Coordinator will liaise with you and facilitate formation of groups.
You are required to review and interpret a case study. Each group is allocated a single case study focus area to answer e.g. Focus Area One questions or Focus Area Two questions etc. In your group, you will develop a PowerPoint presentation (PPP) to answer the assigned Focus Area Questions. Group Case Study Focus Area Allocations are located on Blackboard in the assessment folder, your group number reflects the Focus Area Question you must answer. For Example, Group 1 = Focus Area One and so on.
Your group presentation must be engaging, informative and contemporary. Using appropriate published peer-reviewed journal articles, national standards e.g. Australian NSQHS standards, practice standards and guidelines, relevant published textbooks, and other credible sources of information, e.g. MIMS online, Electronic Therapeutic Guidelines (eTG) online, the Australian Institute of Health and Welfare online and other credible sources. The group presentation is a collaborative activity designed to strengthen your analytical and communication skills. All group members are expected to participate in the research, development, and presentation of your work. Preparation will require substantial library research and teamwork. The assessment has two components:
Group Presentation Case Study (GPCS) Plan Agreement/Contract. All groups MUST complete a GPCS Plan Agreement/Contract and include it in your PowerPoint presentation as an appendix after the Reference list. Marks are allocated accordingly (see rubric for further information)
Group PowerPoint presentation (PPP) including slide notes format. All students in the group must present one slide or more and write their name and student id on the slide. You must also embed video files in each slide of your PPP, with each student video including verbally presenting and narrating their slide. Use of synthetic AI video is not accepted. The student video presentation will reflect the slide notes.
Note: You just need to create PPT for urine abnormality after the day one on birth. Need a separate slide and notes for this part