Preliminary Care Coordination Plan
NURS FPX 4050 Assessment 1 Preliminary Care Coordination Plan
The standard care plan employed by nurses to treat particular patient with the help of evidence-based strategies is called care coordination plan. The collaboration of registered nurses with patients. Moreover, the integrated health system must value the patient’s view point to attain the higher patient outcomes. The nurse practitioner performs a tough duty in a health care center as she is doing multitasking at the same time. The facilities are being provided to the nurses and patients to manage global crisis such as pandemic. The main concern is the efficacy of nurse trauma management services in patients. Utilizing evidence-based practices and care coordination strategies is important for nurse practitioners. Because having prior expertise of nurse staff with onerous obligations, management has assigned them to the fiduciary duty coordination nursing staff (Abelson et al., 2018)
Nurses are of great significance when it comes to trauma management. Nurses are provided training for improving patient care survival. Nurses do so by implementation of effective strategy between traumatic injuries to the patient and their treatment. Nurses are responsible for using the right resources and assigning the trained staff to the traumatic injury patients. Therefore, an effective coordination plan for trauma management is needed to achieve better patient survival in Vila Hospital (Ehrlich et al., 2021).
Analysis of the Health Concern with Respects to Underlying Assumptions
Trauma is the emotional reaction to a traumatic incident such as a car accident, rape, or natural disaster. Shock and denial are common reactions right after an event. Unpredictable emotions, flashbacks, strained relationships, and even physical symptoms like headaches or nausea are some of the longer-term effects. Level 1 trauma facilities discharged 39.4 percent of critically injured trauma patients (95 percent CI 36.8, 42.1). The most common causes of all injuries were falls, followed by car accidents. A traumatic experience, on the other hand, can lead to mental health difficulties such as posttraumatic stress disorder (PTSD), depression, anxiety, and alcohol and drug abuse, as well as affecting one’s relationships with family, friends, and coworkers. One may experience memory lapses or “lost time” in the most extreme scenarios. The stages of trauma responses are referred to as the 6 “F”s by Schauer and Elbert (2010): Freeze, Flight, Fight, Fright, Flag, and Faint (Garland 2018).
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In the setting of a simulated traumatic event, trauma care is provided. A four-meter fall onto a hard surface, resulting in severe injuries to the extremities in the form of bilateral open femur fractures, an open tibia fracture, and a closed pelvic fracture, all of which bled profusely, was defined in this study. The pre-hospital emergency care competency of 63 ambulance nurses was quantitatively assessed, as was their judgement of their own sufficient. Simulated trauma care and a questionnaire were used to collect data. Results showed that life-saving interventions were not always carried out. Because of the life-threatening scenario, the time it takes to undertake interventions could be considered long. The ambulance nurses, on the other hand, believe that their theoretical and practical knowledge and skills are sufficient (Lewis et al., 2019).
There is a growing demand for targeted education and training in the field of advanced treatment for complex trauma patients. However, several institutions do not promote further study and training in this subject, and physicians and nurses are well aware of the difficulty in freeing up time. Blended learning tactics, which combine traditional classroom methods with current computer-assisted methods and media, are not yet commonly used in education. According to senior physicians and nurses, this study examined educational challenges and opportunities for development, as well as the possible application of blended learning (Vander 2019).
Specific Goals for Trauma Management in Nursing Centre
Safety, choice, cooperation, trustworthiness, and empowerment are the Five Guiding Principles. The first step in providing Trauma-Informed Care is to ensure that an individual’s physical and mental safety is addressed. Trauma-focused therapy sessions are designed to assist adolescents develop skills and enhance coping mechanisms so that they can better respond to reminders and feelings related to the traumatic incident. Anxiety management and relaxation tactics are two of these abilities that are taught in a youth-friendly manner. The following are the goals and treatment focuses:
- Develop a language that may be used to explain PTSD symptoms.
- Recognize the signs and symptoms that he is suffering from PTSD (and similar symptoms of anxiety)
- Connect such feelings to particular triggers and vulnerable places.
- Create a short-term strategy for dealing with PTSD.
- Recognize that his PTSD is causing him issues.
- Link PTSD triggers and poor coping strategies to PTSD cues and symptoms.
Learning coping skills to alleviate PTSD and prepare for future stressful events (thinking stopping, thought switching, creative imagination, progressive muscular relaxation, deep breathing, and so on) is known as “stress inoculation training.” Reduced exposure to specific triggers and stressors can also help to prevent PTSD.
NURS FPX 4050 Assessment 1 Preliminary Care Coordination Plan
Specific areas of cognitive distortion (“stinking thinking”) should be identified and addressed: Anxiety, guilt, survivor guilt, blaming oneself for being a victim (for example, rape), and catastrophizing: (Just because someone is enraged doesn’t mean they’re about to murder someone.) Reality should be used to counteract irrational thinking. When confronted with stressors or anticipating challenges, use optimistic thinking and self-talk.
The treatment of a critically ill trauma patient is complicated, and it necessitates the expertise and competence of a large number of healthcare professionals. Delays in identifying the injury and developing a treatment plan without taking into account comorbid conditions obstruct the patient’s resuscitation and recovery, postpone the rehabilitative phase, and raise expenditures. This article will address how an advanced practise nurse can work as a case manager to help with early detection of pathologic and physiologic changes, as well as psychosocial and rehabilitative requirements, and orchestrate a thorough and consistent plan throughout the continuum of care (Greeves et al., 2021).
Available Community Resources
The Internet’s role in assisting persons suffering from post-traumatic stress disorder (PTSD) has grown significantly; there are now multiple Web sites that provide physicians with toolkits and research articles, as well as Web sites that provide information and support to those suffering from PTSD. The United States military has aided in the development of these channels, particularly interactive Web applications for use on personal computers and smartphones. PTSD Coach is a smartphone app developed by the US Department of Veterans Affairs (VA) to assist people with PTSD in understanding and managing their symptoms.
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NURS FPX 4050 Assessment 1 Preliminary Care Coordination Plan
The Institute of Cognitive Behavioural therapy is a non-profit organization that supports ongoing cognitive behavior therapy study and training, serves as a vital asset for practitioners and patients, and performs to recognise and accredit cognitive behavior therapy providers. People who have demonstrated higher mental therapy competency through an objective assessment are accredited. The Institute is made up of clinicians, psychiatrists, counselors, and other mental health workers from all around the world.
The American Academy of Experts in Traumatic Stress (AAETS) is a diverse range organization dedicated to improving trauma care. Its intention is to make it easier for all those who function with victims’ families on a regular basis to determine meaningful benchmarks, as well as to understand specialized knowledge between experts and across disciplines. Apart from major disasters and cataclysms, it has been decided to devote more time to gaining a better understanding of the effects of daily traumatic memories like chronic disorders and violence. The purpose of the group is to assist all victims in becoming survivors and, ultimately, thriving.
The Anxiety & Depression American association is the only nationwide, charitable organization affiliation organization devoted solely to educating the community, care providers, and legislators about stress dissociative symptoms’ actuality, intensity, and therapeutic interventions. It is committed to enhancing the lifestyles of those who endure from mental illnesses by promoting early diagnosis, therapeutic interventions, as well as remedy. The ADAA webpage contains data on PTSD condition and treatment options, and a PTSD self-screening software (Dawson et al., 2021).
References
Abelson, A., Lind wall, L., Supered, B. O., & Rusted, I. (2018). Ambulance nurses’ competence and perception of competence in prehospital trauma care. Emergency medicine international, 2018.
NURS FPX 4050 Assessment 1 Preliminary Care Coordination Plan
Dawson, S., Bierce, A., Feder, G., Macleod, J., Turner, K. M., Zammit, S., & Lewis, N. V. (2021). Trauma-informed approaches to primary and community mental health care: protocol for a mixed-methods systematic review. BMJ open, 11(2), e042112.
Ehrlich, C., Lewis, D., New, A., Jones, S., & Greenish, L. (2021). Exploring the role of nurses in inpatient rehabilitation care teams–a scoping review. International Journal of Nursing Studies, 104134.
Garland, C. (2018). Thinking about trauma. In Understanding trauma (pp. 9-31). Routledge.
Greaves, I., Porter, K., & Garner, J. (2021). Trauma care manual. CRC Press.
Lewis-O’Connor, A., Warren, A., Lee, J. V., Levy-Carrick, N., Grossman, S., Chadwick, M., & Rittenberg, E. (2019). The state of the science on trauma inquiry. Women’s Health, 15, 1745506519861234.
van der Merwe, A., & Hunt, X. (2019). Secondary trauma among trauma researchers: Lessons from the field. Psychological Trauma: Theory, Research, Practice, and Policy, 11(1), 10.
