In teams,Įffective leadership is required for them to have a clear sense of purpose of direction, and we all have The ICU nurse disagreed with what theĬonsultant wanted the course of action to be and made this clear to the rest of the crash team. Understand what was happening and the decisions being made. With so many people in the room it was difficult to Pressure cuff to the patient and did a set of observations. The senior sister in A&E was very reluctant to let me use one and made this clear in herĬommunication with me, however eventually allowed me to take one. An observation machine was requested so I went across toĪ&E to get this. The crash team had arrived I stood and observed. Go and wait for the crash team to arrive in the department and direct them to the room. Was unsure what to do as we are told as students we are just to observe. When available we then commenced the patient on 15L of oxygen via a non-rebreath mask as per the guidelines from paediatric advanced life support At this time I The patient’s oxygen saturations had dropped to 30% and so the nurse began to use a bag valve mask (BVM) The HCA with us went to do this and I checked with the nurse if she needed the resus A few minutes later, a member of the radiographer team came out and requested aĬrash call be put out. Once outside and the CT began, myself and the nurse began to talk and made the decision that she would wearĪ lead jacket to enable her to be in the CT scanner with the patient and therefore able to monitor her conditionĪnd oxygen saturations. Once down inĬT and settled on the trolley, the radiographer asked myself and the nurse to leave the room due to radiation. Of the patient- portable oxygen cylinder, pulse oximetry monitor and the patient’s medical notes. Before taking her to CT myself and the staff nurse gathered equipment to ensure safe transfer Patient had been involved in an RTC and sustained bilateral tibia and fibula fractures and had deteriorated on Whilst on shift today I was asked to accompany a staff nurse to the CT department with her patient. This reflection will use Driscoll’s model of reflection (Driscoll, 2007).
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