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  1. Case study
  2. In the rehabilitation center
  3. Intervention and professional involvement
  4. Pharmacologic treatment plan
  5. Overview of the nurse educator's role

Concerns are raised concerning the safety of patients as cases of error and injury escalate globally. To improve the security of patients, nurses are thus supposed to recognize variations in the condition of the patient. Besides, they should be in a position to anticipate orders, prioritize and conduct independent nursing interventions. Critical thinking can influence patient safety as the actions mentioned above require excellent decision-making skills, critical thinking and the ability to pass information accordingly. Educator nurses are called upon to mentor new graduates at the advanced beginner level or novice level which are the vital stages drawing for applying critical thinking. Also, they should find innovative ways to cope with the budgetary constraints that have often reduced the training period while nurturing the expected outcomes in novice nurses (Fitzgerald et al., 2012).

[...] Case Study Mr. Charles Gibson, 72-year-old male presents to the treatment facility with a history of hypertension and Type 2 Diabetes Mellitus. Besides, he has a habit of smoking and cases of non-compliance with medication. He has a normal pulse rate of 82 sinus rhythm, temperatures at 98.6 degrees Fahrenheit, and Blood pressure of 130/80, a regular R of 18 and a pulse oximeter of 96%on 2L/min oxygen. The client also had a stroke as revealed by MRI and reperfusion of the formerly ischemic cortex tissues could be traced. [...]

[...] In the Rehabilitation Center As a remedy, thick nectar diet is best suited for the patient as he tolerates the diet effectively. Lehne (2010) argues that the diet can be adjusted in response to the swallow evaluation results. On the other hand, Nagaratnam et al. (2013) report that the vital signs have to be checked after four hours with oxygen saturation. In this case, the patient requires a telemetry bed, physical and occupational therapy followed by swallow evaluation with results. [...]

[...] doi: 388-402. doi: 10.1111 /j.1744- 1609.2011 .00239.x Emanuel, V., and Cross, V. (2012). Using vignettes to teach stroke care. Nursing Times, 108(9), 20-22. Fitzgerald, C., Kantrowitz-Gordon, I., Katz J., and Hirsch, A. (2012). Advanced Practice Nursing Education: Challenges and Strategies. Nursing Research and Practice, 2012(854918) doi: 10.1155 /2012/854918 Lehne, R. A. (2010). Pharmacology for nursing care. [...]

[...] St. Louis, MO: Saunders Elsevier. Motavalli, A., and Nestel, B. (2016). Complexity in simulation-based education: exploring the role of hindsight bias. Advances in Simulation, 1(3). doi: 10.1186 /s41077-015-0005-7 Nagaratnam, N., & Nagaratnam, K. (2013). Stroke and stroke related disorders in the elderly. Bloomington, IN: Xlibris Corporation. Pandey, A., Tripathi, P., Pandey, R., Srivatava, R., and Goswami, S. (2011). [...]

[...] Pandey et al. (2011) argue the drug leads to fluid retention and thus exacerbate congestive heart failure. Liver toxicity tests are also vital to monitor the patient's liver function monthly while on this medication. Biguanides are a class of drugs that suppress the basal hepatic glucose synthesis and enhance the uptake of insulin by the muscles. In Mr. Gibson's case, this class of medicines reduces the glucose level in 3-5 days. They reduce LDL cholesterol, plasma triglycerides levels. However, the client seems to be doing okay with Metformin, which maintains a consistent weight or weight loss. [...]

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