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o At this point, I needed to look in his PRN medications to see first if he was due
for pain medication because I knew that could also exacerbate his anxiety and
next I needed to check to see if he had some medication ordered for anxiety PRN.
I found that he was due for some pain medication, but that he had no PRN
medications for anxiety. This wasnt necessarily a critical situation, but the
patient was not looking too well, he seemed extremely uncomfortable and with
everything going on I knew that something for anxiety would help him.
Responding
Should I do something now or wait and watch? How will I know if I am making the
best decision? What interventions can I delegate to other members of the healthcare
team?
o I decided to go to my preceptor, and discuss the situation with her, and my
thoughts on what we should do for him which was to call his provider and ask for
something PRN for anxiety. We called the provider, and suggested Xanax. My
preceptor wrote down the order, and begin the process to put it in the chart.
While doing this, we encountered a problem with a pharmacy error message
contraindicating the amiodarone for the patients a. fib with the Xanax as it
would increase the effects of Xanax. At this point, my preceptor allowed me to
go on the phone with pharmacy to ask more about this and if such a low dose of
Xanax would have any effects mixed with the amiodarone. The pharmacist said
the effects would be very mild in such a low dose and to go ahead and give it and
to monitor the patient. At this point, we charted this encounter on the phone with
the pharmacist, and got the PRN medication for the patient.
o With the help of my preceptor, I made the right decision, to ask and make sure
that the Xanax was okay to give with pharmacy. I know it was the right decision
because we consulted the experts on medications and their effects.
Reflecting
Did I make the right decision? Did I achieve the desired outcome? What did I do
well? What could I have done better?
o I felt happy with the decisions I made on this day because I feel like I helped and
advocated for my patient based on what they presented with even if they werent
sure how to put in words at first. He didnt come out and tell me directly that he
had anxiety. However, given his history of depression and the news of cancer
combined with financial and insurance stress it wasnt very difficult to see in the
symptoms that he was presenting with such as; the shaking, the teary-reddened
eye and sad demeanor that it may be what he was experiencing.
o About an hour later I went back to check in on him to see if both his pain and
anxiety had improved, and to talk to him about his concerns with everything new
going on for him. He seemed calmer, he was not cheery but was already showing
improvement in his demeanor. Since he was much calmer at this point I decided
to try some therapeutic communication, in terms of letting him vent and talk about
his feelings on the situation, and all the new information hed gotten that day. I
noticed that in the morning when a few of his providers went into see him that he
was distraught and not really in the moment. I also noticed that some providers
kind of zipped in and out of the room without fully making sure he understood
everything, not all but some. This kind of communication I believe between the
providers and patient wasnt very centered on him and what his thoughts and
questions were, and so this may have been what also contributed to his increasing
anxiety later that day (Gebhardt et al., 2017). After my sit down with the patient,
he genuinely thanked me for taking care of him that day and for taking time to
talk to and listen to him. I feel like I did exactly what I shouldve done, and that I
achieved my desired goal which was to help him feel more comfortable and less
anxious about his situation.
Citation
Black, P. (1197). Use of the clinical exemplar in performance appraisals. Use of the clinical
nlm-nih-
gov.ezproxy.hsc.usf.edu/pubmed?myncbishare=usfhslib&dr=abstract&holding=usfhslib
Gebhardt, C., Gorba, C., Oechsle, K., Vehling, S., Koch, U., & Mehnert, A. (2017). Breaking