MR MENDES LOBE PNEUMONIA CASE STUDY
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages To Order 5-10 Pages Description/Paper Instructions
Mr. Mendes
GENDER Male
AGE 81
SETTING Hospital
ETHNICITY Portuguese
CULTURAL CONSIDERATIONS Language barrier
PREEXISTING CONDITIONS
Peripheral vascular disease (PVD); type 1 diabetes; below the knee amputation (BKA, B-K amputation) of left leg two weeks ago
COEXISTING CONDITION Left lower lobe pneumonia
COMMUNICATION Non-English speaking
DISABILITY Uses a wheelchair; needs assistance with activities of daily living (ADLs)
SOCIOECONOMIC
Admitted from a rehabilitation health care center
SPIRITUAL/RELIGIOUS
PHARMACOLOGIC
LEGAL Use of a medical interpreter
ETHICAL Use of a medical interpreter
ALTERNATIVE THERAPY
PRIORITIZATION
DELEGATION
Overview: This case challenges the nurse to identify strategies to help overcome a language barrier and form a therapeutic nurse–client relationship. Legal and ethical concerns regarding the use of an interpreter are considered. Stump care for the client with a recent amputation is discussed
Client Profile
Mr. Mendes is an 81-year-old man who speaks only Portuguese. He is quite frail,weighing only 110 pounds. He had a below-the-knee amputation of his left leg two weeks ago. Mr. Mendes has been admitted to the hospital from a rehabilitation center with an acute change in mental status and diminished lung sounds in the left base. Mr. Mendes is diagnosed with left lower lobe pneumonia and antibiotic therapy is prescribed. The nurse assigned to care for Mr. Mendes does not speak Portuguese.
Case Study
Mr. Mendes requires complete assistance with activities of daily living (ADLs). A medical interpreter is not assigned to the nursing unit; but, if needed, the nurse can ask a Portuguese-speaking nursing staff member to help interpret what Mr. Mendes is trying to express. However, the nurse still must develop a way of communicating with Mr. Mendes so the nurse can assess Mr. Mendes’s level of comfort, provide care, and identify any needs.
Questions
- Briefly discuss the challenges of developing a nurse–client relationship when a language barrier exists between the client and nurse.
- Explain the difference between a medical “interpreter” and a medical “translator.”
- Family members are often willing to interpret for the client and are more readily available. Discuss the use of medical interpreters and why, legally and ethically, family members (or friends of the client) are not the preferred interpreter(s).
- Describe a therapeutic nurse–client relationship.
- The nurse does not speak Portuguese. Discuss nonverbal strategies the nurse can implement to help develop a therapeutic relationship with Mr. Mendes.
- Provide the most likely explanation for why Mr. Mendes presented with an acute change in mental status.
- Briefly discuss how Mr. Mendes’s past medical history relates to his below-the-knee leg amputation. What is the benefit of having a below-the-knee (B-K) amputation versus an above-the-knee (A-K) amputation?
- The interpreter tells the nurse that Mr. Mendes would like the nurse to remove the bed linens from his left foot and raise his leg on pillows. He states, “My foot aches and maybe if you put it up it on some pillows will feel better.” Provide a rationale for Mr. Mendes’s request. Should the nurse elevate his stump on pillows as requested? Why or why not?
- Mendes has not yet been fit for a prosthesis. The nurse provides care of his stump. Briefly discuss the nursing interventions involved in stump care.
- What outcome goals does the nurse hope to achieve through proper stump care?
- List five nursing diagnoses appropriate to consider for Mr. Mendes’s plan of care.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. The can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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