Introduction:
The purpose of this article is to evaluate one demonstration video clip, named “The Code Blue Gone Well.” Media annotation will be used to assess the video. Media annotation is generally used to reference a particular video in order to better evaluate a video in regards to its strengths and weakness. The annotation of the video also used for better understanding and retrieval of the information discussed. In order to assess if the simulation performance is adequate or not and aligns to the standard CPR technique, the video contents are discussed and evaluated in the context of the scholarly and ARC guidelines on resuscitation (Resus.org.au, 2019).
Simulation constitutes an essential part of teaching and the development of practical knowledge in healthcare. Nurses gain clinical knowledge depending on simulation and teaching prior to graduate students coming into exercise. Study results have shown that staged learning can be contrasted with mock teaching that allows nurses to believe critically and therefore take vital judgment to support the well-being of clients (Neill & Wotton, 2011). Studies have shown that one specific benefit of simulated nursing teaching is that graduates are exposed to a strained clinical situation like a tensed clinical scene.
Analyzing quality of performance:
The video started when a nurse responded to a patient’s emergency call button. At that time the patient was having trouble breathing and she has tightness in her chest. At the around 20 second of the video, the nurse started checking the condition of the patient. The patient has a heart rate of 134 at that time and saturated oxygen level of 90. The nurse immediate calls for help. The nurse who came in did not check the identification of the patient which should be conducted according to the nursing practice. At the around 45 second of the video the second nurse asks for additional help for defibrillator and the patient lost consciousness at the 0.51 second of the video. At that time the patient did not have any pulse. The situation resembles a patient’s cardiac arrest situation. Plainly, the emergency code is to initiate CPR by care practitioners under such circumstances and the CPR Guidelines released by the Australia Resuscitation Council will be initiated. At the around 58 second of the video, the nurses started the resuscitation protocol without checking any identification of the patient which is not according to the protocol. According to the ANZCOR guidelines, the initiation of CPR only if the person is not breathing usually (Resus.org.au 2019). At around 1.04 minute of the video, the nurse started using the Bag Valve Mask for artificial breathing. However, the nurse did not check whether the airway of the patient is clear or not. This not the accurate procedure for the administration of artificial breathing. At the same time, Anterior-lateral pad placement by the nurses was also wrong. The placement should be one in the upper left chest while the other one should be side of the body just under the arm. Moreover, the Bystander CPR technology is strongly suggested in such instances (Geri et al., 2017). In addition, instructions indicate that the precise air pressure percentage for all age groups must be 30:2. Furthermore, the suggested chest pressure is equal to 100 to 120 per minute. It is also suggested that disruptions during compressions to be minimal. In addition, the DRS ABCD evaluation must be carried out before carrying out CPR. The DRS ABCD evaluation can be developed as Dangers, responsiveness, support and help, air way clearance, respiratory activity, CPR and defibrillation. At 1.08 minute of the video, the nurses started compression on the patient’s chest. The compression was wrong as 30 compression need to be completed at one stretch, but not a single time the nurse completed 30 compression at a single stretch. At around 2 minute time of the video, the nurse who was giving compression to the patient was not giving 30 compression at a stretch either but her both knees should on the bed for better support which was not. Additionally, the compression depth was not right as well which should be 1/3 of the chest (Betterhealth.vic.gov.au, 2019). At the around 3 minute time the nurses started compression again due lack of pulse, however her knee was on the bed for support and she was giving 30 compression at a stretch. In this time nurses also changed hand while giving compression as fatigue can happen to anyone nurse. This time the compression depth was right. This evaluation was obviously missing from the video (Betterhealth.vic.gov.au, 2019). In such circumstances, how resuscitation related injuries must be dealt with was not demonstrated in the video and it is highly recommended.
Quality assessment of the Video:
After analyzing, it can be stated that there are a number of rules that have not been followed and number of rules which have not been followed. Nevertheless, it could be noted that the clip represents good management characteristics during an emergency when the quality of the nurse’s clinical management is analyzed and there is very good coordination between the nurses. It should be also noted that proper hygiene has been maintained throughout the video as all the nurses wear disposable gloves. The whole situation goes smoothly and they have managed to recover pulse for the patient (Resus.org.au 2019). The nurse also communicates clearly with the other nurses and assists them in performing the CPR method correctly in every instance. The following is also discussed with the care experts in the space who propose an example of educated decision- making. In order to interact with the squad, they also use medical codes and conditions obviously. This is another beneficial element of the clip because it provides a straightforward description of the CPR method in an emergency section for dental learners who have a clinical training situation in the same way (Boada et al., 2015). Thus, the display is transparent and the interaction mode is efficient and transparent which, while respecting the directions and restoring the patient’s ordinary breathing, makes the experts highly convenient to use the CPR procedure. In addition to this, the nurses have also followed the proper protocol while using defibrillator. At the time of using defibrillator, all the nurses were at safe distance.
Video Strengths:
The strengths of the clip can be defined by the management abilities demonstrated by the nurses while giving directions to the care group. They are few strengths in this video as well. All the procedure was reported as it was happening and all the administration dosage were noted down by the nurses (Resus.org.au 2019). They were also highly cautious and attentive to the chest compression given to the patient. It is highly critical to operate a crew with precise guidelines during an emergency, and the leader was found to have handled the scenario effectively in order to ensure a patient’s condition and restore pulse. The defibrillator invokes the heart passing source of electric impulse and helps restore the normal heart’s rhythm. The defibrillator management is highly critical in this respect as it includes continuous voltage surveillance so as to guarantee that the produced impulse is optimally suitable for restoring the proper rhythm of the patient. The defibrillator was set at proper charge which was in between 100 – 200 KJ (150 KJ in this scenario). Hygiene was also maintained by the nurses throughout the video.
Video weaknesses:
On the other side, a range of faults or defects can be identified when the technical element of a clip and the ANZCOR Guidelines are linked. In addition, the image did not follow the DRS ABCD, which was indicated as the original CPR technology method. No risk, no risks or reactions were checked by the health care team. There is also no reference to the reference status of the patient. Furthermore, no obstacle or unusual rhythmic breathing access to the airway or ventilation system was possible. In addition to that nurses have not check for the clearance in the airway. Moreover, while providing CPR the patient should on her back in a flat surface. The patient head was on the pillow and the pillow should not be there.
Recommendations:
So it can be said that the video generally presented accurately the CPR method that must be used in the urgent response when evaluating the strengths and faults of the video. In addition, the clip was a very good illustration of management in the emergency services department. The management style assisted to communicate clearly and provide the multi- disciplinary squad of experts with straightforward guidelines. In this situation, it is essential to remember that there were also a number of flaws in the video. The quality and intent of the video can be significantly enhanced by improvising these recognized faults. Firstly, the original phase of the CPR method, the DRS ABCD evaluation, is included in the recommendation. In order to prevent spread of disease during the operation, care practitioners must wear PEP. In order to identify CPR wounds, IV cannulation locations must also be evaluated. Adapting the suggestions listed would assist to improve and simultaneously improve the performance of the CPR method. The nurses did not follow the proper CPR techniques in most of the cases, therefore, particular emphasis must be given in this regard. Additionally, better attention must be given to identify person’s identity and condition.
Conclusion:
Therefore, in conclusion, it is thus
possible to state that the clip is of optimum performance and contains a number
of merits and demerits. The video showed outstanding management abilities and
an illustration of CPR technique. In the video, on the contrary, there
were a number of flaws which included bad adherence with the CPR guidelines
stated by ACR and ANZCOR. It can
therefore be noted that the video quality can be considerably enhanced by
adjusting the measures to improve the suggested suggestions.
References:
Betterhealth.vic.gov.au. (2019). First aid basics and DRSABCD. Retrieved from https://www.betterhealth.vic.gov.au/health/conditionsandtreatments/first-aid-basics-and-drsabcd
Boada, I., Rodriguez-Benitez, A., Garcia-Gonzalez, J. M., Olivet, J., Carreras, V., & Sbert, M. (2015). Using a serious game to complement CPR instruction in a nurse faculty. Computer methods and programs in biomedicine, 122(2), 282-291.
Geri, G., Fahrenbruch, C., Meischke, H., Painter, I., White, L., Rea, T. D., & Weaver, M. R. (2017). Effects of bystander CPR following out-of-hospital cardiac arrest on hospital costs and long-term survival. Resuscitation, 115, 129-134.
Neill, M. A., & Wotton, K. (2011). High-fidelity simulation debriefing in nursing education: A literature review. Clinical Simulation in Nursing, 7(5), e161-e168.
Resus.org.au. (2019). ANZCOR Guideline 8 – Cardiopulmonary Resuscitation – Australian Resuscitation Council. Retrieved from https://resus.org.au/wpfb-file/anzcor-guideline-8-cpr-jan16-pdf/
Resus.org.au. (2019). ARC Guideline 11.1 – Introduction to and Principles of In-hospital Resuscitation – Australian Resuscitation Council. Retrieved from https://resus.org.au/wpfb-file/arc-guideline-11-1-introduction-to-and-principles-of-in-hospital-resuscitation_feb-2019-pdf/
