My practice supervisor (PS) and I were called by officers to a detainee (DP) who was feeling unwell in the corridor of the suite. The officer said the DP had complained of feeling hot and faint. I grabbed the kit bag and went to where the DP was. On arrival they were sat upright on the floor maintaining own sitting balance. I introduced myself and my role and gained consent to undertake an assessment of their symptoms. I used to A-E model to guide my assessment. However, based on assessment of this DP a few hours previous myself and my PS initial thoughts on approach was that the DP could be hypoglycaemic.
On our previous assessment this DP had a blood glucose level (BGL) of 4, which is on the lower side of normal. At this initial assessment we had encouraged the DP to have food and fluids as they have stated that they had not eaten for 2 days. When approaching the patient, they were visibly sweaty on their forehead but were able to speak in full sentences and were alert and orientated. Therefore, based on initial approach I was happy that the DP could maintain their own airway. I applied the pulse oximeter to do a brief assessment of B&C but began to prioritise D but taking their blood sugar. I felt that it was important to be flexible in my A-E approach based on the knowledge I already had about the DP. Our presumptions were correct, and the DP did have a low BGL of 3.8. Due to the DP still being alert and orientated we encouraged tea with sugar and for them to have something to eat. Whilst doing this I continued through the other parts of my A-E assessment to ensure everything else was within normal range. Satisfied with all other vitals being in normal range we left the DP in the care of the officers and said we would come back to check their BGL in 30 minutes. Which we did and it had come up to 4.5. We encouraged the patient to eat a proper meal now and to stay hydrated. We also encouraged him to call for the nurse if they had any further concerns. Once back in the medical room I documented our findings and treatment.
Reflecting on this scenario, I feel like me and my PS worked together in a good partnership. We both undertook different elements of the assessment, and this allowed for effective time management and effective assessment and treatment. Overall, I felt more confident in my assessment skills. Based on my knowledge and what I knew about the patient I was able to respond and treat the DP more effectively and therefore was able to keep them safe.
Practice Supervisor’s comments:
In this scenario, the nurse student has demonstrated a great capacity to follow up on the previous assessment of the patient and carry out the necessary measures for their treatment. This shows a strong understanding of the importance of continuity of care and the ability to effectively monitor and track the progress of a patient’s condition. By being proactive in following up and implementing appropriate measures, the nurse student has shown a level of competence and professionalism that is essential for success in the healthcare field. This scenario not only highlights the nurse student’s clinical skills but also their compassion and empathy towards their patients, making them a valuable asset to any healthcare team.