How to Answer Scenario Year Been Questions (Complete Guide)

Students often encounter this when studying fundamental concepts.

What This Question Is About

This question relates to scenario year been and requires a structured academic response.

How to Approach This Question

Structure your response with introduction, analysis, and conclusion.

Key Explanation

This topic involves scenario year been. A strong answer should include explanation, application, and examples.

Original Question

Scenario L.S. is a 7-year-old who has been brought to the emergency department (ED) by his mother. She immediately tells you he has a history of ED visits for his asthma. He uses an inhaler when he wheezes, but it ran out a month ago. She is a single parent and has two other children at home with a babysitter. Your assessment finds L.S. alert, oriented, and extremely anxious. His color is pale, and his nail beds are dusky and cool to the touch; other findings are heart rate 136 beats/min, R (RR) 36 breaths/min regular and even, oral temperature T 99.1°F (37.3°C), Spo2 89%, breath sounds decreased in lower lobes bilaterally and congested with inspiratory and expiratory wheezes, prolonged expirations, and a productive cough. As you ask L.S.’s mother questions, you note that L.S.’s respiratory rate is increasing; he is sitting on the side of the bed, leaning slightly forward, and having difficulty breathing. You are concerned that he is experiencing status asthmaticus. 2. Explain what the nurse will assess before, during, and after the nebulizer treatment with albuterol. CASE STUDY PROGRESS You give L.S. the albuterol and Atrovent twice. His O2 saturation does not improve and remains at 88% with oxygen at 6 L/min via face mask. He says he “does not feel any better.” He is retracting and his respiration rate remains 34 breaths/minute. You have started his IV infusion and administered the methylprednisolone. L.S.’s mother is pacing and tells you she very upset and worried. You overhead page the attending ED resident to assess, and you notify the patient-family advocate. The ED resident, Dr. S., arrives within 2 minutes to assess L.S. and to speak to L.S.’s mother. New orders are pending. 3. Chart your actions and the patient’s response using the SBAR (Situation, Background, Assessment, and Recommendation) forma CASE STUDY PROGRESS L.S. is admitted to the pediatric intensive care unit (PICU) for close monitoring. His condition improves, and 24 hours later he is transferred to the floor. Asthma teaching is ordered. You assess Ms. S.’s understanding of asthma and her understanding of the disorder. 4. Which statement by Ms. S. would indicate a need for further teaching? Explain your answer. a. “If he takes medications for a while, he will outgrow his asthma.” b. “Part of his treatment should be avoiding things that irritate his lungs.” c. “If I recognize early warning signs, he might be able to take medicine and not go to the ED.” d. “He should go to the doctor regularly to make sure his asthma is being treated correctly.” 5. You are educating L.S. and his mother on possible asthma triggers in their environment. They live in public housing in an apartment without air conditioning. Which statements indicate possible asthma triggers? Select all that apply. a. “We have a pet fish.” b. “L. collects stuffed animals.” c. “There are hardwood floors.” d. “Our visitors smoke outside.” e. “The building has copper pipes.” f. “There are dark stains in our bathroom.” g. “We had to get the housing authority to treat for bugs.” h. “He coughs when we have cold nights after a warm day.” 6. Discuss strategies to avoid the triggers you identified in the previous question.

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