Problem: The following two clinical judgment exercises are adapted from Hinkle and Cheever, Brunner & Suddarth's Textbook of Medical-Surgical Nursing:
Clinical Judgment Exercises
You are a nurse working in a college student health clinic. An 18-year-old student wants to talk to you about how to prevent HIV infection. They tell you that they have sex with both males and females. They also mention that they like to meet sexual partners through online dating sites but do not like to use condoms. They occasionally inject drugs while having sexual relations because they say it enhances their pleasure. Which cues indicate the need for patient teaching? How will you generate solutions and take actions to help the student make the HIV prevention choice that is right for them? What information will you include? What teaching strategies will you use? Need Assignment Help?
A 35-year-old patient who is unhoused recently migrated from South Africa. They came to the clinic complaining of a generalized rash, sore throat, enlarged lymph nodes, and generalized fatigue. They also report weight loss due to nausea, vomiting, and loss of appetite. Their last rapid HIV screening test was over a year ago with negative results for HIV and other STIs at that time. The HIV test today is positive with a T-cell count of 150 cells/mm3 and a viral load of 98,000 copies. They believe they contracted HIV from their last partner, whom they have not seen in several months. What are the most immediate health priorities for this patient, and what actions need to be implemented? Describe what cues are present (if any) that identify other health concerns to address. What solutions will you generate to address this patient's new HIV status? How will these solutions be evaluated? [MO 3.1, MO 3.2, MO 3.4]
Hinkle, J. L., & Cheever, K. H. (2022). Brunner & Suddarth's textbook of medical-surgical nursing (15th ed.). Wolters Kluwer.
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