20 Case Analysis: Client Visit (Health Care)
Bloom’s Levels:
Evaluating
Description
This assessment provides students in health care related courses with the opportunity to simulate how to identify risk factors for a client during a home visit. The outcomes related to this activity include:
- observing signs in the client and his environment in order to detect risks to his health and/or safety;
- ensuring that the environment cannot cause any risk of falling or other injury to the client (e.g., obstacles, mats, extension wires, liquids or other material on the floor, etc.), and correct as necessary;
- checking the contents of cupboards, the refrigerator, the medicine cabinet, etc. to ensure that they do not contain any harmful elements that might cause a risk to the health and safety of the client, and remove, if necessary;
- providing advice to the client to minimize or eliminate behaviours or any other element that may affect the client’s well-being (e.g., smoking in the presence of oxygen, mixing medications and other substances);
- respecting the client’s will in terms of the organization of his environment and his possessions while minimizing the potential risks to his safety
Instructions for Students (Course Example)
Scenario
You work for Domicile Boréal, a company that provides home care to clients in the community. You arrive at Mr. Shuang’s house for your initial visit. You notice that there are several elements that put your client’s health and safety at risk. While analyzing this case, you will have the opportunity to observe a client’s environment to determine if there are any risks to their health or safety, and to eliminate them, if necessary.
Read the following sections of Chapter 22 “Safety” in your textbook. (Note, this class used Sorrentino, S. A., Remmert, L. and Wilk, M. J. (2018). Mosby’s Canadian Textbook and Workbook for the Support Worker (package) (4th Edition). Elsevier.
- Introduction
- Accident Risk Factors
- Safety Measures at Home and in the Workplace
Download the document Analysis of Mr. Shuang’s Case and do the assignment presented in it.
- Use your research, readings and lecture notes to analyze the case.
Note: Don’t forget to quote your sources, if any.
Case Analysis
Part 1: Medicine Cabinet
On your first visit to Mr. Shuang’s house, you notice that the medicine cabinet is full. According to Domicile Boréal’s policy, you are responsible, on your initial visit, for checking its contents to ensure that there are no harmful elements that could cause a risk to their health.
Medicine Cabinet check:
- Determine which elements you need to consider when checking the contents of Mr. Shuang’s medicine cabinet.
- You notice that one of the bottles in Mr. Shuang’s medicine cabinet says Dextromethorphan, expired 10-09-2018. Determine which actions you will take.
- You also notice that Mr. Shuang has a half-full bottle of capsules with a name written on the bottle that differs from the medicine that is inside. You know that Mr. Shuang has been widowed for one (1) year and there is no other person living with him. Determine which actions you will take.
- List other areas that would be important for a care provider to check to ensure that there are no harmful elements that could cause a risk to the client’s health or safety. Explain your reasoning.
Part 2: Living Environment
Here is an image that might represents the environment in which Mr. Shuang lives.
- Identify five (5) elements in Mr. Shuang’s environment that could jeopardize his safety or cause a risk of falling. Explain your rationale.
- Determine how you can eliminate the risk of falling while respecting Mr. Shuang’s wishes.
- Give Mr. Shuang two (2) tips that may help prevent falls and injuries.
Rubric
Part 1: Medicine Cabinet
|
|
Proficient (100) |
Developing (80) |
Emerging (60) |
Incomplete (0) |
|---|---|---|---|---|
|
Checking the contents of the medicine cabinet (15%) |
Determines which elements need to be considered when checking the contents of the medicine cabinet. |
Determines which elements need to be considered when checking the contents of the medicine cabinet, but the information contains gaps which do not, however, affect its quality. |
Determines which elements need to be considered when checking the contents of the medicine cabinet, but the information contains gaps which affect its quality. |
Does not determine which elements need to be considered when checking the contents of the medicine cabinet. OR Identifies elements that are not relevant. |
|
Actions to be taken: expired bottle (15%) |
Determines the actions to be taken in response to the discovery of an expired bottle of Dextromethorphan. |
Determines the actions to be taken in response to the discovery of an expired bottle of Dextromethorphan, but the information contains gaps which do not, however, affect its quality. |
Determines the actions to be taken in response to the discovery of an expired bottle of Dextromethorphan, but the information contains gaps which affect its quality. |
Does not determine the actions to be taken in response to the discovery of an expired bottle of Dextromethorphan. OR Identifies actions that are not relevant. |
|
Actions to be taken: wrong medication (15%) |
Determines the actions to be taken in response to the discovery of a bottle containing capsules that differ from the name of the drug written on the bottle. |
Determines the actions to be taken in response to the discovery of a bottle containing capsules that differ from the name of the drug written on the bottle, but the information contains gaps which do not, however, affect its quality. |
Determines the actions to be taken in response to the discovery of a bottle containing capsules that differ from the name of the drug written on the bottle, but the information contains gaps which affect its quality. |
Does not determine the actions to be taken in response to the discovery of a bottle containing capsules that differ from the name of the drug written on the bottle. OR Identifies actions that are not relevant. |
|
Other places to be checked (15%) |
Lists other areas that would be important to check to ensure that there are no harmful elements that could cause a risk to the health or safety of the client. Provides an explanation of their reasoning as evidence. |
Lists other areas that would be important to check to ensure that there are no harmful elements that could cause a risk to the health or safety of the client and provides an explanation of their supporting rationale, but the information contains gaps which do not, however, affect its quality. |
Lists other areas that would be important to check to ensure that there are no harmful elements that could cause a risk to the health or safety of the client and provides an explanation of their supporting rationale, but the information contains gaps which affect its quality. OR Lists other areas that would be important to check to ensure that there are no harmful elements that could cause a risk to the health or safety of the client, but does not provide an explanation of their supporting rationale. |
Does not list other areas that would be important to check to ensure that there are no harmful elements that could cause a risk to the health or safety of the client. OR Lists areas that are not relevant. |
Part 2: Living Environment
|
|
Proficient (100) |
Developing (80) |
Emerging (60) |
Incomplete (0) |
|---|---|---|---|---|
|
Elements in the environment (15%) |
Identifies five (5) elements in Mr. Shuang’s environment that could jeopardize his safety or cause a risk of falling. Provides an explanation of their supporting rationale.
|
Identifies five (5) elements in Mr. Shuang’s environment that could jeopardize his safety or cause a risk of falling, but the information contains gaps which do not, however, affect its quality. OR Identifies four (4) elements in Mr. Shuang’s environment that could jeopardize his safety or cause a risk of falling. Provides an explanation of their supporting rationale. |
Identifies five (5) elements in Mr. Shuang’s environment that could jeopardize his safety or cause a risk of falling, but the information contains gaps which affect its quality. OR Identifies three (3) elements in Mr. Shuang’s environment that could jeopardize his safety or cause a risk of falling. Provides an explanation of their supporting rationale. OR Identifies five (5) elements in Mr. Shuang’s environment that could jeopardize his safety or cause a risk of falling, but does not provide an explanation of their supporting rationale. |
Identifies fewer than three (3) elements in Mr. Shuang’s environment that could jeopardize his safety or cause a risk of falling. OR Identifies elements that are not relevant. |
|
Elimination of the risk of falling (15%) |
Determines how the risk of falling could be eliminated while respecting Mr. Shuang’s wishes. |
Determines how the risk of falling could be eliminated while respecting Mr. Shuang’s wishes, but the information contains gaps which do not, however, affect its quality. |
Determines how the risk of falling could be eliminated while respecting Mr. Shuang’s wishes, but the information contains gaps which affect its quality. |
Does not determine how the risk of falling could be eliminated while respecting Mr. Shuang’s wishes. OR Presents information that is not relevant. |
|
Tips to prevent a fall (10%) |
Gives Mr. Shuang two (2) relevant tips that could help prevent falls and injuries. |
Gives Mr. Shuang two (2) relevant tips that could help prevent falls and injuries, but the information contains gaps which do not, however, affect its quality. |
Gives Mr. Shuang two (2) relevant tips that could help prevent falls and injuries, but the information contains gaps which affect its quality. |
Gives Mr. Shuang one (1) relevant tip to that could help prevent falls and injuries. OR Gives tips that are not relevant. |
Technology Used
- Computer
- Internet
- Word processing software (or other Microsoft software)
- Learning platform (Brightspace)
Facilitation Tips
It is necessary to ensure that any images used are described accurately and truly represent objects or situations that simulate the reality which the care provider could be facing.
Students appreciate the activity since it is as close as possible to a real home visit with a client.
