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Breaking bad news to patients in the emergency department
Breaking the news of potentially serious and new diagnoses to patients in the emergency department (ED) is a common but challenging aspect of the autonomous practitioner’s role. It is a complex process, requiring expertise and skill. If the news is delivered appropriately there is evidence to suggest a beneficial effect on the patient’s ability to cope, yet there is little formal training available and literature focused on the ED setting is limited. This article aims to guide and prepare autonomous practitioners in the ED to break bad news to patients, including during remote consultations introduced due to the coronavirus disease 2019 pandemic. It identifies the importance of preparation; different approaches to breaking bad news, namely the six-stage SPIKES framework and a case study exploring its application in practice; the range of potential patient reactions and how these can be managed, including the provision of support; and how to involve and communicate with other members of the multidisciplinary team. Suggestions for further training are outlined.
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How to get care right for people with learning disabilities in the emergency department: ask and engage
Healthcare professionals are legally obliged to make reasonable adjustments to ensure that people, including those with learning disabilities, can access appropriate and timely care. However, although people with learning disabilities are high users of general health services, staff have little understanding of learning disability with a negative effect on patient experience and outcomes.This article explores some of the challenges experienced by people with learning disabilities in the emergency department (ED). Each section focuses on a different aspect of how to adjust the delivery of healthcare to meet their needs, along with exercises to ensure those adjustments have been understood and to provide practical learning outcomes. Personal stories are also used to identify examples of when and where these adjustments could have been used to provide equal healthcare in the ED.
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Managing violence and aggression in the emergency department
Half of all reported violent incidents in healthcare settings occur in the emergency department (ED), so ED nurses are disproportionately affected by violence and aggression. Violence and aggression can cause physical injury, psychological harm, delays to patient care, eroded staff morale, increased sick leave and low staff retention. This article explores potential causes and risk factors for violent or aggressive behaviour from patients and visitors in the ED. It discusses risk assessment tools, management approaches and risk reduction strategies that can be used in the ED to tackle violence and aggression. The article also features a case study describing a successful small-scale trial of body-worn cameras at an East London ED.
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Meeting the needs of homeless people attending the emergency department
Homelessness is on the rise in the UK and, over the past few years, there has been a significant increase in the number of emergency department (ED) attendances and admissions by homeless people. Those attending the ED will often have multiple unmet health, housing and social care needs. While it is not possible to meet all these needs in the ED, emergency nurses should be equipped with the knowledge and skills required to communicate with, refer and signpost patients who are homeless.Under the Homelessness Reduction Act 2017, ED staff have a duty to refer homeless people, with their consent, to local authorities for assistance. This article details the barriers that homeless people may experience when accessing healthcare services and explains how these can be addressed. It also outlines the actions that emergency nurses can take to improve the care of homeless people in the ED at an individual and a systems level.
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Continuing professional development: lymphoma in primary care
Lymphoma encompasses a heterogeneous group of haematological malignancies that require complex management. Patients with lymphoma experience a wide range of physical, social and emotional issues.This article summarises the diagnosis, treatment and long-term consequences of lymphoma, and outlines the role of the primary care practitioner in the lymphoma care pathway.
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Sepsis: an overview of the signs, symptoms, diagnosis, treatment and pathophysiology
Sepsis is a common phenomenon surrounded by uncertainty and misunderstanding. The urgency for treatment is complicated by the vagueness of signs and symptoms and lack of a conclusive diagnostic test. This article unpicks the signs and symptoms of sepsis with guidance for emergency department nurses who are responsible for assessing patients with potential sepsis. The article also relates monitoring, investigation and treatment expectations to the underlying pathophysiology and refers to the individual and global implications of the condition.
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Clinical assessment of lower urinary tract symptoms in adults
Lower urinary tract symptoms (LUTS) result from conditions and diseases that affect the bladder and the urethra, and can occur in men and women of all ages. LUTS can be debilitating and affect a person’s quality of life significantly. This article describes the definitions and classification of various LUTS, explains the aspects of an initial LUTS assessment and outlines the validated tools that can be used to support this process, including questionnaires and bladder diaries. It also provides information about the contributing factors associated with LUTS and the effects of these symptoms on patients’ quality of life.
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Nursing patients with acute aortic dissection in emergency departments
Acute aortic dissection is an emergency condition that is often missed during initial assessment. Delay in diagnosis increases mortality, but the presentation can mimic several more common conditions. Emergency practitioners must maintain a high index of suspicion in patients who present with chest or back pain and ensure timely diagnostic testing and interpretation of results if aortic dissection is suspected.
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Supporting staff who are second victims after adverse healthcare events
Healthcare delivery is challenging and complex, At some point, most healthcare professionals, including nurses, will be directly or indirectly involved in adverse events, such as medication errors, patient safety incidents, witnessing adverse events and near misses. While the patient is considered the first and most important ‘victim’ of such events, the healthcare professional involved is often considered the ‘second victim’. Second victims often experience negative psychological effects due to the event, may feel they have failed the patient and can doubt their clinical skills and knowledge base. This may lead to absenteeism and their leaving their profession.This article explores the concept of healthcare professionals as second victims, as well as the effects of adverse events on these individuals, their managers and healthcare organisations. It also details the investigation process, the healthcare professional’s legal and professional responsibilities after an adverse event, and the resources and services available to support second victims.
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‘Guiding Lights for effective workplace cultures’: enhancing the care environment for staff and patients in older people’s care settings
While much attention has been given to organisational culture, there has been less focus on workplace culture. Yet workplace culture strongly influences the way care is delivered, received and experienced. An effective workplace culture is crucial for the well-being of individual staff members and teams as well as for patients’ experiences and outcomes of care.This article describes the ‘Guiding Lights for effective workplace cultures’ which were developed by the authors and provide a framework to assist in understanding and promoting effective workplace cultures and creating environments where staff and patients feel safe and valued. There are four Guiding Lights: ‘collective leadership’, ‘living shared values’, ‘safe, critical, creative learning environments’ and ‘change for good that makes a difference’. Each one articulates what good workplace cultures are through descriptors and intermediate outcomes and together produce a set of ultimate outcomes. The Guiding Lights provide nurses working in older people’s care settings with an opportunity to learn from, and celebrate, what is going well in their workplaces and to consider areas that require further development.
