Case Study: Mr. X's Shower Burn

CASE SCENARIOS Mr. X, 60 years old, was treated in hospital because he suffered burns due to slipping and being scalded by hot water while taking a shower. Burns were all over the chest, stomach and left arm. The client said the burned skin area felt painful and hot, pain scale 5, skin looked red and blistered, BP 130/80 mmHg, RR 22x/minute, and temperature 37. Results of supporting examinations: Hb 14.2 g/dl,Ht 39.8%, Leukocytes 7.6/ul, Platelets 349 thousand/ul, GDS 142 mg/dl. Infusion therapy RL 20 tpm, Ibuprofen 1x400 mg, Cefotaxim 2x1 gr (IV), and Burnazin ointment. INSTRUCTIONS FOR STUDENTS 1. Students discuss the cases given using the seven jumps method accompanied by a tutor. Seven Jump stages: (1) Clarify unfamiliar terms: a. This stage aims to understand the scenario and equalize perceptions b. Process: students identify terms/concepts that they do not understand by using prior knowledge/opening a dictionary. c. Reason: Unusual terms will hinder understanding d. Result: a list of terms that are not understood (2) Define the problem a. Aims to make students aware that there are problems that need to be discussed b. Process: students are motivated to contribute their opinions about the problem in the scenario c. Reason: allows each member to have a different view to broaden their horizons d. Result: the formation of topics that need explanation in the form of questions e. If these questions are not understood, they can be raised as learning outcomes that will be discussed at the next meeting. (3) Brainstorm possible hypothesis/explanation: a. This stage aims to activate the prior knowledge of each group member b. Process: students try to formulate, test and compare the advantages of each hypothesis c. Reason: encouraging the use of prior knowledge from each individual d. Results: a list of hypotheses or a brief explanation of the answers to the second step e. In the form of short answers (4) Arrange experience into a tentative solution: a. At this stage the problem is discussed in detail and compared to the hypothesis to see the possibility and need for further explanation b.All hypotheses are connected to each other schematically c. Reason: so that students can see the relationship between one concept and another concept, so that students understand and don't memorize. d.Results: in the form of a systematic explanation of the problem by the group in the form of a scheme/chart (5) Define LO (Learning Objective): a. At this stage the group determines what must be learned to be able to understand and solve unanswered problems. Tutors encourage students not to make problems too general or superficial b. Reason: the formulation of appropriate learning objectives is obtained from discussions between tutors and students c. Results: preparation of learning objectives/LO (learning objectives) d. LO is discussed at the next meeting (6) Info on gatherings and private studies: a. Carried out between the first and second discussions b. Process: students must look for all unanswered questions. c. Students can use different sources to get information (text books, journals, asking directly to experts, public lectures) d. Reason: students understand that they have to do it themselves and gather new information to fulfill learning goals e. Results: students summarize all the results obtained (7) Share the results of information gathering and private study; a. The process begins by looking at the LO, then identifying sources of information, sharing information that has been obtained and helping each other to understand b. Review the information that has been obtained and discuss whether all the problems in the scenario have been answered c. Reason: so that the group produces a complete problem analysis, combines learning results and identifies unknown problems for advanced learning. d. Results: summary of the information obtained e. If all the LOs are answered, then the discussion is finished, but if the LOs have not been achieved then the tutor gives assignments to group members. f. Unanswered LOs can be discussed at the Plenary meeting by presenting experts g. Presentations are made orally, writing charts on the board or presenting using power point h. The tutor provides feedback at the end of the second meeting