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How to PASS the NCLEX [7 DAY TRAINING] DAY 3 NCLEX Categories Part II — Transcript

by NCLEX Crusade International · 7,520 words · 1,259 segments · language en · Watch on YouTube

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0:00Welcome to day three of our 7day
0:03training. I will begin our training
0:06today a little bit unusual than what
0:09I've been doing so far because I have
0:13noticed some things that uh really is
0:17concerning me
0:19because I have noticed on some of my
0:22videos on the comment section and also
0:26in our telegram group I have seen that
0:30there are some scammers out there
0:33scammers out out there that they are
0:35doing what they do best which is
0:38stealing money from people. They're
0:41sending messages to the students to the
0:45nursing students uh saying that they
0:47belong to ENLEX Crusade International
0:51asking for money to be sent via Zilly or
0:56bank wire or a gift card or whatever. I
1:00want to make this clear.
1:03From day one, I said that this was going
1:06to be a free training and it is. I am
1:10not charging any one of you for this
1:13training. You do not have to pay me. So
1:16if somebody is trying to say that they
1:20belong to the academy asking you for
1:23money, please delete them, block them,
1:27and under no circumstance.
1:30You are going to send them any money.
1:32They're trying to steal money from you.
1:35It is really sad. It gets me very upset
1:40to see the extent of uh how people can
1:44be so evil.
1:46And I'll tell you this, I pref I prefer
1:48to be broke than to lose my values and
1:52morals. So, it really gets me sad, but
1:56oh well, it is what it is. Evil exists
2:00and is going to continue to exist, but
2:03we have to do the best we can not to
2:07fall under these camps. So I apologize
2:11in advance if anybody has contacted you
2:14from the academy asking from for money.
2:18Once again do not send anybody money.
2:23Whenever it comes when the time comes at
2:25the end of our training I will say I
2:28might be doing some Zoom classes or
2:30something like that. I'm still thinking
2:32about it because like I told you, I am
2:35very busy with the uh Spanish ENLEX
2:39Academy and I don't have a lot of free
2:41time. But I've gotten so many messages
2:44from you guys asking for help, asking me
2:48to help you guys. And although I'm doing
2:50this 7-day training, my future plans is
2:54to continue doing other trainings on
2:56other topics. But I will also in the
3:00near future maybe some do some like
3:02small group Zoom classes maybe do
3:05practice questions together or something
3:07like that. When the time comes I will
3:10send a video with me with me on it and I
3:14will use my website for any type of
3:17payment. But do not worry about that.
3:19Now the purpose of this training is not
3:22to sell you on something. The purpose of
3:25this training is to help you. The
3:27purpose of this training is to guide
3:29you. I am Christian. I believe in God. I
3:32do not steal money from anybody. And I
3:35want that to be clear. With that said,
3:38okay, let's move on to what for the real
3:42reason that we are here, which is Enlex
3:46Training.
3:47Thank you,
3:50uh, VB Tobar. Thank you for your
3:53donation to our YouTube channel. I
3:56appreciate your support. Thank you very
3:58much.
4:01All right. So, I can't believe it. We
4:03are already on day three. Day three of
4:07our 7-day training.
4:10First day we talked about understanding
4:13the ENLEX world. On day two, we talked
4:17about ENLEX categories. And today, day
4:21three, we're going to talk about other
4:23ENLEX categories that we did not discuss
4:27yesterday. Now, if you are listening to
4:31this live
4:33uh live YouTube or you're watching this
4:37video later on on replay and you have
4:41not seen day one and day two, please
4:45stop the video or stop watching whatever
4:48you're watching and go back to day one
4:50and day two so it makes sense to you.
4:54because if you do it out of order, you
4:58could be a little bit lost. Okay.
5:02Thank you, Mr. Jorge Martinez, for your
5:06donation and support to our YouTube
5:08channel.
5:10All right.
5:14All right. Here's our day three agenda.
5:17This is the topics that we're going to
5:19discuss and cover today. how to master
5:23safe and effective care environment
5:26and click style questions. So we're
5:29gonna focus on first management of care
5:32and click style questions and safety and
5:36infection control and click style
5:39question. So I hope that you do enjoy
5:42our day three of our 7day enlex
5:46training. Remember yesterday I talked
5:50about the distribution of content for
5:53the ENLEX AN test plan and as you can
5:57see we talked about the different
5:58categories and the focus today is going
6:01to be safe and effective care
6:04environment that is subdivided into
6:08management of care and infection
6:11control. But we're going to talk about
6:13that in just a few minutes. Let's begin.
6:17safe and effective care environment. In
6:20order to show the enlex that you are a
6:24safe and effective nurse, when it comes
6:26to the category safe and effective care
6:30environment, the nurse shows the ability
6:32to promote
6:35achievement of client outcomes by
6:38providing and directing n nursing care
6:42that enhances the care delivery setting
6:45to protect both clients and healthcare
6:51personnel.
6:53When we talk about safe and effective
6:56care environment, there are two
6:58subcategories. management of care that
7:01represents 17 to 23%
7:06of the questions that you will encounter
7:09on the ANCLEX and safety and infection
7:13control that represents 9 to 15% of the
7:18questions that you will encounter in the
7:22ENLEX. Now when we talk about management
7:26of care, there are different topics that
7:29are included in management of care. I
7:33got this information from the NCSBN
7:36test plan. I will ask my advisor that is
7:40here monitoring this live to share on
7:43the comment section the link to have
7:46access to NCSBN test plan. That way you
7:51can see everything that I'm seeing. That
7:53way you can get this information
7:56directly from them. Like I said, I did
8:00not make this up. This is strictly from
8:03NCSBN and the ENLEX. Thank you,
8:07Alexandra Epolite for the support and
8:12donation to our YouTube channel. Thank
8:15you for that super sticker. I appreciate
8:18it. God bless you. All right. So what is
8:21included? What are the subtopics in
8:24management of care? Advanced directives.
8:27So a lot of ethics and laws in
8:29management of care. Delegation,
8:32supervision and some prioritization in
8:37management of care. Practice and
8:40advocate for cost effective care.
8:43Providing education to clients about
8:46rights and responsibilities.
8:49Advocation for client rights.
8:52Collaboration with the interprofessional
8:55team members when providing client care,
9:00managing conflict among clients,
9:03maintaining clients confidentiality and
9:06privacy, and a lot more. So, what should
9:11you do with this information? Let's say
9:15that you went to the ENLEX. Let's say
9:18you took the ENLEX and you failed
9:22and it says that you're weak in
9:24management of care. You are below the
9:27passing standard in management of care.
9:29So, what should you do? review this test
9:32plan and find out the topics that are
9:35included in that category and start
9:39doing two things. Number one, reviewing
9:42that information and number two,
9:45practicing questions every day on those
9:49topics that you are below or near the
9:52passing standard. If you have never
9:55taken the ENLEX before, well, you have
9:57to study everything. You have to focus
9:59on everything. And I want to start this
10:04afternoon, this evening with the right
10:06foot. Let's start practicing some
10:08questions together. And this first
10:11question is very very interesting and is
10:16a place in order style questions. So all
10:21the answers apply. You have to identify
10:25what is the correct order and put the
10:27answers in the correct order. So what
10:29what I want you to do on the chat
10:32section, I want you to comment your
10:34answers in what order? So you're going
10:37to give me five answers and it has to be
10:40in the correct order. Thank you, Miss
10:45Jelina
10:47H, for your donation to our YouTube
10:50channel. Thank you for your support. I
10:52appreciate it. And also, Miss Dennia
10:55Sanchez, thank you for your donation and
10:58support to our YouTube channel.
11:02So, let's review this question together.
11:06It says, "The nurse is notifying the
11:09health care provider via telephone of a
11:12change in condition of a client
11:14diagnosed with exacerbation
11:18of asthma. So, you already know about
11:23the five key factors of an ENLEX
11:26question. If you do not know what I'm
11:28talking about, go back to day one and
11:31review that video where I teach the five
11:34key factors of an ENLEX question. So the
11:39purpose of this question is about
11:42reporting
11:44and talks about a client that his
11:47condition changed and now has
11:51exacerbation
11:52of asthma.
11:55It says arrange their nursing statement
11:59in order
12:01as they will be communicating use
12:04communicated using the Sbar method. In
12:09other words, to answer this question
12:12correctly, you have to know what Sbar
12:16represents.
12:18If you do not know what Sbar represents,
12:21then it's going to be extremely
12:23difficult for you to answer this
12:25question correctly. So if you don't know
12:28what SBAR is, do not worry. I will share
12:32with you what is SBAR and how SBAR is
12:36used in communication with the
12:40healthcare provider.
12:42So, we have several answers and I'm
12:45going to teach you a technique. Okay?
12:49I'm going to teach you a strategy that I
12:51use with questions that I have to put in
12:55order or answers that I have to put in
12:58order. The first thing that I do is I
13:01read all the answers.
13:04I do not try to put them in order yet. I
13:08read every answer and try to understand
13:12what each answer is saying and then I
13:17try to identify
13:20what I think is the first and last
13:26answer and then I start using some
13:29critical thinking as well.
13:32So before we go into that, let me
13:34explain to you what the SBAR method is.
13:39Thank you Miss Fonca for supporting our
13:42YouTube channel. Thank you Mafuna
13:47Alimova for donating and supporting our
13:51YouTube channel. I appreciate it.
13:55All right. So what is ESBAR? What does
13:59it stand for?
14:01Sbar represents situation,
14:05background,
14:07assessment and recommendation.
14:12What that means is when you have a
14:14patient that something is going on to
14:17the patient, the patient's condition
14:20change and you are going to call the
14:22healthcare provider and report this
14:25change in condition, you have to do it
14:28in a certain order.
14:31YOU CANNOT JUST SAY, "HEY DOCTOR, my
14:34patient is not breathing correctly. I
14:36need some medication." It doesn't work
14:38like that. That is not the proper way of
14:41communicating with the doctor.
14:44So first you have to explain to the
14:47doctor what is the situation, what is
14:50going on. Then talk about the
14:53background. Who is the patient and why
14:56is the patient there? Then you're going
14:59to talk about the assessment that you
15:01did as a nurse and the information that
15:05you got from that assessment. And
15:07lastly, you're going to talk about
15:09recommendation.
15:11Hey doctor, what do you think? Can we do
15:14this? Can we do that? You interact with
15:17the doctor. Because if you are a real
15:21nurse, if you are a safe and effective
15:25nurse, you're not a secretary. You have
15:28to use your critical thinking and you
15:31can provide feedback to the doctor. If
15:34the doctor tells you something that you
15:36think is wrong, you can tell the doctor,
15:38"Doctor, I don't think that's right. Did
15:41you understood what is going on? Are you
15:44sure that's the medication you want me
15:46to administer?" And that is part of
15:49safety and medication safety. But you
15:52have to understand that it is an
15:55interaction, a communication between you
15:58and the doctor.
16:01So as we review these answers, what do
16:05you think is the first answer choice?
16:10What do you think is the first action
16:13that you would do? And I see a lot of
16:16you answering number three.
16:22Which means you call the doctor and the
16:26moment the doctor picks up the phone,
16:28you say, "Hello.
16:31Hi, doctor. My my name is nurse Ray from
16:37unit D of XYZ hospital. This is who I am
16:43because the doctor needs to know who is
16:46calling him or her."
16:48So I agree that answer number three is
16:52the correct first answer or the first
16:56option to do. Now what do you think is
17:01the last option?
17:04If you remember Sbar, you know that the
17:08R at the end represents recommendation.
17:13And you see right in the answers, answer
17:17number four says, I recommend that we
17:21increase his oxygen dose and prescribe
17:24an extra albuterol treatment. So I agree
17:29with you guys. Answer number four looks
17:32like a good last answer.
17:36And what I like to do, I start taking
17:38this off the screen. Three and four
17:42gone.
17:44So what is the following action after I
17:47call the doctor and say, "Hey doc,
17:50my name is nurse Ray from unit D." Then
17:56you're gonna talk about what the
17:59situation,
18:01what is going on, the reason of my call,
18:05the reason I picked up the phone and
18:07dialed your phone number is to notify
18:11you because my patient Bob Smith has
18:16become increasingly more short of breath
18:21with audible wheezing this afternoon.
18:26So answer number five
18:29talks about the situation. What is going
18:33on with the patient?
18:35So I can eliminate answer number five.
18:40I saw a lot of you selected answer two
18:45next.
18:47So before I talk about the background,
18:53I have to talk about the situation now.
18:56The reason of my call because otherwise
19:00the doctor is going to say why are you
19:01telling me all this? What what is going
19:04on now?
19:06Because the patient's situation now
19:09takes priority. So doctor the problem
19:13now is that the patient is having more
19:17difficulty breathing and audible
19:20wheezing.
19:21That is the situation now.
19:25And then I'm going to talk about the
19:27background. See doctor Dr. Smith the
19:31patient was admitted yesterday with
19:33exacerbation of asthma.
19:37He typically control his asthma with
19:39oral medication and inhalers at home.
19:44He is ordered a bureau treatments twice
19:46daily and oxygen is prescribed at 2
19:50liters. So that is the background.
19:55So answer number two
20:00done
20:02and then what goes after situation
20:07background. Now you talk about the
20:11assessment.
20:12Okay, this is what I found.
20:16This is my assessment part.
20:20The patient's respirations are now 32
20:24breaths per minute.
20:26The O2 saturation is 89%.
20:30The lungs reveal wheezing in all lung
20:34fields and there's slight nasal flaring
20:38that is noted. So then answer one will
20:44be the next right answer. So the correct
20:49order will be 3 5 2 1 4 that is the
20:56correct order as you can see on the
20:59screen. So if you made a mistake once
21:03you see the replay go back to this
21:05question and think about it. What was
21:08the mistake that you made and how you
21:12can do it better? That is what you are
21:15supposed to do when you're practicing
21:17with question banks and you make a
21:19mistake. Don't leave it there as a
21:21mistake. Go back and say, "What did I do
21:24wrong and how can I make it better? How
21:28can I improve in this area?"
21:31So, thank you to everyone that answered
21:34the question. Okay, Miss Alexandra
21:38Tronoso, thank you for your support and
21:40donation to our YouTube channel. I
21:43appreciate it.
21:46Thank you, Miss Marjgerie Lewis, for
21:50your donation and support to our YouTube
21:52channel.
21:56All right.
21:59H Janette says, "Sometimes doctors
22:02forget about the patients. Sometimes,
22:04yeah, all the time they have too many
22:07patients. They they they forget. You
22:09have to remind them what is going on
22:11because just a name is not sufficient.
22:14Oh, that patient Paris, patient Smith.
22:18Okay, I have five Smith patients. So,
22:21you have to remind them where you
22:23calling from and what is the situation.
22:26Okay. And then the R is recommendation
22:31which is answer number four. What we
22:34picked as the last option. Remember we
22:37started with an introduction and the
22:39last answer choice was four which is
22:42recommendation. I recommend that we
22:46increase his oxygen dose and prescribe
22:48an extra bud. And then what I like to do
22:53before I hit next, I read everything
22:57again and I see if it makes sense. Okay,
22:59so first I call a doctor. I tell the
23:02doctor who I am. Okay, that makes sense.
23:04Then I tell the doctor the reason of why
23:07I'm calling. Okay, that makes sense.
23:09Then I tell him the background when was
23:13the patient admitted and what was
23:15happening with the patient at that time.
23:17And then I tell him the doctor about the
23:19assessment that I just completed. And
23:21lastly, I tell him about recommendations
23:24that I think could be helpful.
23:27Okay.
23:32H SBAR represents situation,
23:36background,
23:37assessment, and recommendation.
23:41Correct.
23:43All right.
23:44Thank you. Thank you for the support. I
23:46appreciate it. All right. Let's go to
23:48the next next question.
23:52And this is the type of question you see
23:55frequently on management of care.
23:59So
24:01read the question, think about the
24:03answer and most importantly
24:06understand why. If if somebody can help
24:09me in the chat and and type what Sbar
24:13represents for the for the nursing
24:16students that are still struggling with
24:18that, but do it correctly. Okay. So, if
24:21you can type on the on the chat in the
24:23comment section what Sbar represents
24:26situation background.
24:30What else?
24:32I'll let you do it. See if you remember.
24:35I see Ludes. Lur is doing in there.
24:39Espar situation background assessment
24:41and recommendation. Excellent.
24:44Aidi
24:46is doing it as well. Excellent.
24:49All right. So let's go to this question.
24:53Which outcome will indicate
24:56effective
24:57case management?
25:00That is an extremely important word or
25:05group of words. Effective case
25:09management
25:11for a child with moderate to severe
25:14asthma. So several keywords effective
25:18case management. My patient is a child
25:22and has moderate to severe asthma.
25:28So if you're thinking about an effective
25:31case management,
25:34you are looking for a positive answer.
25:38So you are looking for a positive
25:40answer, not a negative answer.
25:45So as you review each answer, determine
25:49is this a positive or a negative answer.
25:55So answer number one says the child
25:58attends school regularly with few
26:02absences for the year.
26:05Wow, that is wonderful. A child that
26:09goes to school regularly
26:12and has few absences. Well, that is a
26:17great great effective
26:21example of case management because what
26:24this represents is that if the
26:26management of the patient's problem and
26:29medical diagnosis is accurately, I will
26:33see good things from the patient.
26:37That is what effective case management
26:40means. So answer number one looks like a
26:44possible good answer. That could be the
26:47right answer. Thank you Miss Jinette
26:50Coli for the donation and supporting our
26:54YouTube channel. Thank you.
26:57So for now I like answer number one.
27:00That sounds that sounds like a good
27:02answer. Let's go to answer number two.
27:06The child can tolerate a regular diet
27:09without constipation
27:11or diarrhea.
27:14Awesome.
27:16That looks very good. That looks like a
27:19positive outcome. However, it has
27:23nothing to do with moderate or severe
27:29asthma.
27:31Has nothing to do. So yes, it's a
27:34positive outcome but it does not make
27:39sense to the patient's condition. So
27:41answer number two, I can eliminate. Once
27:45again, I am using the process of
27:48elimination.
27:50Answer number three,
27:53the family does not fill prescription.
27:58So here is a negative
28:01outcome, a negative response.
28:05Does not fill prescriptions.
28:08But you may think, well, if the family
28:12is not
28:13filling the prescription, maybe it's
28:16because the patient got better. Ah, no,
28:19no, no, no. Keep reading. It says
28:22prophylactic
28:25inhaled steroids.
28:27So the word prophylactic means to
28:29prevent.
28:31So in other words, answer number three
28:34is a negative outcome and by doing so
28:39the family is not taking measurements to
28:41prevent further complications from
28:44asthma. So I can eliminate answer number
28:48three.
28:51Answer number four, the child does not
28:56utilize the peak flow meter when cared
28:59for at home. This is another negative
29:04answer.
29:05So what is the right answer in clicks
29:08crusader?
29:10The right answer is answer number one.
29:14Now once again
29:18I don't care if you selected the right
29:22answer or the wrong answer to me is
29:26irrelevant. Okay.
29:29What you need to be doing is did did I
29:32select the correct answer thinking this
29:37way that I'm showing you because what I
29:40am teaching you is critical thinking.
29:45That is what I am teaching you the
29:48thinking process of a question.
29:51It is not whether you get it right or
29:53wrong. So I see s
29:57I don't understand this question
29:59professor. Great S. So let me explain a
30:02little bit further what this question
30:05means.
30:07This question talks about the management
30:10of a patient that has moderate to severe
30:13asthma.
30:16As you recall, in nursing school,
30:18there's something called a nursing care
30:21plan. And within the nursing care plan,
30:24there are several things involved. one
30:27of them being outcomes that we expect
30:31from the patient after nursing
30:35interventions are implemented.
30:39So if we're looking for an outcome that
30:43shows that the management of this
30:46patient's condition was effective, we
30:49are looking for an answer that tells me
30:53the patient is better.
30:56So if you look at the answer, which
30:59answer tells me the patient is better?
31:02The patient is attending school
31:04regularly with fewer absences.
31:09So I hope that helps. Now for example,
31:14what could be other possible right
31:17answers?
31:18For example, not only that the student
31:22attend school, what about if he says
31:26less hospital readmissions
31:30or how about going to the doctor
31:32regularly for checkups?
31:35How about compliance with medications?
31:38All of that are indicators of effective
31:42case management.
31:46Okay. Uh, Emerald says, "I did not
31:49understand either due to the word case
31:51management. I thought of a person or
31:54case manager." Okay. So I see the I see
31:58the
32:00maybe the the difficulty that you had
32:02with the with the question but
32:05understand that effective case
32:08management means that nurses and doctors
32:12did something good with the management
32:15of the case of the patient's condition
32:18and now the patient is better. So that
32:22is what this question is about.
32:26All right.
32:28Excellent. Oh, we got 415 live nurses
32:32here in our YouTube live and I
32:37appreciate all of you guys being here
32:41day after day. That tells me that you
32:45like and that you are excited about our
32:49training. I will be very worried if like
32:52only like one or two students showed up
32:54after day two. Then I will be saying,
32:57"Oh, I did something wrong. Something
32:59bad happened." But I am very blessed,
33:02blessed and humbled to be here and to be
33:06the one teaching you and helping you.
33:09All right, so thanks for that. All
33:12right, so we come to the to the point.
33:15Let's like this video. Help me out. I'll
33:19tell you this, because of you guys
33:21liking this video and sharing this video
33:25with others,
33:2716,000 nursing students saw day one
33:33live training. That was awesome.
33:37Remember, this is a small channel. This
33:39is a small YouTube channel. We have
33:41about three thou 3,000 nurses. So, in
33:44comparison with other channels, this is
33:46a very small one. So seeing 16 students
33:50that we've been able to help that really
33:53gets me very happy and very thankful to
33:58God for helping me help you guys. So
34:01thank you for liking the the videos.
34:05Thank you for sharing them with other
34:07students. So, if you haven't done it
34:09yet, go ahead and hit that like button,
34:12share it on Facebook, on WhatsApp, and
34:16most important, don't forget to
34:18subscribe. I have seen many of you that
34:22are not subscribed to the channel yet,
34:24and you're missing on a lot of good
34:27information. For example, I posted a
34:29video earlier this morning uh from one
34:32of the questions that we did during the
34:34training. And if you were not
34:36subscribed, if you didn't hit that belt,
34:38that bell, then you were not going to
34:41receive the notification to see that
34:43video. I see. So it is very important to
34:47for you to do it. I almost started
34:48speaking Spanish here. [laughter]
34:51If if you see me speaking Spanish in
34:54instead of English, say professor wrong
34:56channel. This is the English channel.
35:01All right, guys. Thank you. Thank you
35:02very much. So thank you for liking and
35:05sharing this video once again. So let's
35:07go to safe
35:09safety and infection control.
35:14Uh be [laughter]
35:17beautiful articulation professor. Follow
35:19me. Well, thank you. Thank you.
35:25But this one is the chosen one. All
35:27right. All right. So how do you prove
35:31that you are a safe and effective nurse
35:34when it comes to the category of safety
35:37and infection control? The nurse
35:40protects clients and health care
35:43personnel from health and environmental
35:48hazards.
35:49Thank you Benita Vlet for um
35:55supporting our channel and donating for
35:58our channel. I appreciate. So here are
36:01the subtopics that are included in the
36:05safety and infection control. Assessment
36:08for allergies,
36:10protecting the client from injury,
36:13ensuring proper identification,
36:17accuracy of treatment orders,
36:19participating in emergency response
36:22plans, ergonomic principle, education,
36:25safety.
36:28um reporting on safe practice of
36:30healthcare personnel, facilitating
36:33appropriate and safe use of equipment,
36:36education
36:37and restraints. So a lot of questions
36:41about restraints and uh safe use of
36:46equipment. So I want to make sure that
36:49you review this because most of the
36:52questions on the ENLEX is about that.
36:56Now
36:58I have a strategy that I can teach you.
37:01I teach this strategy to my students in
37:05the uh bilingual academy. They love this
37:09strategy. You probably have never seen
37:12this strategy before and I am sharing it
37:15with you
37:16in this exclusive day three of our
37:22YouTube Enclelex training.
37:25Do you want to know about this strategy?
37:27It's an excellent awesome strategy that
37:31will help you answer infection control
37:35questions. So if you want to know if you
37:39want to know about this strategy, go
37:42ahead and comment. I want to know
37:44professor. Yes, show that strategy to me
37:47right now.
37:49Okay. So here it comes.
37:53This is the strategy that will help you
37:56with infection control question.
38:01First step of this strategy, you know
38:04that everything begins with the five key
38:08factors of an enclelex question. Nothing
38:13different with that. We start with five
38:16key factors of an enclelex question.
38:20Now step numbers two. Step number two it
38:24is very important.
38:27Read it.
38:29What is the focus of the question? Is it
38:34the patient?
38:36Is it the family? Or is it the medical
38:41staff?
38:44Why this step is important?
38:47Because
38:49certain questions, the reason why the qu
38:53the question was created is to see if
38:57you know what you're going to be
38:58teaching to the family. But some
39:01questions
39:03the the focus of the question is about
39:06the medical staff or nursing
39:09interventions.
39:11So the first step to answering an
39:15infection control question is to
39:17identify who is the target of the
39:20question.
39:22Is the question about teaching? Who is
39:25the teaching for the patient,
39:28the family of the patient, the patient's
39:30family, or is it a medical staff like a
39:35UAP, an LPN?
39:38So that is an important step and then
39:42step number three
39:45without this step you are going to make
39:48a lot of mistakes.
39:51You have to identify if the focus of the
39:54question is to prevent infection
39:59to prevent the transmission of the
40:03infection
40:05or to treat the infection.
40:10Because if the focus of the question is
40:12to prevent,
40:14then you know that you have to teach a
40:19certain action or or complete a nursing
40:23intervention that helps with the
40:25prevention of an infection from
40:29appearing.
40:31But if the question is about the
40:33prevention of transmission, then you
40:36know that it probably has to do with
40:39transmissionbased precaution, standard
40:42precaution, handwashing, personal
40:46protective equipment.
40:48Or if the question is about treating the
40:50infection, then it's probably about
40:53medical interventions or medication or
40:57nursing interventions to treat that
41:00specific infection that they are
41:02mentioning in the stem of the question.
41:06Now let's see an example of how this
41:09strategy works. Okay,
41:13so let's go to let's go to another
41:14question. Thank you, Mr. Carlos Alberto,
41:19thank you for your donation for
41:20supporting our YouTube channel.
41:23Thank you, sir. One of our ENLEX
41:26crusader.
41:29All right, here's the question.
41:32Which is most important when teaching a
41:36parent about preventing osteomiolitis?
41:41So if you use this strategy that I just
41:45taught you,
41:47let's use the five key factors of an
41:49enclelex question. Well, there is a
41:51keyword here most important.
41:55The question is about teaching
41:59who parent about prevention of
42:04osteomiolitis.
42:06So now you know a lot of information. I
42:10need to select an answer that deals with
42:14teaching. Teaching who? The parent.
42:19I'm not teaching the child.
42:22I'm not teaching another staff member. I
42:25am teaching the parent.
42:28But what am I teaching?
42:31Prevention
42:32of osteomiolitis.
42:36So look at the answer choices and find
42:40an answer where the nurse is teaching
42:43the parent about preventing
42:47osteomiitis.
42:49So let's review answer by answer. Thank
42:53you Arina Monttero. Thank you for your
42:57support
42:59to our ENK exclus international YouTube
43:04channel.
43:06All right. So answer number one it says
43:10parents
43:12parents can stop worrying about bone
43:15infection once their child reaches
43:20school age. Whoa.
43:24One second here. Yes. It has to do with
43:27teaching to the parents,
43:30but it says to stop worrying about
43:34infection once the child reaches school
43:37age. That doesn't make sense.
43:41The first thing that I can eliminate
43:43this answer or the first reason of why I
43:46can eliminate this answer is because it
43:50does not deal it does not mention any
43:54interventions to prevent infections.
43:59So I can eliminate
44:01for that reason. Another reason is it
44:05true that after the child gets to a
44:09certain age then the risk of osteomiitis
44:13is not present.
44:15That is not true.
44:17So answer number one gone.
44:21If you don't know what osteomiolitis is,
44:24maybe you struggle a little bit more to
44:26answer this question. Remember that
44:28osteomiolitis is a medical term for that
44:33describes inflammation
44:35in a bone. Osteo means bone.
44:40Okay. Usually caused by a bacterial
44:44infection.
44:46So number one I can eliminate. Now let's
44:50look at answer number two. says,
44:54"Parents need to clean open wounds
44:58thoroughly with soap and water." Wow.
45:04So, first is talking to the parent, is
45:08teaching the parent. Good. That's a good
45:10point.
45:12What is the statement about cleaning
45:15open wounds with soap and water? Ding,
45:19ding, ding, ding, ding. Infection
45:21control.
45:23If there is an open wound and there is
45:27infection, if I clean it with soap and
45:30water, it decreases
45:33the chances or prevents
45:36osteomiolitis.
45:38So answer number two is a teaching that
45:41I can give to the parent that helps
45:44prevent
45:46osteomiolitis.
45:49Now critical thinking. If an open wound
45:53is not cared for correctly, can that
45:57turn into a further complication known
46:00as osteomiolitis or other complications?
46:05Yes. So answer number two, I like it. I
46:09like this answer. It deals with a parent
46:12and it deals with infection control and
46:15it deals with prevention.
46:18So answer number three,
46:21CHILDREN WILL ALWAYS GET a fever if they
46:24have osteomiolitis.
46:27Well, several reasons to eliminate
46:30answer number three.
46:33The first thing doesn't mention the
46:35parent.
46:37The second thing there is an absolute
46:40word always.
46:44IT DOESN'T MATTER what children will
46:47always get a fever when they have
46:49osteomiolitis.
46:51That is not true.
46:54Not every patient manifest the problem
46:58the same way.
47:01So this is a generalizing statement that
47:05is false. But most important
47:09does is this answer
47:12talking about prevention of osteomiitis?
47:19No,
47:21it doesn't talk about prevention of this
47:25infection.
47:28So answer number three, I can eliminate
47:31it. Answer
47:34number four. I saw some of you selecting
47:38answer number four and that is very
47:41frequent to confuse in between two and
47:45four. So maybe you're you're reading
47:47this question and you were able to
47:50eliminate answer number one. You say
47:52that doesn't make sense. Answer number
47:54three gone. And you're between two and
47:58four. What is the right answer? and
48:02you're going back and forward
48:04very frequent in nursing students.
48:08When do you know that your critical
48:11thinking
48:12and prioritization abilities has
48:16developed and improved? When you are
48:19selecting the correct answer more often
48:22when you are in between two answers.
48:26If you see that you're often in between
48:28two answers and you are always choosing
48:31the incorrect answer choice, then we
48:34have some room to improve.
48:37So,
48:39let's review answer number four.
48:43Children should wear long pants when
48:46playing outside because their legs might
48:50get scratched.
48:52So, let's let's think about this answer.
48:57If a child is wearing long pants,
49:03is that going to automatically prevent
49:07the child from falling, hurting himself,
49:12scratching a leg, even through the
49:14pants?
49:16How do I know this? I have a
49:18three-year-old
49:20that she's she gets a little rough and
49:24even with pants
49:26she gets scratches and injures herself.
49:29So answer number four is not going to
49:33prevent
49:36children from getting hurt. First reason
49:40and is that answer choice really going
49:43to prevent osteomiolitis?
49:50No,
49:52it's not going to prevent osteomiolitis.
49:55Now,
49:57what do you know about infection control
50:01that you keep reading and listening to
50:04it
50:06often and more often?
50:09Hand washing, soap and water, personal
50:13protective equipment. Do you see any of
50:16those fancy words, any of those
50:19important words that talks about
50:24prevention of infections?
50:27Which answer makes more sense to prevent
50:32osteomiitis or an infection?
50:35to use soap and water with an open wound
50:40or to tell the parent to tell the
50:42children to use long pants.
50:45Does it make sense?
50:48The best action is answer number two.
50:56Okay, I see. Open wounds with soap.
51:01Is Is that okay? Yep. Soap and water.
51:05patient gets injured, soap and water to
51:08that area to prevent infection. That is
51:11okay. It's not a problem.
51:15If you read the Sounders book, you're
51:18going to see on a lot of these H
51:21scenarios where using soap and water, it
51:24is the correct response.
51:29Okay.
51:32All right. So the correct answer is
51:37answer number two.
51:41All right, let's review another
51:44question.
51:48And then the next question, I'm going to
51:51teach you another technique to answer
51:56infection control questions. When
51:59the stem of the question is about
52:02putting patients together, how do you
52:06know what patients can be put together
52:09in a semi-private room or a cohort room?
52:15So don't miss this next part because it
52:18is very important. Miss Batrice Delgado,
52:22thank you for supporting and donating to
52:26our YouTube channel. I appreciate it.
52:29Miss Yadira Castro, that's one of our
52:32students. She passed the ENLEX like two
52:34years ago. She is a nurse practitioner
52:37now and she is on our YouTube live
52:41saying hi. And she says, "I will never
52:44forget that red pen
52:48also during my test. I used it and was
52:51amazing. I have heard this from many
52:55students very often that they can still
52:58see that red pen
53:00marking important keywords. That is why
53:03I use it so you never forget. Okay.
53:10All right. Thank you, Miss Senna
53:13Rodriguez, for your donation, for
53:16supporting our channel.
53:18Let's review
53:21our next question.
53:26Lette says, "I've been there having
53:28doubts between two possible answers, but
53:30you've helped me tremendously to choose
53:32the right answer more often." Thank you
53:35very much. Thank you, Lette. Thank you
53:37for commenting that.
53:41Uh Crystal says, "What red pen?" LOL.
53:45Uh-oh.
53:47I see a a a red pen marking important
53:53keywords. I hope you see that, Crystal.
53:55[laughter]
53:57Okay. Okay. You got it. It's not an an
54:00actual pen. It's the the markings of the
54:03pen.
54:05Crystal, you're you're funny.
54:08I think you got it now. Any pñena, thank
54:12you. Thank you for your support for
54:14donating
54:16towards our YouTube channel. Thank you
54:18for keep keeping this active. I
54:21appreciate it.
54:24Very good. So, let's go to the next
54:26question.
54:29Professor, give us the red pen. I'm
54:31going to take the red pen to the enlex.
54:35All right. says the charge nurse on the
54:38orthopedic unit has four semi-private
54:42rooms bed available.
54:45Which room should the nurse assign to a
54:48client being transferred from the post
54:51anesthesia recovery unit following a
54:55total knee replacement?
54:58So let me tell you the strategy to use
55:01here.
55:03when in the stem of the question they're
55:06are asking you to put two patients
55:09together
55:11how do you analyze this scenario
55:16and what is the correct answer
55:19you have to think about this you have
55:21two patients patient A and patient B
55:27so have some imagination here you have
55:31patient A and patient B. This is the
55:34key. Patient A cannot hurt patient B and
55:40patient B cannot hurt patient A.
55:45So if patient A has a virus and patient
55:49B has a bacteria
55:52then we cannot put them together because
55:54they have different pathogens and the
55:57virus can hurt the other patient with a
55:59bacterial infection and vice versa.
56:05Another scenario, if you have a patient
56:08with an infectious process, do not put
56:11that patient with a patient that does
56:14not have an infection.
56:17Another scenario, do not mix any patient
56:20that is immuno compromised
56:24with other patients. Why? You're going
56:26to hurt the immuno compromised patient.
56:30Remember immuno compromised patient,
56:32they have to be in a private room.
56:36So let's use that idea and critical
56:39thinking to answer this question. If you
56:44know the answer, go ahead and comment
56:46the your answer and your thinking in the
56:49comment section.
56:55Milange Noel, thank you for supporting
56:58the channel. I appreciate it.
57:02Mika, hi Prof. Tell me where to send my
57:06donation. I don't know how to do it. I
57:09know there's a button somewhere that it
57:11has the money sign. I think you click on
57:14it and it asks you if you want to donate
57:17the channel or something like that. I
57:19don't know how to do it.
57:23Areli is explaining it. M on the left
57:25bottom corner of this shot, there is a
57:28dollar sign icon. Click on that and you
57:30can make your donation there. Okay, now
57:33I know, now I can explain. So, left
57:36corner.
57:37Perfect.
57:42Miss Sarif,
57:44thank you for your donation and the
57:48super sticker or super chat. See, I
57:51don't even know the difference between
57:52the super sticker and the super chat.
57:55Maybe some maybe somebody can explain it
57:57to me. [laughter]
57:59All right,
58:04Lara said, "Profer, I saw that question
58:07in Kaplan or similar to that question on
58:10Kaplan."
58:13All right. So,
58:16what patient can we
58:18mix together? Remember the first patient
58:21we have it on the stem of the question.
58:24It says which room should the nur assign
58:27to a client being transferred from the
58:29post anesthesia recovery unit following
58:32a total knee replacement. So the first
58:35patient that we have or let's say
58:39patient A let's title this patient
58:42patient A is a post up patient post
58:48total knee replacement.
58:52So as you can see patient A the one on
58:57the stem of the question does not have
59:00an infection.
59:03So let's look at our first B patient. So
59:08answer number one,
59:10client in skeletal traction following a
59:14fracture of the femur
59:16who has ding ding ding ding ding
59:19eriththemma
59:22iththemma at the pin sites.
59:27So you have to think well edythemma at
59:31the pin sites could indicate an
59:34infection.
59:35So now I have patient A and this patient
59:41B
59:42that could have an infection. So this
59:46patient would harm patient A.
59:50So answer number one is eliminated.
59:55Answer number two, the client with
1:00:00cellulitis
1:00:04and osteomiolitis.
1:00:07We've talked about this following a
1:00:10blunt trauma of the tibia.
1:00:12This is patient C and patient C harms
1:00:18patient A.
1:00:21So,
1:00:23nope, no cohort. We cannot mix these
1:00:25patients together.
1:00:29Answer number three.
1:00:32Client with compartment syndrome
1:00:35following a crush injury
1:00:38who is one day post faciottomy.
1:00:43So this patient does not have an
1:00:45infection.
1:00:47But what do we know about faciottomy?
1:00:52Faciottomy is a clinical procedure that
1:00:56is indicated
1:00:58for the diagnosis of compartment
1:01:00syndrome.
1:01:02What happens during this procedure? In
1:01:05order to release the pressure, they have
1:01:08to open they have to create an incision
1:01:12to that tissue and exposes the patient
1:01:16to infections. So now it is patient A
1:01:22that can harm patient D.
1:01:27So we are going to eliminate this answer
1:01:31choice.
1:01:37Mel
1:01:40Mel, thank you for that super sticker.
1:01:44Thank you for donating
1:01:47for our
1:01:49YouTube channel.
1:01:51So we have eliminated answer number one,
1:01:53two and three. We have answer four. That
1:01:57must be the answer. But let's think
1:01:59about it. So this is going to be my
1:02:02patient E.
1:02:06client with a long leg cast following an
1:02:10open reduction of a fractured tibia.
1:02:15Okay. Now, these patients both have
1:02:20orthopedic procedures
1:02:23and an open reduction fractured tibia is
1:02:27not an indication to put the patient in
1:02:31a private room. These two patients can
1:02:34be placed together because A doesn't
1:02:39harm patient E and E doesn't harm
1:02:42patient A.
1:02:44The patient with the faciottomy
1:02:47that is an important keyword in answer
1:02:50number three to eliminate it. The
1:02:53correct answer is answer number four.
1:02:59This is an excellent technique, but you
1:03:02have to practice it. When you see a
1:03:06question that deals with infection
1:03:07control and you're putting patients
1:03:10together, think about this. Can patient
1:03:14A harm patient B? Can patient B harm
1:03:18patient A? And if you see that they harm
1:03:21each other, you cannot put them
1:03:24together. Never mix infectious process
1:03:28with a patient with a non-infection and
1:03:31never mix immuno compromised patient or
1:03:34patients that are on airborne
1:03:37precaution. Remember airborne
1:03:39precaution. Those patient need to be in
1:03:42a private room.
1:03:46All right.
1:03:48Okie dokie.
1:03:51All right. Make sure all of you are
1:03:53subscribed to the channel. I say that
1:03:57one more time. You need to be subscribed
1:03:59to the channel to receive notification.
1:04:01Activate the bell. And are you ready for
1:04:06our next step? Remember, we have a
1:04:10telegram group. It's called Enclelex
1:04:12Crusade International 7-day training.
1:04:16It's a telegram group where I post
1:04:18information. I post videos there and
1:04:22it's going to be an awesome awesome tool
1:04:26for your enclelex preparation. In the
1:04:28comment section, my advisor will post
1:04:32the link to join the telegram group and
1:04:35it's also on the description of this
1:04:38video. So, make sure you click on it and
1:04:41join the telegram group. And remember,
1:04:45do not send money to anybody there. It
1:04:49doesn't matter if he has my face on it,
1:04:51if he has my phone number. Do not send
1:04:55any money there. Do not fall into that
1:04:58scam. Remember, I talked about that at
1:05:00the beginning of the uh live. Thank you,
1:05:05Alis Arande for supporting our YouTube
1:05:08channel. Thank you very much. Thank you,
1:05:10Miss Risa Espinosa,
1:05:14for supporting our channel, for donating
1:05:20for our channel. Thank you. Thank you
1:05:21very much.
1:05:23I said, "A super sticker is an animated
1:05:27gift and a super chat is not." That is
1:05:31the difference. Okay. [laughter]
1:05:34So, the one that is animated that is the
1:05:37the best one I guess.
1:05:41All right. Okay. Now, I know you see you
1:05:43learn something new every day. H advisor
1:05:47if you can put in the chat please the
1:05:49link to the telegram group so they can
1:05:52join and also if you don't find it in
1:05:56the comment section I will post it after
1:05:59the live in the comment section again I
1:06:02will pin it so everybody can see it and
1:06:04also you can see it on the description
1:06:07of the video on YouTube. Are you ready?
1:06:11Are you ready for day four? We're
1:06:14halfway
1:06:16into our 7day training. If you're ready
1:06:19for our day four, come join us tomorrow
1:06:23at 5:00 p. p.m. Eastern Standard Time.
1:06:27Same YouTube channel, Enclelex Crusade
1:06:30International.
1:06:325:00 p. p.m. Eastern Standard Time. Do
1:06:34not miss it for any any reason. Tomorrow
1:06:39we're going to continue talking about
1:06:42enclelex categories. We will continue to
1:06:45practice questions together. And then
1:06:49day five, day six and day seven, you
1:06:54cannot miss. Those will be the most
1:06:58important important training days of our
1:07:02whole seven day training. Thank you very
1:07:06much. God bless you all.
1:07:08Thank you for being here and I wish you
1:07:10the best. I hope that this training
1:07:13helps you prepare for the EN clicks the
1:07:16right way. I hope that you develop your
1:07:20critical thinking day by day. Make sure
1:07:23you go back to the videos and review it
1:07:26again. You don't learn it as fast. You
1:07:29have to hear it over and over. Every
1:07:32time you get into the car, find ENLEX
1:07:35Crusade International. Find a YouTube
1:07:38video and listen to it. Repetition makes
1:07:42you an expert.
1:07:44All right. Thank you very much. God
1:07:47bless you. Bye-bye.

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