Trusting your Gut

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Outline

Overview

We have all had that moment where something did not feel right and you must quickly decide if it’s all in your head or if your intuition is trying to warn you of something. Listening to that little voice in the pit of your stomach and trusting your gut can increase your critical thinking skills, patient awareness and save lives. At some point, most nurses get the feeling that something is wrong with their patient or something is going to happen. Knowing when to listen to your intuition is an important skill to master.

Nursing Points

General

  1. What is trusting your gut
    1. It is an internal warning that alerts us something may be wrong
    2. When that little voice or feeling is telling you something is wrong
    3. Having the courage to speak up and take action
  2. How to trust your gut
    1. Experience
    2. Critical thinking
    3. Questioning mentality
    4. Nursing process
      1. ADPIE
  3. Listen to your gut
    1. Don’t talk yourself out of it
    2. Trust yourself and your assessment skills
    3. Talk to colleagues
    4. Notify the chain of command
    5. Go up the chain if need to
    6. Call a RRT or Code
  4. Dont be afraid to be wrong
    1. Better safe than sorry

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Transcript

Hey guys, in this presentation we’re going to be talking about trusting your gut. We all have one. So let’s talk about trusting it. So in nursing or in general every now and then we get that gut feeling that something just doesn’t feel right. And so it’s our intuition just trying to warn us that something is wrong. Something is about to happen. So as nurses, whenever we feel this, basically it’s just that funny feeling, that little voice in the pit of your stomach telling you that something is going on. And when that happens we start wondering, well, Hey, what is it? Is this really happening? Is something wrong with my patient? So it can help increase our critical thinking skills by doing that, it helps us save lives. And again, most nurses have experienced this gut feeling every now and then because we take care of sick people.

So it is an important skill, an important thing so listen to it. So I know that y’all, most of y’all know what it is, but let’s talk about it anyways. So it is an internal warning, it is a little voice in our head. That funny feeling in your stomach telling you that something is wrong. So as nurses we have to have the courage to listen to it and find out what is going on because it is trying to alert us that something might be happening with that patient. So we have to have the courage to listen to it. And if we’re wrong, well it’s again it is one of those things where it’s better safe than sorry. So how do we learn how to trust our gut? Well, number one, experience is a big factor. I’ve been a nurse for long enough that if I see something going on or I get that funny feeling, it’s usually because I’ve seen it before.

So I kind of know and I anticipate it, but somebody who has no idea, a brand new nurse may lack this experience. So how do you know? Well, one of the biggest ways that you can start finding out if you’re gut is really telling you that something is about to happen, is have a questioning mentality. Start wondering what is going on? Why is it happening? What caused it? How do I fix it? If you start having this questioning mentality, it can increase your critical thinking skills. And when you start doing that, you can really figure out what is going on with your patient and it’ll help you confirm if your gut is lying to you or not. One of the biggest ways that you can have this critical thinking mentality and that the questioning mentality is with the nursing process. An acronym for it is ADPIE assessment, diagnosis, plan, intervention, and evaluation.

So if you’re always constantly assessing your patient, finding out what is wrong with them, plan, what do I do? What interventions do I do? Did you do something to take care of them and evaluate did it work? And if you can do these steps really quickly when you think something might be going on, it can help you solve the problem and figure out if there really is something wrong with the patient. So a little bit more about listening to your gut. Don’t talk yourself out of it. If you have that funny feeling that something is wrong, do something about it. Trust yourself talk to your colleagues. This right here is so helpful. If you think something is wrong with your patient but you just don’t know what it is, that’s fine. It happens. Go talk to another nurse and ask them. There isn’t a day when I work in CVICU that I don’t do this.

Sometimes if I see something wrong and I’m like, huh, I easily can go talk to another nurse and say, Hey, what do you think? And they may give me different ideas that I just hadn’t thought of. It is, okay, consult with your colleagues, with your fellow nurses that’s what they’re there for. So again, if you still have that gut feeling, you haven’t had the answer that you need, you really feel like something’s going on. Then notify the chain of command. This would typically be a charge nurse or a doctor. You really need to get ahold of them and you’re just not getting the orders or the answer that you think is right for your patient and you are persistent. Go up the chain of command. Let me give you a quick story. I was recovering a patient that had a cath, while the patient was wakening up and it seemed like he was having stroke-like symptoms.

So I ran and I got the doctor and brought him back and he said, no, he’s fine. He’s not having stroke-like symptoms. He’s recovering from anesthesia. And I was like, no, I don’t think so. And he goes, yes, it is. Just keep an eye on him. So again, this kept happening. So I called him again and I was like, Hey, you need to come back and see him because he’s having stroke-like symptoms. He said, no, he’s not, he’s recovering from anesthesia and he’ll be fine. Well, my gut kept telling me, nope, this is not okay. So I went ahead and called a code stroke and this is where it involves the neuro ICU charge nurse and several other people are involved in this code team so that the patient could have a cat scan or determine if it’s a TIA or a stroke. So I did, I jumped the chain of command because I felt like something was wrong.

And in the end they determined that the patient was having, TIA and CVA, which is a good thing for the patient. But you know, I trusted my gut. I knew something was going on and they found out that he was having TIAs. So if you just feel it, do something about it. Lastly, don’t be afraid to be wrong. If I was wrong in that situation I just gave y’all and there was no stroke, there was no TIA’s, nothing. Well, you know what? It’s okay. At least I did what I felt was right to protect another patient because it is better to be safe than sorry, I didn’t feel right sending that patient home thinking he may be having stroke-like symptoms and then him having a severe CVA and it would be my fault. So it’s okay. It happens, trust your gut.

So a little recap, that little gut warning, it’s a little voice in our head an internal warning, telling us that something is wrong. So use your critical thinking skills. Have the questioning mentality, what’s happening, why, what caused it? How can I fix it? What do I do? If you have that questioning mentality, it can help increase your critical thinking skills. And then lastly, trust yourself. If you genuinely think something is going on and you just can’t figure out what it is, trust yourself and do something about it because you know what? It’s better to be safe than wrong. So I hope that this little lesson has helped y’all just to have a basic understanding and just some reassurance about trusting yourself and trusting your gut when you think that something is wrong. So make sure that you guys go out and be your best selves today. And as always, happy nursing.

 

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Study Plan Lessons

Adult Vital Signs (VS)
Nursing Care Plan (NCP) for Infection
Nursing Care Plan (NCP) for Impaired Gas Exchange
Vitals (VS) and Assessment
Nursing Care Plan (NCP) for Pertussis / Whooping Cough
Nursing Care Plan (NCP) for Chronic Kidney Disease
Nursing Care Plan (NCP) for Anxiety
ABGs Nursing Normal Lab Values
Adult Vital Signs (VS)
Congestive Heart Failure Concept Map
Congestive Heart Failure (CHF) Labs
Critical Thinking
Fluid Volume Overload
Heart (Cardiac) Failure Module Intro
Heart (Cardiac) Failure Therapeutic Management
Heart (Cardiac) Sound Locations and Auscultation
Heart (Heart) Failure Exacerbation
Heart Failure – Right Sided Nursing Mnemonic (HEAD)
Heart Failure (Acute Exacerbations, Chronic) for Progressive Care Certified Nurse (PCCN)
Heart Failure Case Study (45 min)
Heart Failure for Certified Emergency Nursing (CEN)
Heart Failure-Origin Nursing Mnemonic (Left – Lung|Right – Rest)
Heart Failure-Left-Sided Nursing Mnemonic (CHOP)
Isotonic Solutions (IV solutions)
Hypertonic Solutions (IV solutions)
Nursing Care and Pathophysiology for Heart Failure (CHF)
Nursing Care and Pathophysiology for Pulmonary Edema
Nursing Care and Pathophysiology for Cardiomyopathy
Nursing Care and Pathophysiology for Syphilis (STI)
Nursing Care and Pathophysiology of Chronic Kidney (Renal) Disease (CKD)
Nursing Care Plan (NCP) for Acute Respiratory Distress Syndrome
Nursing Care Plan (NCP) for Impaired Gas Exchange
Nursing Care Plan (NCP) for Respiratory Failure
Time Management
Pleural Effusion for Certified Emergency Nursing (CEN)
Nursing Care Plan (NCP) for Syncope (Fainting)
Nursing Care Plan (NCP) for Risk for Fall
Nursing Care Plan (NCP) for Decreased Cardiac Output
Nursing Care Plan (NCP) for Cardiogenic Shock
Nursing Care Plan (NCP) for Cardiomyopathy
Nursing Care Plan (NCP) for Chronic Kidney Disease
Nursing Care Plan (NCP) for Activity Intolerance
Nursing Care and Pathophysiology for Cardiogenic Shock
Nitroglycerin (Nitrostat) Nursing Considerations
Disease Specific Medications
Diuretics (Loop, Potassium Sparing, Thiazide, Furosemide/Lasix)
Defects of Decreased Pulmonary Blood Flow
Causes of Dyspnea Nursing Mnemonic (The 6 P’s)
Cataracts
Day in the Life of an Operating Room Nurse
Day in the Life of a Peds (Pediatric) Nurse
Formulating Nursing Diagnoses for Certified Perioperative Nurse (CNOR)
Intraoperative Nursing Priorities
Medication Reconciliation Review for Certified Perioperative Nurse (CNOR)
NRSNG Live | So You Want to be a Surgical Nurse?
Nursing Care Plan (NCP) for Acute Pain
Nursing Care Plan (NCP) for Respiratory Failure
Nutrition Assessments
Perioperative Nursing Roles
Perioperative Nursing Course Introduction
Postoperative (Postop) Complications
Post-Anesthesia Recovery
Preoperative (Preop) Nursing Priorities
Preoperative (Preop)Assessment
Preoperative (Preop) Education
Procedural Terminology
Sterile Field
Surgical Incisions & Drain Sites
Surgical Prep
Strabismus
Trauma Surgery – Medical History Nursing Mnemonic (AMPLE)
Ventilator Settings
Intraoperative (Intraop) Complications
Informed Consent
General Anesthesia
Crash Cart
CRNA
Advanced Cardiovascular Life Support (ACLS)
Dark Skin: IV Insertion
Flight Nurse
Finding Your First Nursing Job as a New Grad
Goal Setting
Head to Toe Nursing Assessment (Physical Exam)
ICU Nurse Report to Floor Nurses
ICU Nurse Report to OR (Operating)Team
Hypoxia – Signs and Symptoms (in Pediatrics) Nursing Mnemonic (FINES)
Hypovolemic Shock Case Study (OB sim) (60 min)
Intake and Output (I&O)
Introduction to Health Assessment
Interviewing for Nursing School
IV Drip Administration & Safety Checks
Isolation Precautions (MRSA, C. Difficile, Meningitis, Pertussis, Tuberculosis, Neutropenia)
Levels of Consciousness (LOC)
Lung Sounds
Life Support Review Course Introduction
Male Reproductive Anatomy (Anatomy and Physiology)
Maslow’s Hierarchy of Needs in Nursing
Menstrual Cycle
Moderate Sedation
Neuro Assessment
Neuro Terminology
Nursing Care and Pathophysiology for Asthma
Nursing Care Delivery Models
Nursing Care Plan (NCP) for Abdominal Pain
Nursing Care Plan (NCP) for Acute Respiratory Distress Syndrome
Nursing Care Plan (NCP) for Asthma
Nursing Care Plan (NCP) for Hypovolemic Shock
Nursing Care Plan (NCP) for Infection
Nursing Care Plan (NCP) for Infective Conjunctivitis / Pink Eye
Nursing Care Plan (NCP) for Influenza
Nursing Care Plan (NCP) for Migraines
Nursing Care Plan (NCP) for Risk for Fall
Nursing Care Plan (NCP) for Syncope (Fainting)
Nursing Care Plan (NCP) for Suicidal Behavior Disorder
Nursing Care Plan for Macular Degeneration
Nursing Case Study for Pediatric Asthma
OLD CARTS Mnemonic (OLD CARTS)
NURSING.com Assessment & Skills Checks
Phases of Nurse-Client Relationship
Pharmacology Course Introduction
R – Real-Life
Questions To Ask Before Applying To A Nursing Program
Respiratory Structure & Function
Surgical Incisions & Drain Sites
Surgical Counts for Certified Perioperative Nurse (CNOR)
Test Taking Course Introduction
Trauma Surgery – Medical History Nursing Mnemonic (AMPLE)
Tuberculosis (TB) Case Study (60 min)
Process of Labor – Mom Nursing Mnemonic (4 P’s)
Prealbumin (PAB) Lab Values
Pictures
Personality Disorders
Pediatric Advanced Life Support (PALS)
Patients with Communication Difficulties
Nursing Care Plan for (NCP) Autism Spectrum Disorder
Nursing Care Plan (NCP) for Nutrition Imbalance
Nursing Care Plan (NCP) for Glaucoma
Nursing Care Plan (NCP) for Decreased Cardiac Output
NRSNG Live | How to Pass Any Nursing School Test
NRSNG Live | My Super Secret Note Taking Method
NRSNG Live | The S.O.C.K Method for Mastering Nursing Pharmacology and Never Forgetting a Medication Again
NRSNG Live | The Successful State of Mind
NRSNG Live | What Your Nursing Professors Want to Tell You But Can’t
Insulin Drips
How to Write a Nursing Care Plan
High-Risk Behaviors
Heart Failure for Certified Emergency Nursing (CEN)
Heart Failure (Acute Exacerbations, Chronic) for Progressive Care Certified Nurse (PCCN)
Heart (Cardiac) Failure Therapeutic Management
Fundal Height Assessment for Nurses
Emergency Drugs Nursing Mnemonic (LEAN)
Drawing Blood from the IV
Drawing Pictures
Disease Specific Medications
Disasters & Bioterrorism
Day in the Life of a NICU Nurse
Day in the Life of an ICU (Intensive Care Unit) Nurse
Congestive Heart Failure (CHF) Labs
Communication of Patient Outcomes (Continuum of Care) for Certified Perioperative Nurse (CNOR)
Common Pathogens for UTI Nursing Mnemonic (KEEPS)
Cognitive Impairment Disorders
Cataracts
Cardiopulmonary Arrest
Cardiac Terminology
Cardiac Cycle
Cardiac Anatomy
Cardiac (Heart) Physiology
Body System Assessments
Blood Flow Through The Heart
Blood Pressure (BP) Control
Attention Deficit Hyperactivity Disorder (ADHD)
Advocating For Your Patient
Advanced Cardiovascular Life Support (ACLS)
3rd Degree AV Heart Block (Complete Heart Block)
2nd Degree AV Heart Block Type 2 (Mobitz II)
2nd Degree AV Heart Block Type 1 (Mobitz I, Wenckebach)
Documentation Basics
Trusting your Gut
Overview of the Nursing Process
Nursing Process – Diagnose
Steps in the Nursing Process 1 Nursing Mnemonic (ADPIE)
Nursing Care Plan (NCP) for Tuberculosis
Nursing Care Plan (NCP) for Impaired Gas Exchange
Nursing Care Plan (NCP) for Infection
Nursing Care Plan (NCP) for Glaucoma
Nursing Care Plan (NCP) for Risk for Fall
Nursing Care Plan (NCP) for Syncope (Fainting)
Goal Setting
Hygiene
How to Write A Nursing Progress Note
How to Write a Nursing Care Plan
Health Promotion Assessments
Intraoperative Nursing Priorities
Hypertension (HTN) Concept Map
Maslow’s Hierarchy of Needs in Nursing
MSN (Masters) vs. DNP (Doctorate)
Nurse-Patient Relationship
Nursing Process – Plan
Nursing Process – Evaluate
Our Goals for Teaching
Nursing School Application Essay
Pain and Nonpharmacological Comfort Measures
Perioperative Nursing Roles
Phases of Nurse-Client Relationship
Preoperative (Preop) Nursing Priorities
Preoperative (Preop)Assessment
Program Planning
Purpose of Nursing Care Plans
Self Concept
Identifying Interventions per Nursing Diagnoses for Certified Perioperative Nurse (CNOR)
Health Promotion & Disease Prevention
Health Promotion Model
Erikson’s Theory of Psychosocial Development
Continuity of Care
Community Health Education
Communicating with Other Nurses
Depression Concept Map
Disease Specific Medications
Advocating For Your Patient
Access to Care
Breast Cancer Concept Map
Intro to Community Health
Depression Concept Map
Congestive Heart Failure Concept Map
Concept Map Course Introduction
Head to Toe Nursing Assessment (Physical Exam)
Maslow’s Hierarchy of Needs in Nursing
Nursing Care Plan (NCP) & Interventions for Increased Intracranial Pressure (ICP)
Program Planning
Sepsis Concept Map
Stroke Concept Map
Hypertension (HTN) Concept Map
Drawing Pictures
Body System Assessments
Bowel Obstruction Concept Map
Blood Pressure (BP) Control
Asthma Concept Map
Aneurysm & Dissection
Amputation Concept Map
Acute Respiratory Distress Syndrome (ARDS) for Progressive Care Certified Nurse (PCCN)
Tuberculosis for Certified Emergency Nursing (CEN)
Tuberculosis (TB) Case Study (60 min)
TB Drugs Nursing Mnemonic (RIPE)
Respiratory Infections Module Intro
Nursing Care Plan (NCP) for Tuberculosis
Nursing Care Plan (NCP) for Impaired Gas Exchange
Nursing Care and Pathophysiology for Tuberculosis (TB)
Isolation Precautions (MRSA, C. Difficile, Meningitis, Pertussis, Tuberculosis, Neutropenia)
Isolation Precaution Types (PPE)
Communicable Diseases
Anti-Infective – Antitubercular
Airborne Precaution Diseases Nursing Mnemonic (MTV)
Casting & Splinting
Care of Vulnerable Populations
Complications of Immobility
Head to Toe Nursing Assessment (Physical Exam)
Mechanical Aids
Mobility & Assistive Devices
Musculoskeletal Terminology
Introduction to Health Assessment
Fractures
Preload and Afterload
Sympatholytics (Alpha & Beta Blockers)
Heart Failure Case Study (45 min)
Congestive Heart Failure Concept Map