A simulated headache visit, a location question never asked and a neurological screen done on camera make up this first-person MN690 Unit 5 seminar reflection. Searches like "mn 690 unit 5 assignment example", "mn690 unit 5 sample" and "mn690 unit 5 example" land here.
I Never Asked Where She Was: A Seminar Reflection on a Simulated Video Visit for Headache
[Student Name]
Purdue University Global
MN690: Telehealth Application
Unit 5 Seminar Reflection
[Instructor Name]
[Date]
The simulation and participants are composites. Classmates and the instructor are identified by role only.
The Exercise
Our seminar split into groups of three: one clinician, one patient working from a scripted card and one observer with a checklist. I played the clinician. The presenting complaint was three days of headache in a 34-year-old. I had fifteen minutes on video and no access to the script.
What Went Well
I asked the red-flag questions I had practiced: sudden onset, worst headache of her life, fever, stiff neck, visual change, weakness, numbness and trouble speaking. None were present. I also performed a camera-based neurological screen. I asked her to hold her arms out with palms up and eyes closed to look for pronator drift, to touch her nose and then my finger on the screen, and to walk across the room and back while a helper held the camera. The observer's checklist credited all of these, and the instructor said the neurological screen was among the most complete in the section.
What I Missed
The observer and instructor identified three misses, and they matter more than what I did well.
First, I never confirmed her location. When the instructor revealed the script, the patient was sitting in her parked car in a store lot across the state line, having pulled over to take the call. That fact changed the visit twice: a patient in a car may be driving again within minutes, which makes her safety and my advice about driving part of the assessment, and a patient across a border places the visit under another state's rules, where I might not be authorized to treat her. I had assumed she was at home because most patients are.
Second, I never asked for a home blood pressure. The script said she owned a cuff. Severe hypertension is one of the causes of headache a remote visit must exclude, and a reading of 180/120 or higher with symptoms would have called for urgent evaluation (Whelton et al., 2018). She could have given me a reading in two minutes.
Third, I stated no plan for losing the connection. Had the video dropped while she described new weakness, I had no callback number and no agreed next step.
Why the Location Miss Was the Central Lesson
Telehealth guidance treats confirming the patient's location as a basic step at the start of every visit, for both safety and jurisdiction (U.S. Department of Health and Human Services, n.d.). I knew that as a fact. What the simulation showed me is that I did not do it when my attention was on the clinical problem. Knowledge was not the gap; habit was. The regulatory side is not a technicality either: the rules that govern a telehealth visit follow the patient, so a clinician who does not know where the patient is cannot know which state's law applies to the care being given (Shachar et al., 2020).
Afterward I tried to understand why I assumed she was at home. The scenario began with her face on the screen, a plain wall behind her and no sound of traffic, and my mind filled in the rest. I also felt pressure to get to the clinical problem quickly, because fifteen minutes seemed short for a headache history and a neurological screen. The observer pointed out that the location question takes about ten seconds and that I had spent longer adjusting my own camera. That comparison has stayed with me. The step I skipped was the cheapest one in the visit and the one with the largest consequence if it went wrong. The cuff was the same kind of miss: I was so focused on the neurological screen, which I had rehearsed, that I did not think to use a device the patient already had in her hand's reach.
My First-Minute Script
From now on, every video visit will open with the same sequence before I ask anything clinical: check name and date of birth; ask, "Where are you right now, and what is the address?"; write down a number to call back on; check whether anyone else is with them and whether they can talk freely; ask what devices are at hand, including a thermometer, blood pressure cuff and pulse oximeter; and state the plan if the connection drops, "If we get cut off, I'll call you back at this number within two minutes." I have written the script on a card and will use it in my next three clinical telehealth visits, then review with my preceptor whether it has become automatic.
References
Shachar, C., Engel, J., & Elwyn, G. (2020). Implications for telehealth in a postpandemic future: Regulatory and privacy issues. JAMA, 323(23), 2375-2376. https://doi.org/10.1001/jama.2020.7943
U.S. Department of Health and Human Services. (n.d.). Telehealth best practice guide. Telehealth.HHS.gov. https://telehealth.hhs.gov/providers/best-practice-guides
Whelton, P. K., Carey, R. M., Aronow, W. S., Casey, D. E., Collins, K. J., Dennison Himmelfarb, C., DePalma, S. M., Gidding, S., Jamerson, K. A., Jones, D. W., MacLaughlin, E. J., Muntner, P., Ovbiagele, B., Smith, S. C., Spencer, C. C., Stafford, R. S., Taler, S. J., Thomas, R. J., Williams, K. A., ... Wright, J. T. (2018). 2017 ACC/AHA/AAPA/ABC/ACPM/AGS/APhA/ASH/ASPC/NMA/PCNA guideline for the prevention, detection, evaluation, and management of high blood pressure in adults. Hypertension, 71(6), e13-e115. https://doi.org/10.1161/HYP.0000000000000065
How this MN690 Unit 5 example is structured
Most of the reflection's length goes to what was missed, because the exercise was designed to surface gaps and the prompt typically asks what the simulation revealed. Credit for the neurological screen comes first and briefly, so the misses are read against real competence. Location is treated as the central lesson, and the reflection explains why it mattered twice over in this case: a patient in a car may be driving again within minutes, which changes safety, and a patient across a border places the visit in another state's jurisdiction. The missed cuff reading is linked to the headache itself, since severe hypertension belongs among the causes a remote visit must exclude. Rather than promising to do better, the closing paragraph writes a first-minute script: identity, current location, callback number, who else is present, devices at hand.
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What did your Unit 5 seminar simulate, what role did you play, and what came up in the debrief? Those answers plus the prompt and rubric are enough. A first-person reflection then weighs what the encounter caught and missed, ending on a concrete change. Your first custom sample is free, back in 24-48h. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.
MN690 Unit 5 questions, answered
What if the simulation went well and nothing was missed?
Something usually was, and observers are there to find it. If the debrief truly raised nothing, the reflection can examine a choice that worked and why, or a moment that nearly went wrong. A reflection claiming a flawless encounter tends to read as unexamined, since the unit's point is the gap between a remote visit and an in-person one.
Should the reflection include the clinical content of the case?
Yes, enough to show the reasoning. The headache sample names the red-flag questions asked and the neurological screen performed, because those decisions show what a remote exam can achieve. Clinical content supports the reflection rather than replacing it; the emphasis stays on what the simulation revealed about delivering care at a distance, and what will change.
Can the sample follow a different simulated scenario?
Yes. Sections run pediatric, behavioral health, wound and chronic disease scenarios, among others, and the reflection is built around whichever one the seminar used. Share the presenting complaint, your role, what the observer or instructor noted and any detail revealed late, and the reflection works from those facts in first person.