Professional Capstone and Practicum Reflective Journal Assignment

Professional Capstone and Practicum Reflective Journal Assignment

WEEK 8 :   Health policy

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice. This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

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  1. WEEK 8 :   Health policy :
  2. Using 200-300 words APA format with at least two references. Sources must be published within the last 5 years. There should be a mix between research and your reflections. Add critical thinking in the posts along with research. Apply the material in a substantial way  Professional Capstone and Practicum Reflective Journal Assignment
  3. WEEK 8 :   Health policy

    Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice. This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

    1. WEEK 8 :   Health policy :
    2. Using 200-300 words APA format with at least two references. Sources must be published within the last 5 years. There should be a mix between research and your reflections. Add critical thinking in the posts along with research. Apply the material in a substantial way  Professional Capstone and Practicum Reflective Journal Assignment

Left Sided Heart Failure Concept Map

Left Sided Heart Failure Concept Map

Assessment 1 – Concept map and guided questions.

Information 1 – Getting started.

 Your first assessment is generating a concept map for left heart failure and answering three questions related to a case study about a patient who has an acute exacerbation of heart failure. When preparing your assignment refer to the criteria and standards in the Learning Guide.

You can begin this assessment now by finding readings about heart failure and summarising the information under the headings of the pathophysiology template. This information can then be used for your concept map.

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Some readings that you may find helpful to start your assignment are:

Your textbook: Left Sided Heart Failure Concept Map

Craft,J.A., Gordon,C.J., Huether,S.E., McCance, K.L., Brashers, V.L. & Rote,N.E.

(2015). Understanding pathophysiology – ANZ adaptation (2nd ed.).

Chatswood, NSW: Elsevier Australia. Chapter 23.

 

Also:

Aitken, L., Marshall,A. & Chaboyer, W. (2015).  ACCCN’s critical care nursing

(3rd  ed.). Chatswood, NSW: Elsevier Australia. Chapter 10.

 

Wagner, K.D. (2014).  High acuity nursing (6th ed.). Upper Saddler River, New

Jersey: Pearson. Chapter13.

(These books are available online from the Western Sydney University library).

This is just to begin. You will then find more readings to add to your information.

Remember that the information in your concept map and answers to the questions must correlate with the references that you cite so keep an accurate record when preparing your assignment. The marker of your assessment will check your citations. Left Sided Heart Failure Concept Map

An example of a pathophysiology template for a left-sided ischaemic stroke and a concept map using this information has been attached to start you thinking about how you will approach your assignment. The concept map has been generated using Word. However, if you wish, you may prefer to use a concept map template that you may find on the web. Left Sided Heart Failure Concept Map

Healthcare Technology Assignment

Healthcare Technology Assignment

To Prepare:

  • Review the steps of the Systems Development Life Cycle (SDLC) and reflect on the scenario presented.
  • Consider the benefits and challenges associated with involving a nurse leader on an implementation team for health information technology.

 

The Assignment: (2-3 pages not including the title, introduction, conclusion, and reference page)

 

In preparation of filling this role, develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the SDLC stages and tasks and should clearly define how this individual will participate in and impact each of the following steps:

  • Planning and requirements definition
  • Analysis
  • Design of the new system
  • Implementation
  • Post-implementation support
  • Use APA format and include a title page and reference page.
  • Use the Safe Assign Drafts to check your match percentage before submitting your work.

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References at least 4 and not 5 years pass. Thank you

 

McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning. Healthcare Technology Assignment

  • Chapter 9, “Systems Development Life Cycle: Nursing Informatics and Organizational Decision Making” (pp. 175–187)
  • Chapter 12, “Electronic Security” (pp. 229–242)
  • Chapter 13, “Workflow and Beyond Meaningful Use” (pp. 245–261)To Prepare:
    • Review the steps of the Systems Development Life Cycle (SDLC) and reflect on the scenario presented.
    • Consider the benefits and challenges associated with involving a nurse leader on an implementation team for health information technology.

     

    The Assignment: (2-3 pages not including the title, introduction, conclusion, and reference page)

     

    In preparation of filling this role, develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the SDLC stages and tasks and should clearly define how this individual will participate in and impact each of the following steps:

    • Planning and requirements definition
    • Analysis
    • Design of the new system
    • Implementation
    • Post-implementation support
    • Use APA format and include a title page and reference page.
    • Use the Safe Assign Drafts to check your match percentage before submitting your work. Healthcare Technology Assignment

     

    References at least 4 and not 5 years pass. Thank you

     

    McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.

    • Chapter 9, “Systems Development Life Cycle: Nursing Informatics and Organizational Decision Making” (pp. 175–187)
    • Chapter 12, “Electronic Security” (pp. 229–242)
    • Chapter 13, “Workflow and Beyond Meaningful Use” (pp. 245–261)

     

Healthcare Technology Assignment

Common Health Conditions with Implications for Women

Common Health Conditions with Implications for Women

Select a patient that you examined during the last four weeks as a Nurse Practitioner. Select a female patient with common endocrine or musculoskeletal conditions, Evaluate differential diagnoses for common endocrine or musculoskeletal conditions you chose .With this patient in mind, address the following in a SOAP Note:  Common Health Conditions with Implications for Women

Subjective: What details did the patient provide regarding or her personal and medical history?

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Objective: What observations did you make during the physical assessment?

Assessment: What were your differential diagnoses? Provide a minimum of three possible diagnoses. List them from highest priority to lowest priority. What was your primary diagnosis and why? Common Health Conditions with Implications for Women

Plan: What was your plan for diagnostics and primary diagnosis? What was your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up appointment with the provideras well as a rationale for this treatment and management plan.

Reflection notes: What would you do differently in a similar patient evaluation? And how can you relate this to your class and clinical readings.

References

Schuiling, K. D., & Likis, F. E. (2013). Women’s gynecologic health (2nd ed.). Burlington, MA: Jones and Bartlett Publishers. Common Health Conditions with Implications for Women

 

Chapter 22, “Urinary Tract Infection in Women” (pp. 535–546)

Tharpe, N. L., Farley, C., & Jordan, R. G. (2013). Clinical practice guidelines for midwifery & Women’s health (4th ed.). Burlington, MA: Jones & Bartlett Publishers.

Review: Chapter 8, “Primary Care in Women’s Health” (pp. 431–560)

Centers for Disease Control and Prevention. (2012b). Women’s health. Retrieved from http://www.cdc.gov/women/

National Institutes of Health. (2012). Office of Research on Women’s Health (ORWH). Retrieved from http://orwh.od.nih.gov/

U.S. Department of Health and Human Services. (2012a). Womenshealth.gov. Retrieved from http://www.womenshealth.gov/ Common Health Conditions with Implications for Women

GI & Musculoskeletal Assignment

GI & Musculoskeletal Assignment

This Discussion has 2 parts:

  1. GI
    • Make a comprehensive list of relevant information to gather when assessing abdominal pain.
    • How do you assess for masses in the abdomen and how you would document such findings?
    • Describe your findings on a previous patient that you have encountered where you have palpated a mass in the abdomen.
  2. Musculoskeletal
    • Define, Compare, and Contrast the following conditions:
      • Osteoarthritis
      • Rheumatoid Arthritis

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        This Discussion has 2 parts:

        1. GI
          • Make a comprehensive list of relevant information to gather when assessing abdominal pain.
          • How do you assess for masses in the abdomen and how you would document such findings?
          • Describe your findings on a previous patient that you have encountered where you have palpated a mass in the abdomen.
        2. Musculoskeletal
          • Define, Compare, and Contrast the following conditions:
            • Osteoarthritis
            • Rheumatoid ArthritisThis Discussion has 2 parts:GI & Musculoskeletal Assignment
              1. GI
                • Make a comprehensive list of relevant information to gather when assessing abdominal pain.
                • How do you assess for masses in the abdomen and how you would document such findings?
                • Describe your findings on a previous patient that you have encountered where you have palpated a mass in the abdomen.
              2. Musculoskeletal
                • Define, Compare, and Contrast the following conditions:
                  • Osteoarthritis
                  • Rheumatoid ArthritisThis Discussion has 2 parts:
                    1. GI
                      • Make a comprehensive list of relevant information to gather when assessing abdominal pain.
                      • How do you assess for masses in the abdomen and how you would document such findings?
                      • Describe your findings on a previous patient that you have encountered where you have palpated a mass in the abdomen.
                    2. Musculoskeletal
                      • Define, Compare, and Contrast the following conditions:
                        • Osteoarthritis
                        • Rheumatoid ArthritisThis Discussion has 2 parts:
                          1. GI
                            • Make a comprehensive list of relevant information to gather when assessing abdominal pain.
                            • How do you assess for masses in the abdomen and how you would document such findings?
                            • Describe your findings on a previous patient that you have encountered where you have palpated a mass in the abdomen.
                          2. Musculoskeletal
                            • Define, Compare, and Contrast the following conditions:
                              • Osteoarthritis
                              • Rheumatoid Arthritis GI & Musculoskeletal Assignment

Case Study And Moral Status

Case Study And Moral Status

Based on “Case Study: Fetal Abnormality” and other required topic study materials, write a 750-1,000-word reflection that answers the following questions:

  1. What is the Christian view of the nature of human persons, and which theory of moral status is it compatible with? How is this related to the intrinsic human value and dignity?
  2. Which theory or theories are being used by Jessica, Marco, Maria, and Dr. Wilson to determine the moral status of the fetus? What from the case study specifically leads you to believe that they hold the theory you selected?
  3. How does the theory determine or influence each of their recommendations for action?
  4. What theory do you agree with? Why? How would that theory determine or influence the recommendation for action? Case Study And Moral Status

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Remember to support your responses with the topic study materials.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Rubric

 

Explanation of the Christian view of the nature of human persons and the theory of moral status that it is compatible is clear, thorough, and explained with a deep understanding of the connection between them. Explanation is supported by topic study materials. 30%

The theory or theories that are used by each person to determine the moral status of the fetus is explained clearly and draws insightful relevant conclusions. Rationale for choices made is clearly supported by topic study materials and case study examples. 15%

Explanation of how the theory determines or influences each of their recommendations for action is clear, insightful, and demonstrates a deep understanding of the theory and its impact on recommendation for action. Explanation is supported by topic study materials. 15% Case Study And Moral Status

Evaluation of which theory is preferable within personal practice along with how that theory would influence personal recommendations for action is clear, relevant, and insightful. 10%

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

Writer is clearly in command of standard, written, academic English.

All format elements are correct.

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

Here is a link to the Khan video on Moral Status. It will help explain the five theories discussed in the lecture: 

https://www.khanacademy.org/partner-content/wi-phi/wiphi-value-theory/wiphi-ethics/v/moral-status  Case Study And Moral Status

Personal Philosophy Of Nursing Paper

Personal Philosophy Of Nursing Paper

Use the questions in the table in chapter 3 on page 101 of your textbook as a guide as you write your personal philosophy of nursing. The paper should be three typewritten double spaced pages following APA style guidelines. The paper should address the following:

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  1. Introduction that includes who you are and where you practice nursing
  2. Definition of Nursing
  3. Assumptions or underlying beliefs
  4. Definitions and examples of  the major domains (person, health, and environment) of nursing Personal Philosophy Of Nursing Paper
  5.  Summary that includes:
    1. How are the domains connected?
    2. What is your vision of nursing for the future?
    3. What are the challenges that you will face as a nurse?
    4. What are your goals for professional development?

Grading criteria for the Personal Philosophy of Nursing Paper:

Introduction                                                                            10%

Definition of Nursing                                                                20%

Assumptions and beliefs                                                         20%

Definitions and examples of domains of nursing                        30%

Summary                                                                               20%

Total              100% Personal Philosophy Of Nursing Paper

Gastrointestinal Assignment

Gastrointestinal Assignment

  • Write a 500-word APA reflection essay of your experience with the Shadow Health virtual assignment(s). At least two scholarly sources in addition to your textbook should be utilized. Answers to the following questions may be included in your reflective essay:
    • What went well in your assessment? Gastrointestinal Assignment
    • What did not go so well? What will you change for your next assessment?
    • What findings did you uncover?

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    • What questions yielded the most information? Why do you think these were effective?
    • What diagnostic tests would you order based on your findings?
    • What differential diagnoses are you currently considering?
    • What patient teaching were you able to complete? What additional patient teaching is needed?
    • Would you prescribe any medications at this point? Why or why not? If so, what?
    • How did your assessment demonstrate sound critical thinking and clinical decision making? Gastrointestinal Assignment

Pharmacological treatment

Pharmacological treatment

Soap notes will be uploaded to Moodle and put through TURN-It-In (anti-Plagiarism program)

Turn it in Score must be less than 50% or will not be accepted for credit, must be your own work and in your own words. You can resubmit, Final submission will be accepted if less than 50%. Copy paste from websites or textbooks will not be accepted or tolerated. Please see College Handbook with reference to Academic Misconduct Statement. Pharmacological treatment

Example:

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PATIENT INFORMATION

Name: Mr. W.S.

Age: 65-year-old

Sex: Male

Source: Patient

Allergies: None

Current Medications: Atorvastatin tab 20 mg, 1-tab PO at bedtime

PMH: Hypercholesterolemia

Immunizations: Influenza last 2018-year, tetanus, and hepatitis A and B 4 years ago.

Surgical History: Appendectomy 47 years ago.

Family History: Father- died 81 does not report information

Mother-alive, 88 years old, Diabetes Mellitus, HTN

Daughter-alive, 34 years old, healthy

Social Hx: No smoking history or illicit drug use, occasional alcoholic beverage consumption on social celebrations. Retired, widow, he lives alone. Pharmacological treatment

SUBJECTIVE:

Chief complain: “headaches” that started two weeks ago

Symptom analysis/HPI:

The patient is 65 years old male who complaining of episodes of headaches and on 3 different occasions blood pressure was measured, which was high (159/100, 158/98 and 160/100 respectively). Patient noticed the problem started two weeks ago and sometimes it is accompanied by dizziness.He states that he has been under stress in his workplace for the last month.

Patient denies chest pain, palpitation, shortness of breath, nausea or vomiting.

ROS:

CONSTITUTIONAL: Denies fever or chills. Denies weakness or weight loss. NEUROLOGIC: Headache and dizzeness as describe above. Denies changes in LOC. Denies history of tremors or seizures.

HEENT: HEAD: Denies any head injury, or change in LOC. Eyes: Denies any changes in vision, diplopia or blurred vision. Ear: Denies pain in the ears. Denies loss of hearing or drainage. Nose: Denies nasal drainage, congestion. THROAT: Denies throat or neck pain, hoarseness, difficulty swallowing. Pharmacological treatment

Respiratory:Patient denies shortness of breath, cough or hemoptysis.

Cardiovascular: No chest pain, tachycardia. No orthopnea or paroxysmal nocturnal

dyspnea.

Gastrointestinal:Denies abdominal pain or discomfort.Denies flatulence, nausea, vomiting or

diarrhea.

Genitourinary: Denies hematuria, dysuria or change in urinary frequency. Denies difficulty starting/stopping stream of urine or incontinence.

MUSCULOSKELETAL: Denies falls or pain. Denies hearing a clicking or snapping sound.

Skin: No change of coloration such as cyanosis or jaundice, no rashes or pruritus.

Objective Data

CONSTITUTIONAL: Vital signs: Temperature: 98.5 °F, Pulse: 87, BP: 159/92 mmhg, RR 20, PO2-98% on room air, Ht- 6’4”, Wt 200 lb, BMI 25. Report pain 0/10.

General appearance: The patient is alert and oriented x 3. No acute distress noted.NEUROLOGIC: Alert, CNII-XII grossly intact, oriented to person, place, and time. Sensation intact to bilateral upper and lower extremities. Bilateral UE/LE strength 5/5. Pharmacological treatment

HEENT:Head: Normocephalic, atraumatic, symmetric, non-tender. Maxillary sinuses no tenderness. Eyes: No conjunctival injection, no icterus, visual acuity and extraocular eye movements intact. No nystagmus noted. Ears: Bilateral canals patent without erythema, edema, or exudate. Bilateral tympanic membranes intact, pearly gray with sharp cone of light. Maxillary sinuses no tenderness. Nasal mucosa moist without bleeding. Oral mucosa moist without lesions,.Lids non-remarkable and appropriate for race.

Neck: supple without cervical lymphadenopathy, no jugular vein distention, no thyroid swelling or masses.

Cardiovascular:S1S2, regular rate and rhythm, no murmur or gallop noted. Capillary refill < 2 sec.

Respiratory:No dyspnea or use of accessory muscles observed. No egophony, whispered pectoriloquy or tactile fremitus on palpation. Breath sounds presents and clear bilaterally on auscultation.

Gastrointestinal:No mass or hernia observed. Upon auscultation, bowel sounds present in all four quadrants, no bruits over renal and aorta arteries. Abdomen soft non-tender, no guarding, no reboundno distention or organomegaly noted on palpation Pharmacological treatment

Musculoskeletal:No pain to palpation. Active and passive ROM within normal limits, no stiffness.

Integumentary:intact, no lesions or rashes, no cyanosis or jaundice.

Assessment

Essential (Primary) Hypertension (ICD10 I10): Given the symptoms and high blood pressure (156/92 mmhg), classified as stage 2. Once the organic cause of hypertension has been ruled out, such as renal, adrenal or thyroid, this diagnosis is confirmed.

Differential diagnosis:

Ø Renal artery stenosis(ICD10 I70.1)

Ø Chronic kidney disease(ICD10 I12.9)

Ø Hyperthyroidism (ICD10 E05.90)

Plan

Diagnosis is based on the clinical evaluation through history, physical examination, and routine laboratory tests to assess risk factors, reveal identifiable causes and detect target-organ damage, including evidence of cardiovascular disease.

These basic laboratory tests are: Pharmacological treatment

· CMP

· Complete blood count

· Lipid profile

· Thyroid-stimulating hormone

· Urinalysis

· Electrocardiogram

Ø Pharmacological treatment:

The treatment of choice in this case would be:

Thiazide-like diuretic and/or a CCB

· Hydrochlorothiazide tab 25 mg, Initial dose: 25 mg orally once daily.

 

Ø Non-Pharmacologic treatment:

· Weight loss

· Healthy diet (DASH dietary pattern): Diet rich in fruits, vegetables, whole grains, and low-fat dairy products with reduced content of saturated and trans l fat

· Reduced intake of dietary sodium: <1,500 mg/d is optimal goal but at least 1,000 mg/d reduction in most adults

· Enhanced intake of dietary potassium

· Regular physical activity (Aerobic): 90–150 min/wk

· Tobacco cessation

· Measures to release stress and effective coping mechanisms.

Education

· Provide with nutrition/dietary information.

· Daily blood pressure monitoring at home twice a day for 7 days, keep a record, bring the record on the next visit with her PCP

· Instruction about medication intake compliance.

· Education of possible complications such as stroke, heart attack, and other problems.

· Patient was educated on course of hypertension, as well as warning signs and symptoms, which could indicate the need to attend the E.R/U.C. Answered all pt. questions/concerns. Pt verbalizes understanding to all Pharmacological treatment

Follow-ups/Referrals

· Evaluation with PCP in 1 weeks for managing blood pressure and to evaluate current hypotensive therapy. Urgent Care visit prn.

· No referrals needed at this time.

References

Domino, F., Baldor, R., Golding, J., Stephens, M. (2017). The 5-Minute Clinical Consult 2017 (25th ed.). Print (The 5-Minute Consult Series).

Codina Leik, M. T. (2014). Family Nurse Practitioner Certification Intensive Review (2nd ed.). ISBN 978-0-8261-3424-0 Pharmacological treatment

Staffing Module Assignment

Staffing Module Assignment

Preliminary Data

Definition of Staffing Terms: To build a body of knowledge regarding the development of a staffing budget and later be able to create actual staffing plans, the registered nurse must first be familiar with the following terms and their definitions.

Nursing Hours Per Patient Day (NHPPD): A unit of measure that defines the average number of hours of nursing care delivered to each patient in a 24-hour period. Staffing Module Assignment

Hours Per Workload Unit (HPWU): A unit of measure that defines the average number of hours worked per workload unit. The workload unit can be number of visits, number of meals served, number of square feet cleaned, number of operating room minutes, and others, depending on the department worked.

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There is a direct relationship between the workload and the amount of resources (RNs, LVNs, Aides, Dietary Aides, OR staff, etc.) needed.

Patient Day (PD): One patient occupying one bed for one day. Typically, counted at midnight. For example, a patient admitted to a nursing care unit at 11:50 p.m. will be counted in the midnight census for that unit; therefore will be counted as one patient day. Staffing Module Assignment

 

Average Daily Census: Patient days in a given time period (daily, weekly, monthly, or annual) divided by the number of days in the time period. It is also used to define the average number of total inpatients on any given day.

Variable Hours of Care: A component of NHPPD that measures the amount, in time, of care directly provided to the patient by a caregiver, e.g. RN, LVN, aide. It does not take into account fixed hours of care. Variable hours of care are also referred to as caregiver hours. Staffing Module Assignment

 

Fixed Hours of Care: A component of NHPPD that reflects the indirect care provided by nursing staff, e.g. unit secretary, nurse manager, clinical nurse specialist. This unit of measure is a constant, meaning that it is not dependent upon the acuity of the patient, or the volume of patients when calculating the staffing pattern.

 

Full-Time Equivalent (FTE): The equivalent of one full-time employee working for one year.  It is calculated based upon 40 hours per week for 52 weeks, or 2080 hours. It includes both productive and nonproductive time. One employee, working full-time for one year (2080 hours) is one FTE. Two employees, each working 20 hours per week for one year (1040 hours each), are the equivalent of one FTE. Staffing Module Assignment

 

Replacement FTE: The number of FTEs required to replace non-worked hours.

 

Worked Hours: The actual number of hours worked, including both regular and overtime hours, orientation hours, on-call hours, callback hours, and training/education hours. Also known as productive hours.

 

Non-Worked Hours: The hours for which an employee is paid, but are not worked. Examples include vacation, sick, jury duty, holidays, funeral leave, paid time off, etc. The Fair Labor Standards Act dictates what an institution must include as non-worked hours. Also known as nonproductive hours. Staffing Module Assignment

 

Paid Hours: The total amount of worked and non-worked hours an employee is paid for.

 

Position: One person working one job, regardless of the number of hours that person works. A position is not the same as an FTE.

 

Shift: A designated number of hours that an employee works in a 24-hour period. A shift could be 4, 8, 10, 12, or even 16 hours in length. In this module, one shift will be considered as 8 hours.

 

Paid to Worked Ratio (PWR): Paid hours divided by the difference between paid and non-worked (nonproductive) hours. The PWR is calculated to determine the number of paid FTEs required. For example, one FTE is paid 2080 hours in one year. This FTE has 265 nonproductive hours (vacation, holiday, sick, etc.). PWR=2080/(2080-265)=1.15. Staffing Module Assignment

 

Worked FTE: The number of FTEs required to provide patient care on a daily, weekly, monthly, or annual basis.

 

Paid FTE: The actual number of worked FTEs plus the replacement FTEs needed during vacation, education, training, etc. to staff a cost center.

 

Cost Center: A unit or department in an organization.

Putting the Definitions to Use

Use the Excel™ Spreadsheet provided to document your answers. All calculations must be done using formulas in the spreadsheet, where applicable. Be sure to check your worksheet before submitting the assignment to ensure that when the reader clicks in a cell, the formula used to calculate the response is visible in the function bar.Staffing Module Assignment

Calculating an FTE

Remember, an FTE is based upon the designated number of hours needed to cover a specified number of shifts during a specific time period. The time period may be per week, per pay period (usually two weeks) or per year. A shift is 8 hours of worked time. Below are some examples of how an FTE is calculated:

  • FTE = Number of shifts assigned to work every pay period. A Full-time employee works 10 shifts every two weeks, and this equals 80 hours in a pay period. An employee who is full-time would not necessarily have to work 10 shifts as long as they worked 80 hours. However, for the purposes of this module, all shifts are to be considered 8 hours long, so the employee must work 10 shifts to be considered full-time. Staffing Module Assignment
  • FTE = Worked hours ¸ hours per pay period for full-time employee

FTE = 40 worked hours ¸ 80 hours = 0.50 FTE

  • Hours = FTE x Hours paid per pay period for full-time employee
  • Hours = 0.50 FTE x 80 = 40 hours (number of hours that a 0.50 FTE would be scheduled to work in a pay period)
  • Shifts = Hours per pay period ¸ Hours in a shift

Shifts = 80 hours per pay period ¸ 8 hours = 10 shifts per pay period

10 shifts = 80 hours per pay period = 1.00 FTE

9 shifts =  72 hours per pay period = 0.90 FTE

8 shifts =  64 hours per pay period = 0.80 FTE

7 shifts =  56 hours per pay period = 0.70 FTE

6 shifts =  48 hours per pay period = 0.60 FTE

5 shifts =  40 hours per pay period = 0.50 FTE

4 shifts =  32 hours per pay period = 0.40 FTE

3 shifts =  24 hours per pay period = 0.30 FTE

2 shifts =  16 hours per pay period = 0.20 FTE

1 shift  = 8 hours per pay period = 0.10 FTE

For each of the following scenarios, complete your answers using your knowledge of Excel basic formulas on the Worksheet provided in the Assignment Drop Box: Staffing Module Assignment

 

 

FTEs ONE WEEK

HOURS

ONE WEEK

SHIFTS

ONE PAY PERIOD HOURS ONE PAY PERIOD SHIFTS
0.2 8 1 16 2
0.4        
0.6        
0.8        
1.0        
2.0        

Great!!! You have now mastered being able to calculate the number of shifts and hours that a designated FTW works in one week and in one pay period. Using the same principles, you could also calculate the number of hours and shifts an FTE would work in a month, quarter, or year.

 

The next step is to be able to compute the number of FTEs needed to staff for one week based on the number of shifts required. To be able to calculate this number, you need to know the following: Staffing Module Assignment

 

  • FTEs = Total Shifts ¸ 5 shifts (shifts worked by 1 FTE per week)
  • FTEs = An RN works 5 shifts per week. How many FTEs are required?

FTE  = 5 ¸ 5 = 1.00 FTE

Now, it’s your turn again!!! Fill in the missing shifts and FTEs, using Excel formulas:

STAFF  S  M  T  W  T  F  S SHIFTS FTEs*
NM 0 1 1 1 1 1 0 5 1.0
RN 5 6 6 6 6 6 5    
LVN 4 3 3 3 3 3 4    
NA 4 4 4 4 4 4 4    
US 1 1 1 1 1 1 1    
TOTAL 14 15 15 15 15 15 14    

*Format FTEs to 1 decimal place.

 

Calculating NHPPD

Were the previous calculation exercises easy for you to complete? Great!! The next few are just as easy, but they begin to combine the elements of required nursing hours per patient day and the unit’s FTE requirements. But, before we get to that, you need to know how to derive the NHPPD and its related components.

Let’s get started!

The numbers of FTEs allocated to a nursing unit are based upon the NHPPD for that particular unit’s patient population and acuity. A variety of sources are available to compare your unit’s NHPPD with other units. In many cases there are national nursing standards that can be used as comparative data (like units, with the same type of patient population, are compared to each other). These units with the same or similar patient types usually have common nursing care requirements. When this is true, those nursing unit’s NHPPD are averaged to create a standard NHPPD. This number can only be used as a guide to determine the NHPPD for your unit, because differences such as geography, nursing care delivery system, support services available, and other variables may not be accounted for. Staffing Module Assignment

Why is it important for RNs to understand the concept of NHPPD and know their unit’s hours? Simply put, NHPPD defines how much nursing care each patient on the unit requires in a 24-hour period. In a sense, it defines the level of care required. Without it, the staffing might be based upon volume, rather than patient needs, and nursing care in acute care units should be based upon the needs of the patient.

In one example, a total of 103 shifts were worked by the distribution of staff given for one week. For a particular week, this unit experienced 85 patient days. From this data, one can calculate the NHPPD: Staffing Module Assignment

 

  • NHPPD = Total shifts per week x 8 hours per shift

Number of Patient Days

NHPPD = 103 x 8 = 9.69

85

Now, here is one for you to figure out. Please calculate the NHPPD for the following unit, using Excel formulas to complete your calculations:

Unit 3A has had 61 patient days in the past week, with a total of 98 shifts staffed. What was 3A’s NHPPD for that time period?

 

NHPPD* = ___________________________________

*Format NHPPD to 2 decimal places.

 

As we said earlier, NHPPD is a compilation of different types of hours, one of which is Variable Hours of Care or Caregiver Hours. Remember, variable hours of care delineates those hours of care that are directly provided to the patient by a caregiver, defined as the RN, LVN, or nurse aide. Calculating Caregiver Hours gives us how many hours within the NHPPD are spent providing direct nursing care. It is calculated:

 

  • Caregiver Hours = Total shifts of RNs, LVNs, & NAs x 8 hours per shift

Patient Days

 

In one example, the total shifts calculated = 103. There were 12 non-caregiver shifts (NM and US), which leaves 91 Caregiver shifts. Assuming the same number of patient days (85) from above, calculate the Caregiver Hours:

 

Caregiver Hours =  91 x 8 = 8.56

85

Using the situation described previously for Unit 3A, calculate the Caregiver Hours where there were 54 RN shifts, 14 LVN shifts, and 13 NA shifts. Use formulas in Excel for your calculations.

 

Caregiver Hours* = __________________________

*Format the Variable Hours of Care (Caregiver Hours) calculation to 2 decimal places.

 

We hope that you noticed that your Variable Hours of Care did not equal the number you got for NHPPD. Great!! That is because we have not taken into account yet the Fixed Hours. Fixed Hours of Care are the hours required for indirect care for every patient on a unit. Fixed hours are comprised of the secretarial work, management of the unit, and non-direct patient care (e.g. patient teaching done by a CNS). Remember, this number is constant, since it is not affected by acuity or volume Staffing Module Assignment.

 

  • Fixed Hours of Care = Total shifts of NM, US, etc x 8 hours per shift

Patient Days

 

From our first example, calculate the number of shifts worked by the NM and US. Using the same patient days of 85, calculate Fixed Hours of Care for this unit:

 

Fixed Hours of Care =  12 x 8  =  1.13

85

Are you ready? Using the same situation for 3A and knowing that there are 5 Nurse Manager shifts, 5 CNS shifts, and 7 Unit Secretary shifts, calculate the Fixed Hours of Care: Again, use formulas in Excel to complete your calculations.

 

Fixed Hours of Care* = ______________________

*Format calculation to 2 decimal places.

 

Hopefully, when you add your answers for the Caregiver Hours and Fixed Hours of Care, you came up with the answer you originally got for your NHPPD. Remember, this occurs because NHPPD is a combination of Variable (Caregiver) Hours and Fixed Hours of Care.

 

Calculating Paid FTEs and Positions

WOW!!! Your brain is probably already on overload, but the best is yet to come!!! Now, if you believe that, we have some beach front property in Arizona for sale… Interested? J

Seriously, to complete the determination of staffing process, you must know how to figure paid FTEs and the number and type of positions needed. Paid FTEs differ from the FTEs you have previously figured because paid FTEs include both worked and non-worked hours. What you have done so far is to calculate worked FTEs Staffing Module Assignment.

 

  • Non-worked Hours = Total shifts non-worked x 8 hours per shift

 

An example of calculating Non-worked Hours for a full-time employee is as follows:

 

Sick leave = 10 shifts per year

Vacation   = 15 shifts per year

Holidays   =   8 shifts per year

Training =   5 shifts per year

Misc. =   2 shifts per year

Total = 40 shifts per year

 

Non-worked Hours = 40 shifts x 8 hours = 320 hours per employee

 

Note: The number of non-worked hours for an employee is determined by the organization, which ensures consistent allocation of non-worked hours allocated. Although employees with seniority might have more vacation hours than new employees, for the purposes of this module, all employees have the same allocation of non-worked hours Staffing Module Assignment.

Here goes! Is your computer smoking yet??? Calculate the number of Non-worked Hours for any employee of 3A, using formulas in Excel, based upon the following data:

 

Sick leave = 12 shifts per year

Vacation   = 10 shifts per year

Holidays   =   6 shifts per year

Training =   3 shifts per year

Misc. =   3 shifts per year

Total = 34 shifts per year

 

Non-worked Hours = _________________

 

Calculating the non-worked hours is essential prior to figuring the Paid-to-Worked Ratio (PWR) for an organization. The PWR allows you to determine the total number of paid FTEs required to staff your nursing unit. As explained earlier, paid FTEs is a combination of worked FTEs and the replacement FTEs needed when, for example, someone is on vacation, ill, or at an education seminar. Replacement FTEs are necessary in order to maintain established staffing patterns by replacing an employee (who is calculated in Caregiver Hours) who is off, on vacation, etc. with a person of equal skill classification (RN for RN, LVN for LVN, etc.). Replacement FTEs need to be budgeted when the staffing pattern is established so that you are not using overtime to staff the unit, or staffing at levels below requirements. Paid FTEs is a requirement for being able to put a dollar figure to a staffing plan Staffing Module Assignment.

 

  • PWR = Annual Paid Hours for a full-time employee

(Annual Paid Hours) – (Non-worked Hours)

 

Using an example of 320 non-worked hours per employee,

PWR = __2080___  =  2080

  • 1760

 

PWR = 1.18

 

To calculate paid FTEs required, multiply the worked FTEs for each classification of employee times the PWR.

 

  • Paid FTEs = Worked FTEs x PWR

 

Using an example of having 6.6 worked FTEs of NA, and the PWR calculated above, calculate the number of Paid FTEs required:

 

Paid FTEs = 6.6 x 1.18 = 7.79

*Format Paid FTEs to 2 decimal places

 

Remember that when an employee who is off is not replaced with another comparable employee, such as the nurse manager or clinical specialist, the Paid FTEs are equal to Worked FTEs Staffing Module Assignment.