Chemotherapy Use and Patient Treatment Preferences in Advanced Colorectal Cancer

I have given you all the resoures to do this assignment, question, article, textbook, powerpoint of chapters 8 & 9 so, please use only what’s given. Also, the professors grading scale. 

Forum Post #4 – Research Designs

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Read “Chemotherapy Use and Patient Treatment Preferences in Advanced Colorectal Cancer.” Is this quantitative research design appropriate for the research problem and question? Support your answer with rationale. How might you change the study if you were to use a qualitative design?

Chapters 8 & 9  to be reviewed.

Required Texts

Boswell, C. & Cannon, S. (2013). Introduction to nursing research: Incorporating evidence

based practice (3rd  ed.). Sudbury, MA: Jones and Bartlett.  ISBN: 1-4496-9507-8

Dear H 365 student: Do use an APA reference for postings and try to connect your point to the chapter(s) we are studying. Do try to tie your “post” to a particular concept in the text/chapter and do consider asking a question that clarifies or probes a classmate (in your reply post).  Chemotherapy Use and Patient Treatment Preferences in Advanced Colorectal Cancer



I have listed the point guide here below. We are off to a good start – thank you, Dr Cullen

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10 points: Demonstrates excellence in grasping key concepts; critiques work of others, stimulates discussion; provides citations for support of opinions. Ideas are expressed clearly and concisely. Uses appropriate vocabulary. Student makes a thoughtful an initial post and makes a thoughtful comment on a classmates post.
8 points: Shows evidence of understanding major concepts; offers an occasional divergent viewpoint or challenge; show some skill in supporting ideas. Expression of ideas somewhat disorganized. Student makes an initial post and a thoughtful response to a peer.  
5 points: Shows evidence of understanding most major concepts, offers an occasional divergent viewpoint or challenge; lacks skill supporting ideas. Some signs of disorganization with expression; transition wording may be faulty. Student makes an initial post and/or doesn’t give much of a response to group members post
3 point: Has mostly shallow grasp of material; rarely takes a stand on issues; offers inadequate support. Poor language use garbles much of the message and expression seems disjointed. Overuse of simple sentence and comments are redundant without commentary. Paragraphs appear unrelated. Student does not respond to a peer. Chemotherapy Use and Patient Treatment Preferences in Advanced Colorectal Cancer

Medical Coding and Billing Questions

Medical Coding

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Question 1. 1. A neonatal patient is brought to the operating room for repair of complete transposition of the great arteries under cardiopulmonary bypass. The infant is in critical condition and may not survive. Assign the correct diagnosis codes and CPT codes to report the administration of anesthesia, including physical status, Level I and II modifiers, and qualifying conditions for this procedure. (Points : 2)       Q20.3, 00562–AA–23, 99100        Q20.1, 00561–AD–P5, 99140        Q20.3, 00561–AA–P5        Q20.3, 00563–AA–P5, 99100, 99140Question 2. 2. A 32-year old female has recently had surgery for melanoma of the right lower leg, Clark level IV>  She had no other signs of metastasis or adenopathy.  Under general anesthesia, a sentinel node biopsy of the deep axillary nodes was performed with a gamma counter probe.  An injection of isosulfan blue dye was performed and the nodes followed carefully to the single-bright-blue node.  This node was excised and sent for frozen section, which proved to be negative for melanoma.  Before the procedure, the radiologist performed a lymphoscintigraphy.  Which of the following code sets would the surgeon report. (Points : 2)       C44.691, 38525        C4A.71, 38525, 38792        C4A.71, 38525, 38792–51, 78195        C43.9, 38525, 38790–51Question 3. 3. A non-Medicare patient with carcinoma of the oral cavity and lower lip is receiving daily intramuscular injections of the interferon alfa-2a (3 million units) in the outpatient cancer center.  Which of the following will be reported for this service?  The payer does accept HCPCS Level II codes for drugs. (Points : 2)       Z51.12, I49.8, 96401, J9213        C14.8, 96372, J9213        C06.9, C00.2, 96372        Z51.12, 96549Question 4. 4. Assign the appropriate ICD-10-CM diagnosis code for aspiration pneumonia due to inhalation of food. (Points : 2)       J15.9        J69.0        J18.9        J69.1Question 5. 5. This 60-year-old patient was admitted with emphysematous nodules.  A thoracoscopic wedge resection was performed in the left lung to remove the lung nodules.  Medical Coding and Billing Questions A resection was done in the upper and lower lobes.  Which of the following answers is correct? (Points : 2)       J98.4, 32666, 32667        J43.9, 32666        J98.4, 32505        J43.9, 32666, 32667Question 6. 6. What would be the appropriate ICD-10-CM code for lumbar stenosis? (Points : 2)       M48.00        M48.06        M48.07        M48.26Question 7. 7. What is the correct ICD-10-PCS code for a total right knee arthroplasty with insertion of total knee prosthesis? (Points : 2)       0SSC0JZ        0SRC0ZZ        0SRC0JZ        0SSC0ZZQuestion 8. 8. A 69-year-old patient was hit by a car, causing intra-thoracic trauma and hemorrhage.  The patient was taken directly from the Emergency Department to the operative suite where the chest was opened and hemorrhage was controlled, but the patient’s heart stopped.  Open heart massage was performed but the patient expired before the patient could be admitted.  Assign the appropriate CPT code(s) and any required modifier(s) to report this service. (Points : 2)       32110-CA        32110, 32160        32160-CA        32110-CA, 32160-CAQuestion 9. 9. What code(s) is/are assigned for a patient receiving home care after a kidney transplant? (Points : 2)       Z48.29        Z48.298, Z94.0        N18.6        Z94.0Question 10. 10. An elderly patient has an abscess formation around a pacemaker pocket on his chest wall that requires that the device be removed and the pocket reformed in another location.  Which of the following code sets is appropriate for this outpatient surgical service?  (Points : 2)       T82.7XXA, L02.219, 33222        L02.219, 33222        T82.7XXA, 33223        T82.857A, L02.219, 33999 Question 11. 11. A 48-year-old man came in to the emergency department complaining of vomiting material resembling coffee grounds several times within the past hour.  He has abdominal pain and has been unable to eat for the past 24 hours.  He is dizzy and lightheaded.  Two stools today have been black and tarry.  While in the emergency department, he vomited bright-red blood and some material resembling coffee grounds.  A nasogastric tube was inserted by the ED physician and attached to suction.  An abdominal exam showed a fluid wave consistent with ascites.  CBC and clotting studies were drawn.  A detailed history and physical exam with high-complexity medical decision making were documented.  A GI consultant was called and the patient was taken to the Endoscopy for further evaluation of upper GI bleeding.  Diagnosis:  Hematemesis, rule out esophageal varices; blood loss anemia, acute; ascites.  Which of the follow is the correct diagnosis and CPT procedure assignment for the independent ED physician? (Points : 5)       K92.0, D62, R18.8, 99285, 43752         K92.0, R10.9, R42, 99284-25, 91105         R18.0, K92.0, D50.0, 99284, 43752         K92.0, D62, R18.8, 99284-25, 43752Question 12. 12. A 20-year-old patient was brought into the emergency department in nearly comatose condition following an evening of drinking beer and vodka with friends.  Vital signs were depressed.  A blood-alcohol level was measured, which was reported as 0.38.  The patient had vomited several times before passing out.  There was a 1-cm laceration on the patient’s eyebrow.  This was treated with a Steri-Strip.  The patient was stabilized in the ED for one and a half hours and admitted to intensive care by the Internal Medicine physician on call.  Documentation in the ED record supports a level 5 ED visit.  Diagnosis was alcohol poisoning, acute alcohol intoxication, and 1-cm laceration, right eyebrow. (Points : 5)       F10.229, 99291, 99292         T51.92XA, F10.129, 99285-25, 12011         F10.129, Y90.1, S01.80XA, T51.0X1A, 99285        F10.229, T51.92X, 99291, 12011 Question 13. 13. The following documentation is from the health record of a 3-year-old child.  Parents bring their 3-year-old boy, who was born with hydrocephalus, to the pediatric neurology clinic at Unive3rsity Hospital to have the child evaluated by the pediatric neurologist and have his VP shunt lengthened to accommodate a growth spurt.  Their pediatrician requested a consultation to evaluate the shunt and replace the peritoneal catheter if needed.  Outpatient surgery had been previously scheduled tentatively pending this evaluation for the afternoon.  The catheter used in the shunt was removed and replaced in the outpatient surgery suite following a follow-up consultation, which included a detailed interim history, a detailed examination, and medical decision making of moderate complexity.  Findings documented in the consultation include “Assessment: Shunt valve malfunction requiring replacement”.  The VP shunt valve was replaced along with a new peritoneal catheter in a longer length.  Which of the following code sets will be reported for this service? (Points : 5)       Z45.41, 62230        T8503XA, Q03.9, 62230        Q03.9, Z45.41, 62225        Q03.9, 62230Question 14. 14. Dr. Smith sent a patient to observation care at the local hospital following his visit to the nursing facility.  The patient was admitted for observation to rule out stoke due to a change in mental status.  The next morning, Dr. Smith left town, and his partner, Dr., Johnson, admitted the patient to inpatient care because of sudden worsening symptoms.  The patient expired later the same day.  Assuming documentation guidelines were met, how would E/M services for these two physician be coded? (Points : 5)       Dr. Smith: 99315; 99219; Dr. Johnson:  99236        Dr. Smith: 99219; Dr. Johnson:  99217, 99236        Dr. Smith: 99219; Dr. Johnson:  99236        Dr. Smith: 99315; 99222; Dr. Johnson:  99238Question 15. 15. The patient is a four-year-old male with acute lymphocytic leukemia who has had a fever for the last 24 hours.  It has been nine days since his last chemotherapy, which was his first.  A comprehensive history is documented.  On examination, the skin over his Hickman site is extremely red and starting to break down.  No other abnormal findings are noted in the comprehensive exam.  Labs show that the patient is not neuropenic.  The physician lists the diagnoses as :  ALL not in remission, infected Hickman.  The patient is given 770 mg of Ceptz over 10 minutes through a new peripheral IV site and admitted for continued treatment.  Medical decision making is moderate. What code set is reported for the services of the emergency physician? (Points : 5)       C91.00, T827XXA, R50.9, 99284-25, 96374        T80218A, Y83.8, 99284        C91.00, T8579XA, R50.81, 99285        C91.00, T80219A, 99285-25, 96374Question 16. 16. The following documentation is from the health record of a 39-year-old female patient.  This 39-year-old female was diagnosed with breast cancer 2 years ago.  At that time she had a mastectomy performed, with no evidence of metastases to the lymph nodes.  About 8 months ago, metastases were found in her liver.  The patient was given chemotherapy.  She has been losing weight and developing increased fatigue.  Patient was referred to hospice care program, with a life expectancy of 4 to 6 months.  Progressive weight loss due to loss of appetite led to cachexia and program of home intravenous hyperalimentation.  Progressive, unrelenting abdominal pain led to chronic use of analgesics.  Patient is awake, alert, and desires to spend more time with family.  Progressive weakness and dropping hemoglobin led to the decision to transfuse the patient every 2 weeks with 2 units of packed cells.  Patient is stable and more comfortable on this regimen.  What are the correct diagnosis codes assigned in this case? (Points : 5)       D63.0, D64.81, C78.7, Z85.3, T45.1X5        D64.9, C78.7, Z85.3, T45.1X5         D63.0, C78.7, Z85.3, T45.1X5         D64.9, C78.7, Z85.3  Medical Coding and Billing Questions

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Diagnosis and Management of Respiratory, Cardiovascular, and Genetic Disorders

Respiratory  disorders such as pneumonia and asthma are among the leading causes of hospitalization in pediatric patients (U.S. Department of Health and Human Services, 2011). With such severe implications associated with many respiratory disorders, advanced practice nurses (FAMILY NURSE PRACTITIONER) must be able to quickly identify symptoms, diagnose patients, and recommend appropriate treatment. For this Discussion, consider potential diagnoses and treatments for the patients in the following three case studies.

Case Study 1:

 A 14-month-old female presents with a 4-day history of nasal congestion and congested cough. This morning, the mother noted that her daughter was breathing quickly and “it sounds like she has rice cereal popping in her throat.” Oral intake is decreased. Physical examination reveals the following: respiratory rate is 58, lung sounds are diminished in the bases, she has pronounced intercostal and subcostal retractions, expiratory wheezes are heard in all lung fields, and her tympanic membranes are normal. There is moderate, thick, clear rhinorrhea and postnasal drip. Her capillary refill is less than 3 seconds, and she is alert and smiling. Her RSV rapid antigen test is positive. Diagnosis and Management of Respiratory, Cardiovascular, and Genetic Disorders

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POST I TO 2 PAGES DISCUSSION PAPER ON:  An explanation of the differential diagnosis for the patient in the case study you selected.

Explain which is the most likely diagnosis for the patient and why.

Include an explanation of unique characteristics of the disorder you identified as the primary diagnosis.

Then, explain a treatment and management plan for the patient, including appropriate dosages for any recommended treatments.

Finally, explain strategies for educating patients and families on the treatment and management of the respiratory, cardiovascular, and/or genetic disorder.

Reference

Readings

•Burns, C. E., Dunn, A. M., Brady, M. A., Starr, N. B., & Blosser, C. G. (2013). Pediatric primary care (5th ed.). Philadelphia, PA: Elsevier.

◦Chapter 31, “Respiratory Disorders” (pp. 708–738)

•Chapter 40, “Genetic Disorders” (pp. 1032–1054)

National Heart, Lung, and Blood Institute. (2007). Expert panel report 3 (EPR3): Guidelines for the diagnosis and management of asthma. Retrieved from http://www.nhlbi.nih.gov/guidelines/asthma/asthgdln.htm Diagnosis and Management of Respiratory, Cardiovascular, and Genetic Disorders

.

•Clinical practice guideline: the diagnosis, management, and prevention of bronchiolitis by  Ralston, S.L., Lieberthal ,A.S., Meissner, H.C., Alverson, B.K., Baley, J.E., Gadomski ,A.M., Johnson, D.W., Light, M.J., Maraqa, N.F., Mendonca ,E.A., Phelan, K.J., Zorc ,J.J., Stanko-Lopp, D., Brown, M.A., Nathanson ,I., Rosenblum, E., Sayles, S. 3rd, & Hernandez-Cancio, S. in Pediatrics, 134(5), 1474-1502.

Dexamethasone for Acute Asthma Exacerbations in Children: A Meta-analysis by Keeney, G.E., Gray, M.P., Morrison, A.K., Levas, M.N., Kessler, E.A., Hill, G.D., Gorelick, M.H., & Jackson J.L. in Pediatrics, 133(3): 493–499. Diagnosis and Management of Respiratory, Cardiovascular, and Genetic Disorders

Exploring actual and potential health problems in childhood

Details:

In this assignment, you will be exploring actual and potential health problems in the childhood years using a functional health assessment and Erickson’s Stages of Child Development. To complete this assignment, do the following: Exploring actual and potential health problems in childhood

  1. Using the textbook, complete the “Children’s Functional Health Pattern Assessment.” Follow the instructions in the resource for completing the assignment.
  2. Cite and reference any outside sources used in your answers. Include in your assessment a thorough discussion of Erickson’s Stages of Child Development as it pertains to the development age of the child.

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

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to Turnitin.

NRS434V.v10R.Children’s functional health pattern assessment_Student.docx

Textbook- Physical Examination & Health Assessment 7th edition by Carolyn Jarvis

cid:D7D4B297-EEAE-4174-AD01-F87097282051@canyon.com

Children’s Functional Health Pattern Assessment

Functional Health Pattern Assessment (FHP) ToddlerErickson’s Developmental Stage: Preschool-AgedErickson’s Developmental Stage: School-AgedErickson’s Developmental Stage:
Pattern of Health Perception and Health Management:List two normal assessment findings that would be characteristic for each age group.List two potential problems that a nurse may discover in an assessment of each age group. Exploring actual and potential health problems in childhood      
       
Nutritional-Metabolic Pattern:List two normal assessment findings that would be characteristic for each age group.List two potential problems that a nurse may discover in an assessment of each age group.      
       
Pattern of Elimination:List two normal assessment findings that would be characteristic for each age group.List two potential problems that a nurse may discover in an assessment of each age group.      
       
Pattern of Activity and Exercise:List two normal assessment findings that would be characteristic for each age group.List two potential problems that a nurse may discover in an assessment of each age group.      
       
Cognitive/Perceptual Pattern:List two normal assessment findings that would be characteristic for each age group.List two potential problems that a nurse may discover in an assessment of each age group.      
       
Pattern of Sleep and Rest:List two normal assessment findings that would be characteristic for each age group.List two potential problems that a nurse may discover in an assessment of each age group.      
       
Pattern of Self-Perception and Self-Concept:List two normal assessment findings that would be characteristic for each age group.List two potential problems that a nurse may discover in an assessment of each age group.      
       
Role-Relationship Pattern:List two normal assessment findings that would be characteristic for each age group.List 2 potential problems that a nurse may discover in an assessment of each age group.      
       
Sexuality – Reproductive Pattern:List two normal assessment findings that would be characteristic for each age group.List two potential problems that a nurse may discover in an assessment of each age group.      
       
Pattern of Coping and Stress Tolerance:List two normal assessment findings that would be characteristic for each age group.List wo potential problems that a nurse may discover in an assessment of each age group.      
       
Pattern of Value and Beliefs:List two normal assessment findings that would be characteristic for each age group.List two potential problems that a nurse may discover in an assessment of each age group.      
       

Short Answer Questions

Address the following based on the above assessment findings. Expected answers will be 1-2 paragraphs in length. Cite and reference outside sources used.

1) Compare and contrast identified similarities as well as differences in expected assessment across the childhood age groups.

2) Summarize how a nurse would handle physical assessments, examinations, education, and communication differently with children versus adults. Consider spirituality and cultural differences in your answer.

© 2011. Grand Canyon University. All Rights Reserved. Exploring actual and potential health problems in childhood

interconnected steps and processes for nurses

Discussion: Determining Workflow Issues

Workflow is a term used to describe the interconnected steps and processes that nurses and other health care professionals complete on a day-to-day basis (McGonigle & Mastrian, 2012, p. 226). Many existing workflows contain inefficiencies and areas that could be improved using new technologies or evidence-based practice. Workflow issues are often referred to as “gaps” because they indicate a disparity between the current state and the optimal, future state. Many gaps in health care exist related to the implementation and optimization of electronic health records (EHRs). The Health Information Technology for Economic and Clinical Health (HITECH) Act was passed in 2009 to assist organizations in identifying these gaps and encouraging the “meaningful use” of EHRs. The meaningful use objectives seek to fulfill the IOM six aims of patient care (patient-centered, timely, effective, efficient, equitable, and safe). interconnected steps and processes for nurses 

In this Discussion, you examine scenarios that feature workflow issues related to the HITECH Act and its meaningful use objectives. You identify specific workflow gaps and consider how you would conduct a gap analysis to gather more information about the gaps. This Discussion allows you to explore workflow gaps and meaningful use objectives to prepare you for completing the Course Project, which is also centered on workflow gaps and their relevance to meaningful use objectives

Scenario

General Health Hospital is implementing new outreach programs and preventive care support groups for patients with certain conditions or health risks such as diabetes, smoking, and obesity. Philip, a nurse leader, is the manager of a team of nurses who have been asked to organize these programs and groups and to identify patients who would be eligible for and interested in being involved in these opportunities. However, Philip and his team have run into a variety of challenges and problems as they attempt to complete these tasks. In identifying patients to contact about the outreach programs and support groups, Philip’s team has had to browse the hospital’s EHR system. The team has also run across significant holes in the EHR system as they try to contact patients; many patients’ contact information is inaccurate or out of date. Furthermore, Philip’s team has partnered with the hospital’s Appointments Desk personnel in sending reminders about meeting dates and times to patients who express interest. However, the Appointments Desk often either neglects to send out these reminders or sends duplicate reminders to only a few patients because the personnel do not have a way of tracking who should be contacted and when. interconnected steps and processes for nurses 

To prepare

Your Instructor will have assigned you to respond to a specific scenario. Review this week’s Learning Resources on workflow, gap analysis, and meaningful use, and consider how they connect to the scenario you were assigned.

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  • Determine the most prominent workflow gap you see in the scenario you were assigned. Where does the gap lie, what factors contribute to the gap, and what are the consequences of the gap?
  • Explore how this gap relates to one meaningful use objective. Refer to the articles in this week’s Learning Resources for more information on meaningful use.
  • If you were involved in the scenario, consider how you would go about conducting a gap analysis to gather more information about the gap you identified, and determine possible strategies for addressing the gap. How would you gather data? Who would you contact, interview, and/or observe? How would you determine strategies for addressing the gap?

Post by tomorrow Tuesday 9/13/16, 550 words essay in APA format with a minimum of 3 references from the list provided below. Include the level 1 headings as numbered below:

1) An explanation of the most prominent workflow gap in the scenario you were assigned, including who is responsible for the gap and the outcomes or consequences.

2) Identify the meaningful use objective to which the gap relates, citing specific points in the Brown article. (See Attached File)

3) Explain how you would conduct a gap analysis to gather further information and determine strategies for addressing the gap.

Required Readings

Dennis, A., Wixom, B. H., & Roth, R. M. (2015). Systems analysis and design (6th ed.). Hoboken, NJ: Wiley.

  • Chapter 2, “Project Selection and Management” (pp. 35–80)

 This chapter describes the organizational steps involved in selecting an appropriate IT project, creating a viable project plan, and finally, managing and controlling the project once it is implemented.

McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.

  • Chapter 14, “Nursing Informatics: Improving Workflow and meaningful Use” interconnected steps and processes for nurses 

Better clinical outcomes, increased efficiency and improved care coordination are a few of the benefits afforded by the use of electronic medical records. In this chapter, the authors illustrate how nurses are actively supporting, developing and utilizing informatics to improve patient care and fulfill meaningful use standards by improving workflow in their respective health care organizations.

Brown, B. (2010). 25 steps to meaningful use. Journal of Health Care Compliance, 12(3), 33–34, 68–69.

Retrieved from the Walden Library databases.

 As part of the implementation of the HITECH initiative, three different stages of implementation have been outlined. This article dissects the first phase and describes the different steps health care organizations must achieve to be in compliant with the meaningful use standards.

Blumenthal, D., & Tavenner, M. (2010). The “meaningful use” regulation for electronic health records. The New England Journal of Medicine, 363(6), 501–504.

Retrieved from the Walden Library databases.

 The authors explain HITECH’s objective in creating the meaningful use policies in order to help create a consistently high quality nationwide system of EHRs. The article reviews the key regulations that are tied to meaningful use and what they mean to health care organizations.

Centers for Disease Control and Prevention. (2011). Meaningful use: Introduction. Retrieved from http://www.cdc.gov/ehrmeaningfuluse/introduction.html

This page offers an overview of meaningful use as outlined in the HITECH initiative. It highlights the rationale behind the meaningful use standards and how they relate to health outcomes policy priorities.

Healthcare Financial Management Association. (2008). Gap analysis helps nurses become better leaders. Retrieved from http://www.hfma.org/Content.aspx?id=3398

 This article presents how gap analysis aids in optimizing unit performance and management. By examining a real-life example of how gap analysis was employed in this study, the authors demonstrate its real-world applications and benefits.

HealthIT.gov. (n.d.). Meaningful use. Retrieved January 2, 2014, from http://www.healthit.gov/policy-researchers-implementers/meaningful-use

 The meaningful use initiative is part of the governmental agenda to further advance the use of electronic health records in the health care community. This article outlines the conditions and projected timeline of meaningful use’s national implementation.

Required Media

Laureate Education, Inc. (Executive Producer). (2012a). A discussion on meaningful use. Baltimore, MD: Author.

 Note: The approximate length of this media piece is 7 minutes.

 This audio interview provides an overview of the meaningful use component of the HITECH law and how it affects the use of electronic health records. interconnected steps and processes for nurses 

Elements of Malpractice Claim Pertinent Facts

N3375 Health Policy & Legal Aspects

Submit by 2359 (CT) Saturday of Module 5.

Name:   Date:  

Overview: Malpractice

Each year, nurses make themselves vulnerable for potential malpractice claims because they are not well-informed about malpractice elements. You will read a fictitious scenario and identify pertinent facts that pose risks for malpractice claims.  Elements of Malpractice Claim Pertinent Facts

Refer to your course readings and lectures as you complete the assignment.

Performance Objective:

· Apply the four elements of a malpractice claim to specific incidents.

Rubric

Use this rubric to guide your work on the assignment, “Malpractice.”

Task Accomplished Proficient Needs Improvement
Elements of MalpracticeList four elements of a malpractice claim.(Total 50 points) Correctly lists all four elements of a malpractice claim.(50 points) Correctly lists three elements of a malpractice claim.(40 points) Does not correctly list at least three elements of a malpractice claim.(25 points)
Pertinent FactsStates pertinent facts for each element of a malpractice claim.(Total 50 points) Clearly and correctly states pertinent facts for each element.(50 points) Correctly states pertinent facts for at least three elements.(40 point) Does not correctly state pertinent facts for at least two elements.(25 point)

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Potential Malpractice Claim

Read this scenario. Decide if the situation presents potential elements of malpractice.

Nurse A was assigned to Mr. Jones, a post-surgical patient on the Medical-Surgical floor, who had been doing well on the day shift. Nurse A was working a 7:00 P.M. to 7:00 A.M. shift. (Dr. Grumpy, Mr. Jones’s treating physician, had screamed at Nurse A last month when Nurse A called him at 3:00 A.M. to report a change in status of another of Dr. Grumpy’s patients.) During this shift, Nurse A became uneasy about the status of Mr. Jones, which reflected a substantial change in blood pressure and pulse, but Nurse A did not call Dr. Grumpy, choosing instead to “watch” the situation. At approximately 5:00 A.M., Mr. Jones had to be rushed to emergency surgery with internal bleeding. Now, 1½ years later, Mr. Jones has not recovered from the second surgery.

List the 4 elements of a malpractice claim and, for each of the 4 elements, state which, if any, of the facts in the scenario support that specific element.

Elements of Malpractice Claim Pertinent Facts
   
   
   
   

Submitting Your Assignment:

· Click Module 5: Assignment in the Module 10 folder.

· Scroll down to Assignment Submission. Click Browse My Computer and navigate to your Desktop where you saved your paper. Select the final version of your paper to upload from your computer. Elements of Malpractice Claim Pertinent Facts

· Click Submit at the bottom of the Assignment Submission screen and your saved document assignment will appear in the gradebook with a green exclamation point that alerts your Academic Coach that your assignment is ready for grading.

Module 5: Case Study Assignment – Malpractice

©2015 UT Arlington College of Nursing

Discussion: Assessing Neurological Symptoms

Imagine not being able to form new memories. This is the reality patients with anterograde amnesia face. Although this form of amnesia is rare, it can result from severe brain trauma. Anterograde amnesia demonstrates just how impactful brain disorders can be to a patient’s quality of living. Accurately assessing neurological symptoms is a complex process that involves the analysis of many factors. Discussion: Assessing Neurological Symptoms

In this Discussion, you will consider case studies that describe abnormal findings in patients seen in a clinical setting.

Note: By Day 1 of this week, your Instructor will have assigned you to one of the following specific case studies for this Discussion. Also, your Discussion post should be in the SOAP Note format, rather than the traditional narrative style Discussion posting format. Refer to Chapter 2 of the Sullivan text and the Comprehensive SOAP Template in the Week 4 Learning Resources for guidance. Remember that not all comprehensive SOAP data are included in every patient case.

Case 1: Headaches

A 20-year-old male complains of experiencing intermittent headaches. The headaches diffuse all over the head, but the greatest intensity and pressure occurs above the eyes and spreads through the nose, cheekbones, and jaw.

Case 2: Numbness and Pain

A 47-year-old obese female complains of pain in her right wrist, with tingling and numbness in the thumb and index and middle fingers for the past 2 weeks. She has been frustrated because the pain causes her to drop her hair-styling tools.

Case 3: Drooping of Face

A 33-year-old female comes to your clinic alarmed about sudden “drooping” on the right side of the face that began this morning. She complains of excessive tearing and drooling on her right side as well.

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To prepare:

With regard to the case study you were assigned:

  • Review this week’s Learning Resources, and consider the insights they provide about the case study.
  • Consider what history would be necessary to collect from the patient in the case study you were assigned.
  • Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis? Discussion: Assessing Neurological Symptoms
  • Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

Note: Before you submit your initial post, replace the subject line (“Discussion – Week 9”) with “Review of Case Study ___.” Fill in the blank with the number of the case study you were assigned.

By Day 3

Post a description of the health history you would need to collect from the patient in the case study to which you were assigned. Explain what physical exams and diagnostic tests would be appropriate and how the results would be used to make a diagnosis. List five different possible conditions for the patient’s differential diagnosis, and justify why you selected each.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days who were assigned different case studies than you. Analyze the possible conditions from your colleagues’ differential diagnoses. Determine which of the conditions you would reject and why. Identify the most likely condition, and justify your reasoning.

Submission and Grading Information
Grading Criteria

To access your rubric:

Week 9 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 9 Discussion Discussion: Assessing Neurological Symptoms

Structure and Function of the Male Genitourinary System

Case Study: Topic

Case Study Posting Requirements

  1. Make sure all of the topics in the case study have been addressed.
  2. Cite at least three sources—journal articles, textbooks or evidenced-based websites to support the content.
  3. All sources must be within five years.
  4. Do not use .com, Wikipedia, or up-to-date, etc., for your sources.

Case Study 1

Structure and Function of the Male Genitourinary System

Mario is a 68-year-old male whose wife died of cancer five years ago. Since her death, he began to eat more fast food and stay at home and watch television. Recently, however, Mario’s friend introduced him to a woman whom he became to like very much. After seeing her a few times, Mario became concerned about his health and went to see his doctor. He noticed a change in his sexual performance when he turned 60 and, after seeing so much on television about erectile dysfunction, was concerned he would experience this with his girlfriend. Structure and Function of the Male Genitourinary System

  1. What factors are present in Mario’s history that predispose him to erectile dysfunction?
  2. What condition would you suspect if Mario had a blood test indicating elevated LH and decreased testosterone levels? What effect do low testosterone levels have on the reproductive organs of the male?
  3. How do the parasympathetic and sympathetic nervous systems generate erection, emission, and ejaculation?

Case Study 2

Disorders of the Male Genitourinary System

Darius is 63 years old and began to wake up at night to urinate. When he went to the bathroom, he had to strain to initiate the flow, and the stream of urine was weak. Over time, the pattern became more apparent during the day; he often had a sense of urgency and felt he was going to the bathroom frequently. When he did, however, he did not always feel he had emptied his bladder, and he tended to dribble throughout the day. Much to his reluctance, his wife urged him to see a physician. At the doctor’s office, his case history was carefully taken, a digital rectal exam was performed, and lab work was ordered. His blood results were unremarkable, but his urinalysis showed an elevated white blood cell count and bacteria. His physician diagnosed Darius with benign prostatic hyperplasia and urinary tract infection.

  1. How does BPH contribute to the signs and symptoms of bladder dysfunction, and how was Darius prone to developing a urinary tract infection?
  2. What are the static and dynamic components of BPH? Why are α1-adrenergic receptor blockers sometimes used to treat prostatic hyperplasia?
  3. How does the prostate feel during a digital rectal exam with benign prostatic hyperplasia, acute bacterial prostatitis, and prostate cancer? Structure and Function of the Male Genitourinary System
  4. Why does the patient with prostate cancer present with symptoms later in the disease?

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Case Study 3

Structure and Function of the Female Reproductive System

Janice is 49 years old, is married, and has two teenage children. Over the last year, her periods tended to be irregular and heavier than usual. She also noticed intercourse was becoming more painful for her, and her interest in sex declined. She knew her mother was 51 when she reached menopause, and Janice was concerned about having the mood swings and hot flashes her mother had experienced. She phoned some of her friends to seek their advice. Some said she should try hormone therapy, while others said it was not a good idea at all. Other friends said she should use remedies like red clover tea and soy isoflavone supplements. Janice decided her best bet was to go to the local women’s health care clinic to discuss her options with a nurse.

  1. Using the data collected by the Women’s Health Initiative and the Nurses’ Health Study, why are some women at an increased risk for CHD and others are at a decreased risk when hormone therapy is prescribed?
  2. Why are alternative methods like red clover and some plant oils being promoted for the menopausal woman? What are the changes that occur in a woman’s reproductive organs when estrogen levels decline?
  3. How does estrogen affect bone growth during puberty? Why are postmenopausal women at risk for osteoporosis? Structure and Function of the Male Genitourinary System

Case Study 4

Disorders of the Female Reproductive System

Tracie is 39 years old and is in a casual relationship with a man. She had her first sexual relationship when she was 13 and prefers to have short-term sexual relationships with men instead of a monogamous, committed partnership. It had been several years since Tracie had a complete physical, so before going on a vacation, she decided to have one done. Tracie’s Pap smear indicated CIN 3 (HSIL) dysplasia. Her physician immediately ordered a colposcopy and LEEP excision, and then asked to see Tracie for a follow-up appointment 6 months later.

  1. Why is cervical cancer considered a sexually transmitted disease?
  2. Explain what the Pap smear entails and why it is an effective tool in the detection of cervical cancer. What does Tracie’s result mean?
  3. What is the transformation zone, and why is it vulnerable to the development of cervical cancer?
  4. What is the LEEP procedure, and why is it useful for the diagnosis and treatment of cervical dysplasia?

To view the Grading Rubric for this Assignment, please visit the Grading Rubrics section of the Course Home. Structure and Function of the Male Genitourinary System

Therapy for Clients With Impulsivity, Compulsivity, and Addiction

The Assignment

Examine Case Study: A Puerto Rican Woman With Comorbid Addiction. You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.

Week 8: Therapy for Clients With Impulsivity, Compulsivity, and Addiction

Impulsivity and compulsivity have a wide range of clinical presentations and often overlap with many other psychiatric disorders. Some individuals act without forethought and have difficulty saying “no” to certain things such as using illicit drugs or spending money, whereas other individuals engage in compulsive behaviors with undesirable consequences. In some cases, these impulsive and compulsive behaviors also fuel issues with addiction. To effectively assess and treat clients, you must understand how these disorders differ, as well as how their symptoms impact clients and their families. Therapy for Clients With Impulsivity, Compulsivity, and Addiction

This week, as you examine therapies for individuals with impulsivity, compulsivity, and addiction, you explore the assessment and treatment of clients with these disorders. You also consider ethical and legal implications of these therapies.

Photo Credit: [Apolinar B. Fonseca]/[Moment]/Getty Images

Assignment: Assessing and Treating Clients With Impulsivity, Compulsivity, and Addiction

Impulsivity, compulsivity, and addiction are challenging disorders for clients across the lifespan. These disorders often manifest as negative behaviors, resulting in adverse outcomes for clients. In your role as the psychiatric mental health nurse practitioner, you have the opportunity to help clients address underlying causes of the disorders and overcome these behaviors. For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat clients presenting with impulsivity, compulsivity, and addiction.

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Learning Objectives

Students will:

· Assess client factors and history to develop personalized therapy plans for clients with impulsivity, compulsivity, and addiction

· Analyze factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring therapy for impulsivity, compulsivity, and addiction

· Evaluate efficacy of treatment plans

· Analyze ethical and legal implications related to prescribing therapy for clients with impulsivity, compulsivity, and addiction

Learning Resources

Note:  To access this week’s required library resources, please click on the link to the Course Readings List, found in the  Course Materials  section of your Syllabus. Therapy for Clients With Impulsivity, Compulsivity, and Addiction

Required Readings

Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.

Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press.

To access the following chapters, click on the Essential Psychopharmacology, 4th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.

· Chapter 14, “Impulsivity, Compulsivity, and Addiction”

Stahl, S. M., & Grady, M. (2012). Stahl’s illustrated substance use and impulsive disorder New York, NY: Cambridge University Press.

To access the following chapter, click on the Illustrated Guides tab and then the Substance Use and Impulsive Disorders tab.

· Chapter 10, “Disorders of Impulsivity and Compulsivity”

Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New York, NY: Cambridge University Press.

To access information on the following medications, click on The Prescriber’s Guide, 5th ed tab on the Stahl Online website and select the appropriate medication. Therapy for Clients With Impulsivity, Compulsivity, and Addiction

Review the following medications:

For insomnia

For obsessive-compulsive disorder

· Citalopram

· clomipramine

· escitalopram

· fluoxetine

· fluvoxamine

· paroxetine

· sertraline

· venlafaxine

· vilazodone

For alcohol withdrawal

· chlordiazepoxide

· clonidine

· clorazepate

· diazepam

· lorazepam

· oxazepam

For bulimia nervosa and binge eating

· fluoxetine

· topiramate

· zonisamide

For alcohol abstinence

· acamprosate

· disulfiram

For alcohol dependence

· nalmefene

· naltrexone

For opioid dependence

· buprenorphine

· naltrexone

For nicotine addiction

· bupropion

· varenicline

Book Excerpt: Substance Abuse and Mental Health Services Administration. (1999). Treatment of adolescents with substance use disorders. Treatment Improvement Protocol Series, No. 32. Retrieved from http://www.ncbi.nlm.nih.gov/books/NBK64350/

· Chapter 1, “Substance Use Among Adolescents”

· Chapter 2, “Tailoring Treatment to the Adolescent’s Problem”

· Chapter 7, “Youths with Distinctive Treatment Needs”

University of Michigan Health System. (2016). Childhood trauma linked to worse impulse control in adulthood, study finds. Retrieved from https://www.sciencedaily.com/releases/2016/01/160120201324.htm

Note: Retrieved from Walden Library databases. Therapy for Clients With Impulsivity, Compulsivity, and Addiction

Grant, J. E., Odlaug, B. L., & Schreiber, L. N. (2014). Pharmacological treatments in pathological gambling. British Journal of Clinical Pharmacology, 77(2), 375–381. doi:10.1111/j.1365-2125.2012.04457.x

Note: Retrieved from Walden Library databases.

Loreck, D., Brandt, N. J., & DiPaula, B. (2016). Managing opioid abuse in older adults: Clinical considerations and challenges. Journal of Gerontological Nursing, 42(4), 10–15. doi:10.3928/00989134-20160314-04

Note: Retrieved from Walden Library databases.

Salmon, J. M., & Forester, B. (2012). Substance abuse and co-occurring psychiatric disorders in older adults: A clinical case and review of the relevant literature. Journal of Dual Diagnosis, 8(1), 74–84. doi:10.1080/15504263.2012.648439

Note: Retrieved from Walden Library databases.

Sanches, M., Scott-Gurnell, K., Patel, A., Caetano, S. C., Zunta-Soares, G. B., Hatch, J. P., & … Soares, J. C. (2014). Impulsivity in children and adolescents with mood disorders and unaffected offspring of bipolar parents. Comprehensive Psychiatry, 55(6), 1337–1341. doi:10.1016/j.comppsych.2014.04.018

Note: Retrieved from Walden Library databases.

Required Media

Laureate Education (2016c). Case study: A Puerto Rican woman with comorbid addiction [Interactive media file]. Baltimore, MD: Author

Note: This case study will serve as the foundation for this week’s Assignment.

To prepare for this Assignment:

· Review this week’s Learning Resources. Consider how to assess and treat adolescent clients requiring therapy for impulsivity, compulsivity, and addiction.

The Assignment

Examine Case Study: A Puerto Rican Woman With Comorbid Addiction. You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.

At each decision point stop to complete the following:

· Decision #1

· Which decision did you select?

· Why did you select this decision? Support your response with evidence and references to the Learning Resources.

· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

· Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?

· Decision #2

· Why did you select this decision? Support your response with evidence and references to the Learning Resources.

· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

· Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different? Therapy for Clients With Impulsivity, Compulsivity, and Addiction

· Decision #3

· Why did you select this decision? Support your response with evidence and references to the Learning Resources.

· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

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· Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

Note:  Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.

Co-morbid Addiction (ETOH and Gambling)  53-year-old Puerto Rican Female

BACKGROUND

Mrs. Maria Perez is a 53 year old Puerto Rican female who presents to your office today due to a rather “embarrassing problem.”

SUBJECTIVE

Mrs. Perez admits that she has had “problems” with alcohol since her father died in her late teens. She reports that she has struggled with alcohol since her 20’s and has been involved with Alcoholics Anonymous “on and off” for the past 25 years. She states that for the past two years, she has been having more and more difficulty maintaining her sobriety since they opened the new “Rising Sun” casino near her home. Mrs. Perez states that she and a friend went to visit the new casino during their grand opening at which point she was “hooked.” She states that she gets “such a high” when she is gambling. While gambling, she “enjoys a drink or two” to help calm her during high-stakes games. She states that this often gives way to more drinking and more reckless gambling. She also reports that her cigarette smoking has increased over the past two years and she is concerned about the negative effects of the cigarette smoking on her health.

She states that she attempts to abstain from drinking but that she gets such a “high” from the act of gambling that she needs a few drinks to “even out.” She also notices that when she drinks, she doesn’t smoke “as much” but enjoys smoking when she is playing at the slot machines. She also reports that she has gained weight from drinking so much- she currently weights 122 lbs., which represents a 7 lb. weight gain from her usual 115 lb. weight.

Mrs. Perez is quite concerned today because she has borrowed over $50,000 from her retirement account to pay off her gambling debts. She is very concerned because her husband does not know that she has spent this much money.

MENTAL STATUS EXAM

The client is a 53 year old Puerto Rican female who is alert, oriented to person, place, time, and event. She is dressed appropriately for the weather and time of year. Her speech is clear, coherent, and goal directed. Her eye contact is somewhat avoidant during the clinical interview. As you make eye contact with her, she looks away or looks down. She demonstrates no noteworthy mannerisms, gestures, or tics. Her self-reported mood is “sad.” Affect is appropriate to content of conversation & self-reported mood. She visual or auditory hallucinations, no delusional or paranoid thought processes are readily appreciated. Insight and judgment are grossly intact, however, impulse control is impaired. She is currently denying suicidal or homicidal ideation.

Diagnosis: Gambling disorder, alcohol use disorder

Decision Point One

Select what the PMHNP should do:

Naltrexone (Vivitrol) injection, 380 mg intramuscularly in the gluteal region every 4 weeksAntabuse (Disulfiram) 250 mg orally dailyCampral (Acamprosate) 666 mg orally three times/dayCo-morbid Addiction (ETOH and Gambling)  53-year-old Puerto Rican Female Decision Point OneNaltrexone (Vivitrol) injection, 380 mg intramuscularly in the gluteal region every 4 weeksRESULTS OF DECISION POINT ONE·  Client returns to clinic in four weeks·  Mrs. Perez said that she felt “wonderful” as she has not “touched a drop” to drink since receiving the injection·  Client reports that she has not been going to the casino, as frequently, but when she does go she “drops a bundle” (meaning, spends a lot of money gambling)·  Client She is also still smoking, which has her concerned. She is also reporting some problems with anxiety, which also have her concernedDecision Point TwoRefer to a counselor to address gambling issuesRESULTS OF DECISION POINT TWO·  Client returns to clinic in four weeks·  Client reports that the anxiety that she had been experiencing is gone·  Client reports that she has met with the counselor, but did not really like her. She did start going to a local meeting gamblers anonymous. She stated that last week, for the first time, she spoke during the meeting. She reports feeling supported in this groupDecision Point ThreeExplore the issue that Mrs. Perez is having with her counselor, and encourage her to continue attending the Gamblers Anonymous meetingsGuidance to StudentAlthough controversy exists in the literature regarding how long to maintain a client on Vivitrol, four weeks is probably too soon to consider discontinuation. The psychiatric mental health nurse practitioner should explore the issues that Mrs. Perez is having with her counselor. As you will learn in future courses, ruptures and the therapeutic alliance can result in clients stopping therapy. Clearly, if the client does not continue with therapy, the likelihood of the gambling problem spontaneously remitting is lower (than had the client continued to receive therapy). Recall that there are no FDA approved treatments for gambling addiction, and the mainstay of treatment for this disorder is counseling. Since Mrs. Perez reports good perceived support from the gamblers anonymous meetings, she should be encouraged to continue her participation with this group.The PMHNP needs to discuss smoking cessation options with Mrs. Perez in order to address the totality of addictions, and to enhance her overall health. Therapy for Clients With Impulsivity, Compulsivity, and Addiction

How to Locate and compare performance measurement data on common health conditions for the hospitals

How to Locate and compare performance measurement data on common health conditions for the hospitals

Week 6: Performance Measurement PowerPoint Slide Show (graded)

 Submit Assignment

Due Oct 8 by 11:59pm  Points 200  Submitting a file upload

Performance Measurement PowerPoint Slideshow Guidelines

Update 4/27/2017

Purpose

The purpose of this PowerPoint presentation is to locate and compare performance measurement data on common health conditions for the hospitals in your area. You will investigate the Centers for Medicare and Medicaid Services websites and locate hospital compare data for hospitals within a 50-mile radius of the community where you are working or had your prelicensure clinical experiences. You will prepare a PowerPoint presentation and share the results of your findings. Opportunities for improving performance measurement indicators will be shared.

Course Outcomes

Completion of this assignment enables the student to meet the following course outcomes.

CO1: Apply leadership concepts, skills, and decision making in the provision of high-quality nursing care, healthcare team management, and the oversight and accountability for care delivery in a variety of settings. (PO2)

CO2: Implement patient safety and quality improvement initiatives within the context of the interprofessional team through communication and relationship building. (PO3) How to Locate and compare performance measurement data on common health conditions for the hospitals

CO3: Participate in the development and implementation of imaginative and creative strategies to enable systems to change. (PO7)

CO7: Apply leadership concepts in the development and initiation of effective plans for the microsystems and system-wide practice improvements that will improve the quality of healthcare delivery. (POs 2 and 3)

CO8: Apply concepts of quality and safety using structure, process and outcome measures to identify clinical questions as the beginning process of changing current practice. (PO8) How to Locate and compare performance measurement data on common health conditions for the hospitals.

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Due Dates

This assignment is to be submitted by Sunday, 11:59 p.m. MT, end of Week 6.

Points

This assignment is worth 200 points.

Directions

Review information found on the following website related to hospital compare http://www.cms.gov/Medicare/Quality-Initiatives-Patient-Assessment-Instruments/HospitalQualityInits/HospitalCompare.html (Links to an external site.)Links to an external site.

Read the information carefully and then locate the following website. http://www.medicare.gov/hospitalcompare (Links to an external site.)Links to an external site.

Search for hospitals within a 50-mile radius of the community where you are working or had your prelicensure clinical experiences. Type in your zip code. Select your hospital and two others. Select hospitals/facilities and choose compare. If you live in a remote area and there are no hospitals listed within a 50-mile radius, select a zip code for a family member or a close friend who does not live near you. The idea is to review comparative data.

Click on the following topics to learn more.

Survey of patient’s experiences

Timely and effective care (focus your search on two of the conditions that apply to services provided at the hospitals)

Readmissions, complications, and deaths

Carefully read the information provided.

Develop a PowerPoint slideshow consisting of 8-10 slides. Include the following, keeping in mind what all this data means.

Title slide with information pertinent to the course.

List reasons to recommend hospital compare to consumers (patients).

List reasons to recommend hospital compare to staff who may seek employment.

For the slides below, clearly label them as Hospital A, B, or C:

Summarize patient experiences data for each hospital.

Summarize timely and effective care data for two conditions.

Summarize data for readmissions and complications and deaths.

List recommendations for improving data for one selected facility. How to Locate and compare performance measurement data on common health conditions for the hospitals

Summarize what you learned from this experience.

Tutorial: For those not familiar with the development of a PowerPoint slideshow, the following link to the Microsoft website may be helpful. http://office.microsoft.com/en-us/support/training-FX101782702.aspx (Links to an external site.)Links to an external site. The Chamberlain Student Success Strategies (CCSSS) offers a module on Computer Literacy that contains a section on PowerPoint. The link to SSP CCSSS may be found in the course list in the student portal.

Submit your PowerPoint slideshow by 11:59 p.m. MT, Sunday, end of Week 6.

Best Practices in Preparing PowerPoint Presentations

The following are best practices in preparing this presentation.

Be creative.

Incorporate graphics, clip art, or photographs to increase interest.

Make easy to read with short bullet points and large font.

Review directions thoroughly.

Proofread prior to final submission.

Spell check for spelling and grammar errors prior to final submission.

Abide by the Chamberlain academic integrity policy.

**Academic Integrity Reminder**

Chamberlain College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.

By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment. How to Locate and compare performance measurement data on common health conditions for the hospitals

Please see the grading criteria and rubrics on this page.

NOTE: Please use your browser’s File setting to save or print this page.

Rubric

NR447_Performance_Measurement

NR447_Performance_Measurement

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeTitle slide

view longer description

Slide contains all pertinent information related to assignment, course, student, date, and faculty member

10.0 pts

Slide contains most information; however, one component is missing.

9.0 pts

Slide contains most information; however, two to three components are missing.

8.0 pts

Slide contains some information; and more than three components are missing or slide is missing.

4.0 pts

Title slide is missing.

0.0 pts

10.0 pts

This criterion is linked to a Learning OutcomeReasons to recommend hospital compare to patients

view longer description

At least four reasons are included and are logical and easy to read and are directly related to the patient’s perspective.

20.0 pts

Three reasons are included and are logical and easy to read and are mostly related to the patient’s perspective.

18.0 pts

Two reasons are included and are logical and easy to read and are somewhat related to patient’s perspective.

16.0 pts

One reason is included but is not logical or easy to read and is not from the patient’s perspective.

8.0 pts

No reasons given are given to recommend hospital compare to patients.

0.0 pts

20.0 pts

This criterion is linked to a Learning OutcomeReasons to recommend hospital compare to staff

view longer description

At least four reasons are included and are logical and easy to read and are directly related to the potential staff member’s perspective.

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30.0 pts

Three reasons are included and are logical and easy to read and are mostly related to the potential staff member’s perspective.

26.0 pts

Two reasons are included and are logical and easy to read and are somewhat related to the potential staff member’s perspective.

24.0 pts

One reason is included but is not logical or easy to read and is not from the potential staff member’s perspective.

11.0 pts

No reasons are given to recommend hospital care to potential staff members.

0.0 pts

30.0 pts

This criterion is linked to a Learning OutcomeSummarize data related to patient experiences

view longer description

Three hospitals are labeled A, B, and C and data related to patient experiences are thoroughly displayed.

30.0 pts

Three hospitals are labeled A, B, and C and data related to patient experiences are clearly displayed.

26.0 pts

Three hospitals are labeled A, B, and C, and data related to patient experiences are briefly displayed.

24.0 pts

Three hospitals are included but are not labeled appropriately, and data related to patient experiences are difficult to ascertain.

11.0 pts

Fewer than three hospitals are summarized and no data related to patient experiences are included.

0.0 pts

30.0 pts

This criterion is linked to a Learning OutcomeSummarize data related to timely and effective care

view longer description

Three hospitals are labeled A, B, and C. Two different conditions are named and concisely applied to hospitals A, B, and C.

30.0 pts

Three hospitals are labeled A, B, and C. Two different conditions are named and somewhat applied to hospitals A, B, and C.

26.0 pts

Three hospitals are labeled A, B, and C. One condition is named and somewhat applied to hospitals A, B, and C.

24.0 pts

Only one or two hospitals are listed and labeled appropriately. Only one condition is named and applied.

11.0 pts

No hospitals are listed or labeled, and no conditions are named or applied.

0.0 pts

30.0 pts

This criterion is linked to a Learning OutcomeSummarize data related to readmissions, complications, and deaths

view longer description

Three hospitals are labeled A, B, and C and data related to readmissions, complications, and deaths are thoroughly displayed.

30.0 pts

Three hospitals are labeled A, B and C and data related to readmissions, complications and deaths is clearly displayed.

26.0 pts

Three hospitals are labeled A, B, and C and data related to readmissions or complications or deaths (but not all three) is briefly displayed.

24.0 pts

Only one or two hospitals are selected but are not labeled appropriately and data related to readmissions, complications, and deaths are difficult to ascertain.

11.0 pts

No hospitals are summarized and no data are provided.

0.0 pts

30.0 pts

This criterion is linked to a Learning OutcomeRecommendations for improving data for one facility

view longer description

One of three hospitals is selected. Five or more recommendations for improving data are listed and thoroughly described.

20.0 pts

One of three hospitals is selected. Three to four recommendations for improving data are listed and clearly described.

18.0 pts

One of three hospitals is selected. Two recommendations for improving data are listed and briefly described.

16.0 pts

One of three hospitals is listed. One recommendation for improving data is listed.

8.0 pts

No hospitals are listed and no recommendations for improving data are listed.

0.0 pts

20.0 pts

This criterion is linked to a Learning OutcomeSummary of learning related to this assignment

view longer description

Thoroughly summarizes learning related to performance measurement assignment, including value of data. How to Locate and compare performance measurement data on common health conditions for the hospitals

20.0 pts

Generally summarizes learning related to performance measurement assignment, including value of data.

18.0 pts

Briefly summarizes learning related to performance measurement assignment; including value of data.

16.0 pts

Minimally summarizes learning related to performance measurement assignment; does NOT include value of data.

8.0 pts

Summary of learning related to performance measurement assignment, including value of data, is missing or so brief that understanding of concepts is difficult to ascertain.

0.0 pts

20.0 pts

This criterion is linked to a Learning OutcomeScholarly writing and formatting

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All slides are provided and grammar, punctuation, and sentence structure are correct. There is evidence of spell and grammar check.

10.0 pts

Minimal errors in grammar, punctuation, or sentence structure noted. Minimal indicators of spelling or grammar errors.

9.0 pts

Several errors in grammar, punctuation, or sentence structure noted. There are several indicators of spelling or grammar errors.

8.0 pts

Numerous errors in punctuation, or sentence structure noted. There are many indicators of spelling or grammar errors.

5.0 pts

Many errors in writing to the extent that it is difficult to understand the meaning of the information presented on the slides.

0.0 pts

10.0 pts

Total Points: 200.0

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