Gastrointestinal Discussion APN

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Gastrointestinal Discussion APN

Apply information from the Aquifer Case Study to answer the following discussion questions:

  • Discuss the Mr. Rodriquez’s history that would be pertinent to his gastrointestinal problem. Include chief complaint, HPI, Social, Family and Past medical history that would be important to know.
  • Describe the physical exam and diagnostic tools to be used for Mr. Rodriguez. Are there any additional you would have liked to be included that were not? 
  • Please list 3 differential diagnoses for Mr. Rodriguez and explain why you chose them.  What was your final diagnosis and how did you make the determination?
  • What plan of care will Mr. Rodriquez be given at this visit, include drug therapy and treatments; what is the patient education and follow-up? Gastrointestinal Discussion APN

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Family Medicine 19: 39-year-old man with epigastric pain.

1. Discuss Mr. Rodriquez’s history that would be pertinent to his gastrointestinal problem.  Include chief complaint, HPI, Social, Family and Past Medical History that would be important to know.

Mr. Rodriguez is 39 years old Hispanic male who presents for worsening abdominal pain.  The patient describes the pain as a burning sensation in the epigastric area of the abdomen.  The pain has been present for 1 year occurring 3-4 times a week, now worsened with daily symptoms.  Pain does not change with eating, no nausea, vomiting or diarrhea reported.  The patient has a primary history of smoking quit 6 months ago, drinks 3-4 beers weekly but denies any drug use.  The patient states he takes ibuprofen daily for generalized aches and pains, and drinks herbal tea “Yerba Buena.”  The patient is otherwise a healthy male with no past surgical history or chronic medical problems.  Family history of paternal hypertension and maternal diabetes. Gastrointestinal Discussion APN

 

2. Describe the physical exam and diagnostic tools to be used for Ms. Rodriguez, Are there any additional you would have like to be included that were not?

Physical exam for Mr. Rodriguez should include a complete examination with a focus on the gastrointestinal system: abdominal pain may have many sources such as, gastritis, gall bladder or appendix chronic constipation, stress, dietary or cardiac-related a thorough history is important.  Gastrointestinal examination such include palpation and auscultation in all quadrants, discussing eating and bathroom habits and guaiac stool examination.  Also test for H. Pylori will be recommended. (Buttaro, Trybulski, Polgar-Bailey, & Sandberg-Cook, 2017).

 

3. Please list 3 different diagnoses for Mr. Rodriquez and explain why you choose them.  What was your final diagnosis and how did you make the determination?

Differential diagnoses for Mr. Rodriguez are 1. Gastritis: irritation of the gastric mucosa caused by irritants such as medications, alcohol or H. Pylori bacteria.   2. Gastroesophageal reflux disease (GERD): “heartburn” and regurgitation of acidic stomach contents, which may be related to problems with the gastrointestinal sphincters or eating problems.  Often patients may report pain in the epigastric area, bloating, feeling of fullness bloating and belching. and 3. Peptic ulcer diseases (PUD): this refers to ulceration of the gastric and duodenal mucosa often caused by chronic use of nonsteroidal anti-inflammatory drugs (NSAIDs) or H. Pylori bacteria. (Buttaro, Trybulski, Polgar-Bailey, & Sandberg-Cook, 2017).  My final diagnosis is peptic ulcer disease, because of the chronic use of ibuprofen, alcohol consumption, history of smoking and the location of the pain in the epigastric area with a burning sensation present. (Drini, 2017).  Aso, Mr. Rodriquez recently immigrated to the United States from the Dominican Republic(DR) placing him at a higher risk for H. Pyloric.  H pylori are transmitted via an orofecal route (Buttaro et al., 2017) and given the poor sanitary conditions in the DR this a real possibility. Gastrointestinal Discussion APN

 4. What plan of care will Mr. Rodriquez be given at this visit, include drug therapy and treatment; what is the patient education and follow-up?

Mr. Rodriguez will be given a prescription for a proton pump inhibitor such as omeprazole to be taken once daily before food, amoxicillin, and clarithromycin for 14 days. if he as a postive H Pylori test otherwise omeprazole will be the treatment of choice (Woo, 2016).  Besides, he will be advised to stop taking ibuprofen since this can be irritating to his stomach and take Tylenol instead.   Also, he will be advised to not eat spicy food since this can make his symptoms worse, not skip meals and have a snack in between meals to decrease stomach acids.  Mr. Rodriguez will be advised to follow-up in six weeks to check on his progress.

 

References

Buttaro, T. M., Trybulski, J., Polgar-Bailey, P., & Sandberg-Cook, J. (2017). Primary Care: A collaborative practice (5th ed.).

Drini, M. (2017,). Peptic ulcer disease and non-steroidal anti-inflammatory drugs. Australian Prescriber, 40(3), 91-93. https://doi.org/ 10.18773/austprescr.2017.037

Woo, T. M. (2016). Pharmacotherapeutics for advanced practice nurse prescribers (4th ed.). Retrieved from https://digitalbookshelf.southuniversity.edu/#/books/9780803676374/cfi/6/6!/4/2/2/2/2@0: Gastrointestinal Discussion APN

Protocol for Diagnosis

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Autoimmune Disease ( Type 1 diabetes)

Application: Protocol for Diagnosis, Management, and Follow-Up Care of Disorders

As pediatric patients grow from infancy to adolescence, there are many common body system disorders that may potentially present. As an advanced practice nurse caring for these patients, you must understand the pathophysiology and epidemiology of these disorders as this will help you to recognize symptoms and select appropriate assessment and treatment options. In this Assignment, you prepare for your role in clinical settings as you design a protocol for the diagnosis, management, and follow-up care for a common body system disorder.

To prepare:

•Reflect on the body system disorder that you selected (Autoimmune Disease ( Type 1 diabetes))

•Think about the pathophysiology and epidemiology of the disorder.

•Consider a protocol for the diagnosis, management, and follow-up care of the disorder you selected.

•Think about how culture might impact the care of patients who present with this disorder.

To complete:

Write a 2- to 3-page paper that addresses the following:

•Explain the disorder you selected, including its pathophysiology and epidemiology.

•Explain a protocol for the diagnosis, management, and follow-up care of this disorder as a provider .

•Explain how culture might impact the care of patients who present with the disorder you selected.

Reference( use 3 additional relevant current articles or references)

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 25, “Endocrine and Metabolic Disorders” (pp. 529–556)

Community Level Barriers

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For the second written assignment of the course, you will continue in the design of your proposed model program by demonstrating your understanding of your selected population’s challenges, which negatively impact this group’s health and well-being. Based on this week’s research, conduct an assessment of the barriers, limitations, and other distinguishing features, as they exist within your community.

  • Prepare a recap of the model program for your community that you originally shared in the week 2 written assignment.  As stated in the Week Two directions, changes to the potential program can be made as you research and develop the focus of the program.
  • Analyze and discuss at least three critical barriers that impact the health and well-being of your chosen group; one must be a micro-level (individual) barrier that is financial, one must be a macro-level (community/state) barrier that relates to access and funding for care, and  the third barrier may be one of your choosing.
  • Discuss at least one proposed solution for each barrier. Your solution for the micro barrier must include an analysis of various potential funding options (both independent and integrated). Your solution for the macro barrier must include an analysis of financing resources for health care.
  • Research and analyze the regulatory, legal, ethical, and accreditation requirements and issues for the service(s) offered in your proposed program.  Discuss how each will impact the management of the program.

Your assignment should be a minimum of three pages in length (excluding title and reference pages) and should include a minimum of three scholarly sources cited according to APA guidelines as outlined in the Ashford Writing Center. Please note: All assignments in this course are progressive; therefore you should use the same population selected in your Week Two assignment. The Week Two assignment’s contents do not need to be re-submitted with this assignment.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

Assignment: Health Promotion Paper

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Assignment: Health Promotion Paper

Purpose This assignment allows the learner to apply knowledge gained about health promotion concepts and strategies, enhance written communication skills, and demonstrate a beginning understanding of cultural competency.

Course outcomes: This assignment enables the student to meet the following course outcomes:

1. Discuss the professional nurse’s role in health promotion activities. (PO 1 and 2) 3. Discuss health promotion, illness prevention, health maintenance, health restoration, and rehabilitation in Assignment: Health Promotion Paper

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relation to the nurse’s role in working with various populations. (PO 1, 2, and 8) 7. Identify health promotion strategies throughout the lifespan. (PO 1, 2, and 4)

Due date: Your faculty member will inform you when this assignment is due . The Late Assignment Policy applies to this assignment.

Total points possible: 100 points

Preparing the assignment

Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions. 1) Identify a health problem or need for health promotion for a particular stage in the life span of a population

from a specific culture in your area. 2) Choose one of the Leading Health Indicators (LHI) priorities from Healthy People 2020:

https://www.healthypeople.gov/2020/Leading-Health-Indicators 3) Research a topic related to health and wellness associated with one of the Healthy People 2020 topic areas. 4) Submit your topic to the instructor for approval at least 2 weeks prior to the final assignment due date, but

earlier if desired. All topics must be approved. 5) You will develop an educational health promotion project addressing the population/culture in your area. 6) Use TurnItIn in time to make any edits that might be necessary based on the Similarity Index prior to submitting

your paper to your faculty. Consult with your faculty about the acceptable Similarity Index for this paper. 7) For APA, formatting, or grammar assistance, visit the APA Citation & Writing page located at

https://library.chamberlain.edu/APA. 8) Include the following sections (detailed criteria listed below and in the Grading Rubric): a. Introduction and Conclusion – 15 points/15% Assignment: Health Promotion Paper

• Introduction establishes the purpose of the paper and describes why topic is important to health promotion in the target population in your area.

• Introduction stimulates the reader’s interest. • Conclusion includes the main ideas from the body of the paper. • Conclusion includes the major support points from the body of the paper.

b. Relate Topic to Target Population – 25 points/25% • Describes the topic and target cultural population. • Includes statistics to support significance of the topic. • Explains how the project relates to the selected Healthy People 2020 topic area. • Applies health promotion concepts.

c. Summary of Articles – 25 points/25% • A minimum of three (3) scholarly articles, from the last 5 years, are used as sources. • Articles meet criteria of being from scholarly journals and include health promotion and wellness content. • At least one article is related to the chosen cultural group. • Summarizes all key points and findings from the articles. • Includes statistics to support significance of the topic.

 

 

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NR222 Health and Wellness

Required Uniform Assignment: Health Promotion Paper Guidelines

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• Discusses how information from the articles is used in the Health Promotion Project, including specific examples.

d. Health Promotion Discussion – 25 points/25% • Describes approaches to educate the target population about the topic. • The approaches are appropriate for the cultural target population. • Identifies specific ways to promote lifestyle changes within the target population. • Applies health promotion strategies.

e. APA Style and Organization – 10 points/10% • TurnItIn is used prior to submitting paper for grading. • Revisions are made based on TurnItIn originality report. • References are submitted with assignment. • Uses current APA format and is free of errors. • Grammar and mechanics are free of errors. • Paper is 3-4 pages, excluding title and reference pages. • Information is organized around required components and flows in a logical sequence. Assignment: Health Promotion Paper

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Grading Rubric Criteria are met when the student’s application of knowledge within the paper demonstrates achievement of the outcomes for this assignment.

Assignment Section and Required Criteria

(Points possible/% of total points available) Assignment: Health Promotion Paper

Highest Level of Performance

High Level of Performance

Satisfactory Level of

Performance

Unsatisfactory Level of

Performance

Section not present in

paper

Introduction and Conclusion (15 points/15%)

15 points 13 points 12 points 8 points 0 points

Required criteria 1. Introduction establishes the purpose of the paper

and describes why topic is important to health promotion in the target population in your area.

2. Introduction stimulates the reader’s interest.

3. Conclusion includes the main ideas from the body of the paper.

4. Conclusion includes the major support points from the body of the paper.

Includes no fewer than 4 requirements for section.

Includes no fewer than 3 requirements for section.

Includes no fewer than 2 requirements for section.

Includes 1 or fewer requirements for section.

No requirements for this section presented.

Relate Topic to Target Population (25 points/25%)

25 points 20 points 15 points 10 points 0 points

Required criteria 1. Describes the topic and target cultural population.

2. Includes statistics to support significance of the topic.

3. Explains how the project relates to the selected Healthy People 2020 topic area.

4. Applies health promotion concepts.

Includes no fewer than 4 requirements for section.

Includes no fewer than 3 requirements for section.

Includes no less than 2 requirements for section.

Includes 1 or fewer requirements for section.

 

No requirements for this section presented.

Summary of Articles (25 points/25%)

25 points 23 points 21 points 10 points 0 points

Required criteria 1. A minimum of three (3) scholarly articles, from the

last 5 years, are used as sources.

2. Articles meet criteria of being from scholarly journals and include health promotion and wellness content.

3. At least one article is related to the chosen cultural

Includes no fewer than 6 requirements for section.

Includes no fewer than 5 requirements for section.

Includes no fewer than 4 requirements for section. Assignment: Health Promotion Paper

 

Includes 1-3 requirements for section.

 

No requirements for this section presented.

 

 

 

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Required Uniform Assignment: Health Promotion Project Guidelines

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group.

4. Summarizes all key points and findings from the articles.

5. Includes statistics to support significance of the topic.

6. Discusses how information from the articles is used in the Health Promotion Project, including specific examples.

Health Promotion Discussion (25 points/25%)

25 points 23 points 21 points 10 points 0 points

Required criteria 1. Describes approaches to educate the target

population about the topic.

2. The approaches are appropriate for the cultural target population.

3. Identifies specific ways to promote lifestyle changes within the target population.

4. Applies health promotion strategies.

Includes no fewer than 4 requirements for section.

Includes no fewer than 3 requirements for section.

 

Includes no fewer than 2 requirements for section.

Includes 1 or fewer requirement for section.

 

No requirements for this section presented.

 

APA Style and Organization (10 points/10%)

10 points 9 points 8 points 4 points 0 points

Required criteria 1. TurnItIn is used prior to submitting paper for

grading.

2. Revisions are made based on TurnItIn originality report.

3. References are submitted with assignment.

4. Uses current APA format and is free of errors.

5. Grammar and mechanics are free of errors.

6. Paper is 3-4 pages, excluding title and reference pages.

7. Information is organized around required components and flows in a logical sequence.

Includes no fewer than 7 requirements for section.

 

Includes no fewer than 6 requirements for section.

Includes no fewer than 5 requirements for section.

Includes 1-4 requirements for section.

No requirements for this section presented. Assignment: Health Promotion Paper

 

Total Points Possible = 100 points

Assignment: Ethical and Legal Implications of Prescribing Drugs

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Assignment: Ethical and Legal Implications of Prescribing Drugs

What type of drug should you prescribe based on your patient’s diagnosis? How much of the drug should the patient receive? How often should the drug be administered? When should the drug not be prescribed? Are there individual patient factors that could create complications when taking the drug? Should you be prescribing drugs to this patient? How might different state regulations affect the prescribing of this drug to this patient? Assignment: Ethical and Legal Implications of Prescribing Drugs

These are some of the questions you might consider when selecting a treatment plan for a patient.

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As an advanced practice nurse prescribing drugs, you are held accountable for people’s lives every day. Patients and their families will often place trust in you because of your position. With this trust comes power and responsibility, as well as an ethical and legal obligation to “do no harm.” It is important that you are aware of current professional, legal, and ethical standards for advanced practice nurses with prescriptive authority. Additionally, it is important to ensure that the treatment plans and administration/prescribing of drugs is in accordance with the regulations of the state in which you practice. Understanding how these regulations may affect the prescribing of certain drugs in different states may have a significant impact on your patient’s treatment plan. In this Assignment, you explore ethical and legal implications of scenarios and consider how to appropriately respond.

To Prepare Assignment: Ethical and Legal Implications of Prescribing Drugs

· Review the Resources for this module and consider the legal and ethical implications of prescribing prescription drugs, disclosure, and nondisclosure.

· Review the scenario assigned by your Instructor for this Assignment.

· Search specific laws and standards for prescribing prescription drugs and for addressing medication errors for your state or region, and reflect on these as you review the scenario assigned by your Instructor.

· Consider the ethical and legal implications of the scenario for all stakeholders involved, such as the prescriber, pharmacist, patient, and patient’s family.

· Think about two strategies that you, as an advanced practice nurse, would use to guide your ethically and legally responsible decision-making in this scenario, including whether you would disclose any medication errors.

Write a 2- to 3-page paper that addresses the following:

As a nurse practitioner, you prescribe medications for your patients. You make an error when prescribing medication to a 5-year-old patient. Rather than dosing him appropriately, you prescribe a dose suitable for an adult.

· Explain the ethical and legal implications of the scenario you selected on all stakeholders involved, such as the prescriber, pharmacist, patient, and patient’s family.

· Describe strategies to address disclosure and nondisclosure as identified in the scenario you selected. Be sure to reference laws specific to your state.

· Explain two strategies that you, as an advanced practice nurse, would use to guide your decision making in this scenario, including whether you would disclose your error. Be sure to justify your explanation Assignment: Ethical and Legal Implications of Prescribing Drugs.

· Explain the process of writing prescriptions, including strategies to minimize medication errors.

Reminder: include a title page, introduction, summary, and references.

SAMPLE

Ethical and Legal Implications

The prescribers are responsible for calculating children doses and writing it correctly and not depending on the Pharmacist to calculate doses (White, 2011). The provider usually holds the highest responsibility in the process as do the Pharmacist because they fill the medications and rectify errors. Prescribers have a major role in the use of medicine where in the process errors can occur. It is the prescribers’ obligation and duty to report the error to the patient’s family to inform them of the mistake and correct the problem of the dosage. As a prescriber it will be ethical and a legal responsibility regardless of a near miss if a patient is nearly harmed or potential for harm. Medication error is a process that involve different healthcare professionals such as the ordering provider. The family needs to be notified of the error. Pharmacists, with their knowledge and expertise of medicines are ideal educators for other health professionals and their educator role has been shown to be an effective prevention measure in range of patient populations (Arcangelo, 2017). Providers must keep an open, fair working association with their patients. It is our obligation to maintain genuineness with our patients paying little respect to the outcome (Ehsani, 2013). Disclosure of a mistake to the patient will improve the trust in the provider and try to repair or correct the issue. Medication error is a process that involve different healthcare professionals such as the ordering provider. Assignment: Ethical and Legal Implications of Prescribing Drugs

 

Strategies

There are strategies that can eliminate medication errors while prescribing. Prescribers need to be aware of the laws in their state which their practicing to ensure liability for unintentional harm is governed by tort law known as professional negligence law which of duty must be compensable harm to the patient, caused damages (Edersheim, & Stern, 2009). The prescriber can have another professional colleague to double check the calculation of the medication to ensure the dosage is correct for the patient when ordering high alert drugs or pediatric dosage. As a prescriber you are responsible for every prescription you write and drug you administer. Medication error can be because of miscommunication between providers, nurses, pharmacist, and patients which communication barriers should be eliminated (Merry, & Anderson, 2011). Its good practice to have your patient read back instructions after educating them about the medication prescribed to ensure the patient understands and comprehends. Lastly, to avoid medication errors prescriptions should be written with double checking doses before discharging the patient.

References

Arcangelo, V. P., & Peterson, A. M. (2017). Pharmacotherapeutics for advanced practice: A practical approach (4th ed.). Ambler, PA: Lippincott Williams and Wilkins

Edersheim, J. G., & Stern, T. A. (2009). Liability Associated with prescribing medications. The Primary Care Companion to the Journal of Clinical Psychiatry, 11(3), 115-119

Ehsani, R., Cheraghi, M. A., Nejati, A., Salari, A., Esmaeilooor, A. H., & Nejad, E. M. (2013). Medication errorw of nurses in the emergency department. Journal of Medical Ethics and History of Medicine, 6, 11. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3885144.

Merry, A. F., & Anderson, B. J. (2011). Medication-errors new approaches to prevention. Pediatric Anesthesia, 21(7), 743-753

White, C. S. (2011). Advanced practice prescribing issues and strategies in preventing medication errors. Journal of Nursing Law, 14(3), 120-127. Retrieved from doi:10.1891/1073-7472.14.3.4.120 Assignment: Ethical and Legal Implications of Prescribing Drugs

Assignment case study analysis

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Assignment case study analysis

76-year-old female patient complains of weight gain, shortness of breath, peripheral edema, and abdominal swelling. She has a history of congestive heart failure and admits to not taking her diuretic, as it makes her “have to get up every couple hours to go to the bathroom.” She now has to sleep on two pillows in order to get enough air.

In this Assignment, you examine a case study and analyze the symptoms presented. You identify the elements that may be factors in the diagnosis, and you explain the implications to patient health.

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Assignment 2-page case study analysis

In your Case Study Analysis related to the scenario provided, explain the following

· The cardiovascular and cardiopulmonary pathophysiologic processes that result in the patient presenting these symptoms.

· Any racial/ethnic variables that may impact physiological functioning.

· How these processes interact to affect the patient Assignment case study analysis.

Case Study: Preschool Child

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Case Study: Preschool Child

Instructions: Read the following case study and answer the reflective questions. Please provide rationales for your answers. Make sure to provide citations/references for your answers in APA format. Deadline: Due by Sunday at 23:59 p.m

. CASE STUDY:

Preschool Child: Ricky Ricky, age 4 years, arrives in the clinic with his mother. Ricky lives with his mother and father, who both work full-time, and his infant sister. Their extended family lives in a different state more than 100 miles away. Both parents are of average height and in good health. Ricky’s mother mentions that Ricky often expresses frustration, particularly in regard to food. Conflict over food occurs every day. Mealtime is a battle to get him to eat, unless his mother feeds him. Ricky’s baby sister seems to tolerate all baby foods but requires her mother to spoon-feed. Ricky’s mother is quite frustrated and concerned that he will become malnourished.

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Reflective Questions

1. What additional assessment information would you collect?

2. What questions would you ask, and how would you further explore this issue with the mother?

3. In what ways does the distance of the extended family influence this family’s approach to health promotion?

4. What factors would you consider to determine whether malnourishment is a factor in this family?  Case Study: Preschool Child

Advocating for the Nursing Role in Program Design and Implementation

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Advocating for the Nursing Role in Program Design and Implementation

As their names imply, the honeyguide bird and the honey badger both share an affinity for honey. Honeyguide birds specialize in finding beehives but struggle to access the honey within. Honey badgers are well-equipped to raid beehives but cannot always find them. However, these two honey-loving species have learned to collaborate on an effective means to meet their objectives. The honeyguide bird guides honey badgers to newly discovered hives. Once the honey badger has ransacked the hive, the honey guide bird safely enters to enjoy the leftover honey.

Much like honeyguide birds and honey badgers, nurses and health professionals from other specialty areas can—and should—collaborate to design effective programs. Nurses bring specialties to the table that make them natural partners to professionals with different specialties. When nurses take the requisite leadership in becoming involved throughout the healthcare system, these partnerships can better design and deliver highly effective programs that meet objectives Advocating for the Nursing Role in Program Design and Implementation

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.

In this Assignment, you will practice this type of leadership by advocating for a healthcare program. Equally as important, you will advocate for a collaborative role of the nurse in the design and implementation of this program. To do this, assume you are preparing to be interviewed by a professional organization/publication regarding your thoughts on the role of the nurse in the design and implementation of new healthcare programs.

To Prepare:

  • Review the Resources and reflect on your thinking regarding the role of the nurse in the design and implementation of new healthcare programs.
  • Select a healthcare program within your practice and consider the design and implementation of this program.
  • Reflect on advocacy efforts and the role of the nurse in relation to healthcare program design and implementation.

The Assignment: (2–4 pages)

In a 2- to 4-page paper, create an interview transcript of your responses to the following interview questions:

  • Tell us about a healthcare program, within your practice. What are the costs and projected outcomes of this program?
  • Who is your target population?
  • What is the role of the nurse in providing input for the design of this healthcare program? Can you provide examples?
  • What is your role as an advocate for your target population for this healthcare program? Do you have input into design decisions? How else do you impact design?
  • What is the role of the nurse in healthcare program implementation? How does this role vary between design and implementation of healthcare programs? Can you provide examples?
  • Who are the members of a healthcare team that you believe are most needed to implement a program? Can you explain why? Advocating for the Nursing Role in Program Design and Implementation   

NRS-493 Individual Success Plan

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NRS-493 Individual Success Plan

The completed Individual Success Plan (ISP) signed off by the preceptor must be submitted to LoudCloud for faculty approval. Student expectations and instructions for completing the ISP document are provided on the “NRS-493 Individual Success Plan” document. Faculty must approve of the completed ISP.  Obtaining preceptor feedback and signature is the responsibility of the student.

APA style is not required, but solid academic writing is expected.

You are not required to submit this assignment to LopesWrite. NRS-493 Individual Success Plan

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REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.

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 Complete Contact Information
  Student Information GCU
  Name:  
  E-mail:    
  Phone Number:    
  Course Faculty Information GCU
  Name:  
  E-mail:    
  Phone Number:    
  Practicum Preceptor Information Practice Setting
  Name:  
  E-mail:    
  Phone Number:    

 

 

 

ISP Instructions

Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.

In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A)NRS-493 Individual Success Plan.

General Requirements

Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:

· Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.

Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).

Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.

· Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page NRS-493 Individual Success Plan.

 

Topic Graded Assignment Indirect Clinical Assignments
Topic 1 1. Individual Success Plan

2. Reflection Journal Entry

 1. List of potential topics for the change proposal
Topic 2 1. Topic Selection Approval Paper

2. Reflection Journal Entry

 1. Search the literature for supporting journal articles

2. Summary of topic category; community or leadership
Topic 3 1. PICOT Question Paper

2. Reflection Journal Entry

 1. List of objectives
Topic 4 1. Literature Evaluation Table

2. Reflection Journal Entry

 1. List of measurable outcomes
Topic 5 1. Reflection Journal Entry 1. Summary of the strategic plan

2. Midterm Evaluation Tool
Topic 6 1. Literature Review Table

2. Reflection Journal Entry

 1. List of resources
Topic 7 1. Reflection Journal Entry 1. Summary of the evaluation plan

2. Remediation-if required
Topic 8 1. Benchmark Written Capstone Project Change Proposal

2. Reflection Journal Entry

  
Topic 9 1. Reflection Journal Entry 1. Professional Presentation
Topic 10 1. Finalized ISP

2. Scholarly Activity Summary

3. Benchmark-Reflection Journal Summary

 1. Summary of presentation

2. Final Clinical Evaluation Tool

3. Practice Clinical Evaluation Tool-Agency

4. Practice Clinical Evaluation Tool-Preceptor

 

Application-based Learning Course Assignments List of Current Course Objectives Assignment

Date Due

 Self-Assessment:

Programmatic Domains & Competencies

(see Appendix A)

 Self-Assessment:

GCU RN-to-BSN

University Mission Critical Competencies

(see Appendix A)

 Date

Assignment

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By typing in his/her signature below, the student agrees to have read, understood, and be accountable for the instructions, assignments, and hours shown above and that all questions have been satisfactorily answered by the faculty.

Preceptors will sign upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance NRS-493 Individual Success Plan.

 

Student Signature
Name:  
Date:  
Preceptor Signature [Upon Initiation of Course]
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Preceptor Signature [Upon Completion of Course]
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cid:D7D4B297-EEAE-4174-AD01-F87097282051@canyon.com

 

 

© 2015. Grand Canyon University. All Rights Reserved.

© 2015. Grand Canyon University. All Rights Reserved.

APPENDIX A:

GCU RN-to-BSN Domains & Competencies

A. University’s Mission Critical Competencies

How does this Individual Success Plan support the GCU Mission?

MC1: Effective Communication: Therapeutic communication is central to baccalaureate nursing practice. Students gain an understanding of their ethical responsibility and how verbal and written communication affects others intellectually and emotionally. Students begin to use nursing terminology and taxonomies within the practice of professional and therapeutic communication. Courses require students to write scholarly papers, prepare presentations, develop persuasive arguments, and engage in discussion that is clear, assertive, and respectful.

MC2: Critical Thinking: Courses require students to use critical thinking skills by analyzing, synthesizing, and evaluating scientific evidence needed to improve patient outcomes and professional practice.

MC3: Christian Worldview: Students will apply a Christian worldview within a global society and examine ethical issues from the framework of a clearly articulated system of professional values. Students will engage in discussion of values-based decisions made from a Christian perspective.

MC4: Global Awareness, Perspectives, and Ethics: The concept of global citizenship is introduced to baccalaureate students in the foundational curriculum. Some courses will focus on the human experience across the world health continuum. The World Health Organization (WHO) definitions of health, health disparities, and determinants of health are foundational to nursing practice.

MC5: Leadership: Students are required to develop skills and knowledge associated with their professional role. Courses require students to develop self-leadership skills such as time management, setting priorities, self-control, and evaluation of their abilities and performance. NRS-493 Individual Success Plan

 

B. Domains and Competencies

How does this Individual Success Plan support the Program Domains and Competencies?

Domain 1: Professional Role

Graduates of Grand Canyon University’s RN-BSN program will be able to incorporate professional values to advance the nursing profession through leadership skills, political involvement, and life-long learning.

Competencies:

1.1: Exemplify professionalism in diverse health care settings.

1.2: Manage patient care within the changing environment of the health care system.

1.3: Exercise professional nursing leadership and management roles in the promotion of patient safety and quality care.

1.4: Participate in health care policy development to influence nursing practice and health care.

1.5: Advocate for autonomy and social justice for individuals and diverse populations.

 

Domain 2: Theoretical Foundations of Nursing Practice

Graduates of Grand Canyon University’s RN-BSN program will have acquired a body of nursing knowledge built on a theoretical foundation of liberal arts, science, and nursing concepts that will guide professional practice.

Competencies:

2.1: Incorporate liberal arts and science studies into nursing knowledge.

2.2: Comprehend nursing concepts and health theories.

2.3: Understand and value the processes of critical thinking, ethical reasoning, and decision making.

Domain 3: Nursing Practice

Graduates of Grand Canyon University’s RN-BSN program will be able to utilize the nursing process to provide safe quality care based on nursing best practices.

Competencies:

3.1: Utilize the nursing process to provide safe and effective care for patients across the lifespan

3.2: Implement patient care decisions based on evidence-based practice.

3.3: Provide individualized education to diverse patient populations in a variety of health care settings.

3.4: Demonstrate professional standards of practice.

Domain 4: Communication/Informatics

Graduates of Grand Canyon University’s RN-BSN program will be able to manage information and technology to provide safe quality care in a variety of settings. In addition, graduates will be able to communicate therapeutically and professionally to produce positive working relationships with patients and health care team members.

Competencies:

4.1: Utilize patient care technology and information management systems.

4.2: Communicate therapeutically with patients.

4.3: Promote interprofessional collaborative communication with health care teams to provide safe and effective care. NRS-493 Individual Success Plan

Domain 5: Holistic Patient Care

Graduates of Grand Canyon University’s RN-BSN program will be able to provide holistic individualized care that is sensitive to cultural and spiritual aspects of the human experience.

Competencies:

5.1: Understand the human experience across the health-illness continuum.

5.2: Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.

5.3: Provide culturally sensitive care.

5.4: Preserve the integrity and human dignity in the care of all patients.

Health Data Standards

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What are health data standards and how do they relate to your role as an informaticist? Health data standards are the agreed upon representations of nursing data. From the coding of medical processes to documentation formats and terminology definitions, health data standards help to align nursing language. Being knowledgeable in health data standards is imperative to the data aggregation and informatics system selection process. It is the informaticist’s responsibility to not only understand the nursing domains of each standard, but also to be educated on the standards development organizations (SDO) that create, maintain, and approve these standards. 

In this Discussion, you explore one health data standard of your choosing. For the purposes of this Discussion, do not focus on the standardization of nursing terminologies, as you will examine those in next week’s Discussion.

To prepare:

  • Review the health data standards presented in this week’s Learning Resources.
  • How does each provide a framework to align the terminologies and data sets used in health care settings?
  • Reflect upon your current health care setting. (Hospital)
  • Does your hospital currently use any of the standards outlined by a specific organization? Why?
  • How might standards impact the documentation processes of your hospital? Furthermore, which standards might most apply to you in your work as a nurse?

Post by tomorrow 7/12/16 550 words in APA format with 3 references  

1) A description of the health data standards your setting uses and how these standards impact documentation and your specific nursing role.

 2)Explain how standard development organizations impact your health care setting.

Required Resources

Readings

  • Saba, V. K., & McCormick, K. A. (2015). Essentials of nursing informatics (6th ed.). New York, NY: McGraw-Hill.
    • Chapter 15, “The Practice Specialty of Nursing Informatics”

      In this chapter, the authors explore the connections between various informatics specialties, such as health care informatics and nursing informatics. Focusing primarily on nursing informatics, the chapter provides information on its concepts, establishment, and practice.
    • Chapter 7, “Health Data Standards: Development, Harmonization, and Interoperability”

      This chapter explains the components that are necessary for health data standards to function effectively. Guidelines for interpreting health data standards are also given.
  • Bokur, D. (2012). To ‘EACH’ its own incentive payment: New CCHIT program rewards groups with EHR systems. MGMA Connexion, 12(2), 33–34.
    Retrieved from the Walden Library database.

    This article explores the EHR Certification Alternative for Health Care Providers (EACH) program that was designed to ensure that EHRs meet the compliances of the HITECH Act. It also discusses the benefits of EACH and how its use can result in a safer health care environment and reward its users along the way.
  • Heymans, S., McKennirey, M., & Phillips, J. (2011). Semantic validation of the use of SNOMED CT in HL7 clinical documents. Journal of Biomedical Semantics, 2(Suppl. 3), 2–17.
    Retrieved from the Walden Library database.

    The authors of this article examine the use of SNOMED CT in clinical documents. Prior to its implementation, health care professionals had to ensure the validity of HL7 documents manually. By the end of the study, the authors concluded that the use of SNOMED CT, along with the technologies of OWL, removes the need for health care employees to verify the documents manually.
  • Kim, W., Lim, S., Ahn, J., Nah, J., & Kim, N. (2010). Integration of IEEE 1451 and HL7 exchanging information for patients’ sensor data. Journal of Medical Systems, 34(6), 1033–1041.
    Retrieved from the Walden Library database.

    This article summarizes some of the shortcomings of the HL7 standard. In addition, the authors propose uniting HL7 with IEEE 1451 in order to ensure better organization and administration in the medical informatics field. Public Health Data Standards Consortium. (2012). Health information technology standards. Retrieved from http://www.phdsc.org/standards/health-information/D_Standards.asp

Optional Resources

  • Health Level Seven International. (n.d.). Introduction to HL7 standards. Retrieved August 9, 2012, from http://www.hl7.org/implement/standards/index.cfm?ref=nav