NURS 6231: HEALTHCARE SYSTEMS AND QUALITY OUTCOMES – Discussion 11 (Grading Rubic and Media Attached)

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NURS 6231: HEALTHCARE SYSTEMS AND QUALITY OUTCOMES – Discussion 11 (Grading Rubic and Media Attached)

Discussion: Spreading Innovation

An organization may be generally amenable to innovations but not ready or willing to assimilate a particular [Evidence-Based Practice] EBP …If there is tension around specific work or clinical issues and staff perceive that the situation is intolerable, a potential EBP is likely to be assimilated if it can successfully address the issues and thereby reduce the tension.

—Titler, 2010

Adoption of evidence-based innovations in nursing practice is a critical facet of promoting quality and safety. As a nurse leader-manager, you play a pivotal role in evaluating these innovations and promoting those that will positively impact outcomes.

To prepare:

Review the information on diffusion of innovation presented in the Learning Resources.

Visit the Agency for Healthcare Research and Qualities’ Innovation Exchange website (listed in the Learning Resources). Click on “Innovations & Quality Tools” or “Browse by Subject” then read through a selection of descriptions of innovations.

Evaluate how each of these innovations addresses a problem, and determine if you could integrate the innovation (or a similar one) into your organization or one with which you are familiar.

Select one of the innovations on which to focus for this Discussion. Think about how you might introduce this innovation in your selected organization, and strategies that you might use to facilitate communication and engagement needed to sustain the innovation.

Post a detailed review of one innovation that you found of particular interest on the AHRQ Innovation Exchange. Explain the problem being addressed, the innovation, and the outcomes and how you might introduce a similar innovation in your organization or one with which you are familiar. Outline strategies you would employ to sustain the innovation.

Read a selection of your colleagues’ responses.

Respond to at least two of your colleagues on two different days using one or more of the following approaches:

Ask a probing question, substantiated with additional background information or research.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives. 

Validate an idea with your own experience and additional resources.

Required Readings

Pedersen, A. R., & Johansen, M. B. (2012). Strategic and everyday innovative narratives: Translating ideas into everyday life in organizations. Innovation Journal, 17(1), 2–18.

Retrieved from the Walden Library databases.

This article focuses on the implementation process for turning innovations into everyday practice.

Titler, M. G. (2010). Translation science and context. Research and Theory for Nursing Practice: An International Journal, 24(1), 35–55.

Retrieved from the Walden Library databases.

The author examines the challenges of adopting innovations, such as evidence-based practices, and asserts that a systems view is needed to translation science into complex contexts.

Burns, M. J., Craig, R. B., Friedman, B. D., Schott, P. D., & Senot, C. (2011). Transforming enterprise communications through the blending of social networking and unified communications. Bell Labs Technical Journal, 16(1), 19–34.

Retrieved from the Walden Library databases.

Social media is a tool for creating and organizing collective knowledge. This article outlines one company’s experience using social media tools as a part of the corporate culture.

Dückers, M. A., Wagner, C., Vos, L., & Groenewegen, P. P. (2011). Understanding organisational development, sustainability, and diffusion of innovations within hospitals participating in a multilevel quality collaborative. Implementation Science, 6(1), 18–27. 

Retrieved from the Walden Library databases.

The ability to spread knowledge throughout an entire team is paramount in creating a successful team dynamic. This article outlines one study completed in the Netherlands focused on diffusing information and sustaining innovation.

 U.S. Department of Health & Human Services Agency for Healthcare Research and Quality. (2012). AHRQ health care innovations exchange. Retrieved from http://www.innovations.ahrq.gov

The Agency for Healthcare Research and Quality website is a clearinghouse for innovative practice within the healthcare field. Review the information on this site as it relates to this week’s focus. (Assigned in a previous week.)

Assignment: Assessing and Treating Patients With ADHD

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Assignment: Assessing and Treating Patients With ADHD

Not only do children and adults have different presentations for ADHD, but males and females may also have vastly different clinical presentations. Different people may also respond to medication therapies differently. For example, some ADHD medications may cause children to experience stomach pain, while others can be highly addictive for adults. In your role, as a psychiatric nurse practitioner, you must perform careful assessments and weigh the risks and benefits of medication therapies for patients across the life span. For this Assignment, you consider how you might assess and treat patients presenting with ADHD. Assignment: Assessing and Treating Patients With ADHD

To prepare for this Assignment:

  • Review this week’s Learning Resources, including the Medication Resources indicated for this week.
  • Reflect on the psychopharmacologic treatments you might recommend for the assessment and treatment of patients with ADHD.

The Assignment: 5 pages

Examine Case Study: A Young Caucasian Girl with ADHD. You will be asked to make three decisions concerning the medication to prescribe to this patient. Be sure to consider factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes.

At each decision point, you should evaluate all options before selecting your decision and moving throughout the exercise. Before you make your decision, make sure that you have researched each option and that you evaluate the decision that you will select. Be sure to research each option using the primary literature.

Introduction to the case (1 page)

  • Briefly explain and summarize the case for this Assignment. Be sure to include the specific patient factors that may impact your decision making when prescribing medication for this patient.

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Decision #1 (1 page)

  • Which decision did you select?
  • Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. Assignment: Assessing and Treating Patients With ADHD
  • Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
  • Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

Decision #2 (1 page)

  • Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
  • Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples. Assignment: Assessing and Treating Patients With ADHD

Decision #3 (1 page)

  • Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
  • Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

Conclusion (1 page)

  • Summarize your recommendations on the treatment options you selected for this patient. Be sure to justify your recommendations and support your response with clinically relevant and patient-specific resources, including the primary literature.

BACKGROUND INFORMATION

Katie is an 8 year old Caucasian female who is brought to your office today by her mother & father. They report that they were referred to you by their primary care provider after seeking her advice because Katie’s teacher suggested that she may have ADHD. Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine whether or not she has this condition.

 

The parents give the PMHNP a copy of a form titled “Conner’s Teacher Rating Scale-Revised”. This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their family primary care provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. The teacher opined that she lacks interest in school work and is easily distracted. Katie is also noted to start things but never finish them, and seldom follows through on instructions and fails to finish her school work. Assignment: Assessing and Treating Patients With ADHD

 

Katie’s parents actively deny that Katie has ADHD. “She would be running around like a wild person if she had ADHD” reports her mother. “She is never defiant or has temper outburst” adds her father.

 

 

SUBJECTIVE

 

Katie reports that she doesn’t know what the “big deal” is. She states that school is “OK”- her favorite subjects are “art” and “recess.” She states that she finds her other subjects boring, and sometimes hard because she feels “lost”. She admits that her mind does wander during class to things that she thinks of as more fun. “Sometimes” Katie reports “I will just be thinking about nothing and the teacher will call my name and I don’t know what they were talking about.”

 

Katie reports that her home life is just fine. She reports that she loves her parents and that they are very good and kind to her. Denies any abuse, denies bullying at school. Offers no other concerns at this time.

 

 

MENTAL STATUS EXAM

 

The client is an 8 year old Caucasian female who appears appropriately developed for her age. Her speech is clear, coherent, and logical. She is appropriately oriented to person, place, time, and event. She is dressed appropriately for the weather and time of year. She demonstrates no noteworthy mannerisms, gestures, or tics. Self-reported mood is euthymic. Affect is bright. Katie denies visual or auditory hallucinations, no delusional or paranoid thought processes readily appreciated. Attention and concentration are grossly intact based on Katie’s attending to the clinical interview and her ability to count backwards from 100 by serial 2’s and 5’s. Insight and judgment appear age appropriate. Katie denies any suicidal or homicidal ideation. Assignment: Assessing and Treating Patients With ADHD

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Diagnosis: Attention deficit hyperactivity  disorder, predominantly inattentive presentation

RESOURCES

 

  • Conners, C. K., Sitarenios, G., Parker, J. D. A., & Epstein, J. N. (1998). Revision and restandardization of the Conners’ Teacher Rating Scale (CTRS-R): Factors, structure, reliability, and criterion validity. Journal of Abnormal Child Psychology, 26, 279-291.

 

Decision Point One

Select what the PMHNP should do:

Begin Wellbutrin (bupropion) XL 150 mg orally daily

Begin Intuniv extended release 1 mg orally at BEDTIME

Begin Ritalin (methylphenidate) chewable tablets 10 mg orally in the MORNING- I will choose this one:

 

RESULTS OF DECISION POINT ONE

Client returns to clinic in four weeks

Katie’s parents report that they spoke with Katie’s teacher who notices that her symptoms are much better in the morning, which has resulted in improvement in her overall academic performance. However, by the afternoon, Katie is “staring off into space” and “daydreaming” again

Katie’s parents are very concerned, however, because Katie reported that her “heart felt funny.” You obtain a pulse rate and find that Katie’s heart is beating about 130 beats per minute

 

Decision Point Two

Select what the PMHNP should do next:

Continue same dose of Ritalin and re-evaluate in 4 weeks

Change to Ritalin LA 20 mg orally daily in the MORNING- I will choose this one

Discontinue Ritalin and begin Adderall XR 15 mg orally daily

RESULTS OF DECISION POINT TWO

  •  Client returns to clinic in four weeks
  •  Katie’s academic performance is still improved, and the switch to the LA preparation is lasting Katie throughout the school day
  •  Katie’s reports of her heart feeling “funny” have gone away. Pulse was 92 during today’s office visit. Assignment: Assessing and Treating Patients With ADHD

 

Decision Point Three

Select what the PMHNP should do next:

Maintain current dose of Ritalin LA and reevaluate in 4 weeks- I will choose this option

Increase Ritalin LA to 30 mg orally daily

Obtain EKG based on current heart rate

Guidance to Student

At this point, Katie’s symptoms are well controlled (her attention is sustained throughout the school day) and her side effects have gone away following change to a long-acting preparation. There is no indication at this point that the dose should be increased as it is always advisable to use the lowest effective dose of stimulant medication. Katie’s heart rate is appropriate for an 8 year old girl and an EKG would not be indicated based on her heart rate. Assignment: Assessing and Treating Patients With ADHD

 

 

NCOA Module 5 Assignment

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NCOA Module 5 Assignment

  • Design plans for care specific to the       older adult.

Consider the scenario below, then follow the instructions underneath it to complete the assignment.

Mrs. Y

Mrs. Y is an 84-year-old client who was recently discharged from the hospital for an infected diabetic ulcer on her left leg. During her hospitalization, Mrs. Y required intravenous antibiotic therapy through a peripherally inserted central catheter (PICC) line.

Due to Mrs. Y’s long history of diabetes, her physician ordered that intravenous antibiotic therapy be continued at home. Subsequently, home health services were initiated, a home health nurse was assigned to Mrs. Y’s case, and an initial home visit was scheduled.

The home health nurse arrives at Mrs. Y’s home and introduces herself to the client and the family. The nurse explains the home nursing services that will be provided, including the PICC line and intravenous antibiotic therapy treatments. NCOA Module 5 Assignment

During the initial home visit, the nurse assessed the physiological, psychological, functional, and safety needs of the client. The nurse’s findings were as follows:

  • Mrs. Y lives alone; however, her       daughter checks on her frequently throughout the day.
  • The client is noted to have moderate       functional issues and ambulates with a cane.
  • The client has several throw rugs in       the main walking quarters and minimal lighting throughout the hallways.
  • Mrs. Y states “I used to get       around my house with ease, but now I get a little tired and have to sit       down and rest frequently.”

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Consider Mrs. Y’s current health status and functional decline, then address the following:

  • Identify three (3) priority nursing       diagnoses for Mrs. Y.
  • Create a visual representation of the       three (3) priority nursing diagnoses by incorporating them into the       Concept Map (template in the worksheet). Be sure each nursing diagnosis       includes the following elements:
  • “related to (r/t)” —       description of the client’s problem
  • “as evidenced by” —       description of the client’s symptoms
  • Complete the Nursing Plan of Care       (table in the worksheet) describing what should be implemented for Mrs.       Y.
  • Goals: Establish at least one (1) goal       for each of the nursing diagnoses you identified (for a total of 3       goals). Goals should be: patient specific, measurable, actionable,       realistic, and time limited.
  • Nursing Interventions: Describe at       least three (3) nursing interventions for each of the goals (for a total       of 9 nursing interventions). Each intervention should be in alignment       with the goal it is supporting. NCOA Module 5 Assignment
  • Complete the assignment using proper       spelling, grammar, and APA.

Module 05 Content

Top of Form

Course Competency :

  • Design plans for care specific to the older adult.

 

Consider the scenario below, then follow the instructions underneath it to complete the assignment.

 

Mrs. Y

Mrs. Y is an 84-year-old client who was recently discharged from the hospital for an infected diabetic ulcer on her left leg. During her hospitalization, Mrs. Y required intravenous antibiotic therapy through a peripherally inserted central catheter (PICC) line.

Due to Mrs. Y’s long history of diabetes, her physician ordered that intravenous antibiotic therapy be continued at home. Subsequently, home health services were initiated, a home health nurse was assigned to Mrs. Y’s case, and an initial home visit was scheduled. NCOA Module 5 Assignment

The home health nurse arrives at Mrs. Y’s home and introduces herself to the client and the family. The nurse explains the home nursing services that will be provided, including the PICC line and intravenous antibiotic therapy treatments.

During the initial home visit, the nurse assessed the physiological, psychological, functional, and safety needs of the client. The nurse’s findings were as follows:

  • Y lives alone; however, her daughter checks on her frequently throughout the day.
  • The client is noted to have moderate functional issues and ambulates with a cane.
  • The client has several throw rugs in the main walking quarters and minimal lighting throughout the hallways.
  • Y states “I used to get around my house with ease, but now I get a little tired and have to sit down and rest frequently.” NCOA Module 5 Assignment

Consider Mrs. Y’s current health status and functional decline, then address the following:

 

 

  • Identify three (3) priority nursing diagnoses for Mrs. Y.
  • Create a visual representation of the three (3) priority nursing diagnoses by incorporating them into the Concept Map (template in the worksheet). Be sure each nursing diagnosis includes the following elements:
  • “related to (r/t)” — description of the client’s problem
  • “as evidenced by” — description of the client’s symptoms
  • Complete the Nursing Plan of Care (table in the worksheet) describing what should be implemented for Mrs. Y.
  • Goals: Establish at least one (1) goal for each of the nursing diagnoses you identified (for a total of 3 goals). Goals should be: patient specific, measurable, actionable, realistic, and time limited.
  • Nursing Interventions: Describe at least three (3) nursing interventions for each of the goals (for a total of 9 nursing interventions). Each intervention should be in alignment with the goal it is supporting.
  • Complete the assignment using proper spelling, grammar, and APA.

Case Scenario:

Mrs. J is admitted to the emergency department with a diagnosis of congestive heart failure. She was discharged from the hospital 10 days ago and comes in today stating, “I just had to come to the hospital today because I can’t catch my breath and my legs are swollen.” After further questioning, you learn that Mrs. J is strictly following the fluid and salt restriction ordered during her last hospital admission. Mrs. J reports gaining 1 to 2 pounds every day since her discharge.

 

Concept Map:

Identify two (2) priority nursing diagnoses for Mrs. J and develop a concept map to illustrate them (see example below).

 

 

Nursing Plan of Care

For each of the priority nursing diagnoses, establish one (1) goal. For each goal create two (2) nursing interventions.

 

Prioritized Nursing Diagnoses Goal Nursing Interventions
1. Ineffective Gas Exchange Pt will maintain oxygen saturations greater than 95% during my shift 1. Give oxygen as ordered

2. Monitor clients oxygen saturations
2. Fluid Volume Excess Pt will have decreased swelling in extremities by the end of my shift. NCOA Module 5 Assignment 1. Administer diuretic as ordered

2. Monitor Intake and Output
     
     
     
     
     
     
     
     
     
     
     
     

 

 

 

Descriptive and correlational designs can be referred to as non-experimental designs because the focus is on examining variables as they naturally occur in environments and not in the implementation of a treatment by the researcher.

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1-While there are many types of quantitative research designs, they generally fall under one of two umbrellas: experimental research and non-experimental research. The four most commonly used designs

1-While there are many types of quantitative research designs, they generally fall under one of two umbrellas: experimental research and non-experimental research. The four most commonly used designs for research studies are descriptive, correlational, quasi-experimental, and experimental.”(Grove, Gray & Burns, 2015).

In experimental design researchers uses random assignment and they manipulate an independent variable around a controlled variable. It is an objective, systematic, and highly controlled investigation conducted for predicting and controlling phenomena (Grove, Gray & Burns, 2015). A true experimental design there must be randomization, a control group and manipulation of a variable when examining the direct cause or predicted relationships between variables. In a quasi-experiment one of these aspects is missing (Sousa, Driessnack & Menders, 2007). As noted in Research Designs: Non-Experimental vs. Experimental (2018), When an experimental research is done correctly, experimental designs can provide evidence for cause and effect. Because of their ability to determine causation, experimental designs are the gold-standard for research in medicine, biology, and so on.

Descriptive and correlational designs can be referred to as non-experimental designs because the focus is on examining variables as they naturally occur in environments and not in the implementation of a treatment by the researcher. Non-experimental research, on the other hand, can be just as interesting, but you cannot draw the same conclusions from it as you can with experimental research. Non-experimental research is usually descriptive or correlational, which means that you are either describing a situation or phenomenon simply as it stands, or you are describing a relationship between two or more variables, all without any interference from the researcher. This means that you do not manipulate any variables (e.g., change the conditions that an experimental group undergoes) or randomly assign participants to a control or treatment group. Without this level of control, you cannot determine any causal effects. While validity is still a concern in non-experimental research, the concerns are more about the validity of the measurements, rather than the validity of the effects.

References

Grove, S., Gray, J., & Burns, N. (2015). Understanding Nursing Research, 6th Edition. Saunders, 092014. VitalBook file.

Research Designs: Non-Experimental vs. Experimental. (2018, July 19). Retrieved from http://www.statisticssolutions.com/research-designs-non-experimental-vs-experimental/

2-Experimental research is based around a test having a notable result. Basically, you test a hypothesis out and if the desired effect appears, it may be accurate. Essentially cause and effect. Normally this research will have controls and variables to help clarify the nature of the results. This kind of research is highly controlled to help prevent false conclusions. An example of experimental research would be common drug trials. During these trials, researchers are hoping to either discover new information about their drug or create further confirmation of what they already believe to be true. These tests are highly controlled.

Non-experimental research is based around the observation of behavior in a non-scientific setting. By this I mean that researchers look for possible data correlations by collecting information rather than testing a theory. An example of this would studies where researchers try to connect things like high mortality to a certain lifestyle or food choice. Because of the obvious risk to the patients, they would just collect information rather than staging experiments. The non-experimental model of research is much laxer and not as controlled.

Reference

Grove, S., Gray, J., & Burns, N. (2015). Understanding Nursing Research: Building an Evidence Based Practice (6th edition). St. Louis,MO. : Elsevier.

3-  direct experimentation is indeed an excellent ways to obtain and analyze data. The observational changes observed can also be used to plan further studies. However, the preparation and execution of such experimentation is costly and time consuming. In contrast, lived experience of conditions suggested by numerical values found in experimental research is found in qualitative data. This data can be collected in fairly cheap and easy ways. However, the vastness of it and varying nature means that it has to be documented and analyzed by people, with little assistance from a machine (as various responses can be linked to one general value and that may not be easily programmed an algorithm to understand.The essential issues become: 1) Are you looking for qualitative or quantitative data? and 2)What does the data obtained say about the focus of the study? Ultimately, both types of research are necessary and valuable and allow problems to be considered in a detailed manner, differentiating the minutiae. 

Legal And Ethical Issues Related To Psychiatric Emergencies

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Legal And Ethical Issues Related To Psychiatric Emergencies

In 2–3 pages, address the following:

  • Explain Washington State, state laws for involuntary psychiatric holds for child and adult psychiatric emergencies. Include who can hold a patient and for how long, who can release the emergency hold, and who can pick up the patient after a hold is released.
  • Explain the differences among emergency hospitalization for evaluation/psychiatric hold, inpatient commitment, and outpatient commitment in your state.

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  • Explain the difference between capacity and competency in mental health contexts.
  • Select one of the following topics, and explain one legal issue and one ethical issue related to this topic that may apply within the context of treating psychiatric emergencies: patient autonomy, EMTALA, confidentiality, HIPAA privacy rule, HIPAA security rule, protected information, legal gun ownership, career obstacles (security clearances/background checks), and payer source.
  • Identify one evidence-based suicide risk assessment that you could use to screen patients.
  • Identify one evidence-based violence risk assessment that you could use to screen patients. Legal And Ethical Issues Related To Psychiatric Emergencies

Summative Assessment: Risk- And Quality-Management Introductory Guide

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Summative Assessment: Risk- And Quality-Management Introductory Guide

Content

  1. Risk and quality management are the responsibility of all employees. As a health care manager, it is important that you are able to communicate the importance of these topics to your team members.

    In this assignment, you will demonstrate the skill of risk management by evaluating appropriate decision-making processes in risk and quality management as you prepare an introductory guide on the basic concepts of risk and quality management. You will apply the risk- and quality-management concepts you’ve learned to the health care industry. Summative Assessment: Risk- And Quality-Management Introductory Guide

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    Assignment
    3- to 4-page quality- and risk-management introductory guide.

    • Overview
    • Explain the basic concepts of quality improvement in the health care industry.
    • Explain the basic concepts of risk management in the health care industry.
    • Decision-Making Processes
    • Explain the information needed for making risk-management and quality-management decisions in the health care industry. Consider the following in your explanation:
    • How do you identify your areas of concern?
    • What data do you need to validate your concerns?
    • What process or methods do you use to ensure consistency in making evidence-based decisions? Summative Assessment: Risk- And Quality-Management Introductory Guide
    • Risk-Management Tools and Strategies
    • Evaluate 2 risk-management tools or strategies used in the health care industry. Include the following:
    • Explain the purpose of each tool or strategy.
    • Explain the advantages and disadvantages of each of the tools or strategies you selected.
    • Quality-Management Tools and Strategies
    • Evaluate 2 quality-management tools or strategies used in the health care industry. Include the following:
    • Explain the purpose of each tool or strategy.
    • Explain the advantages and disadvantages of each of the tools or strategies you selected.
    • Summary
    • Explain challenges in applying risk- and quality-management decisions in the health care industry.
    • Cite references to support your assignment.

      Format your citations and references according to APA guidelines.  Summative Assessment: Risk- And Quality-Management Introductory Guide

Nursing homework help

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You are the consultant for a long-term care facility that recently has undergone a long-term care survey in which the facility received several deficiency notations for noncompliance with federal requirements. The most significant deficiency involved a noted pattern (7 of 10 examples reviewed in the surveyor sample) in which comprehensive assessments (MDSs) were not completed within the required timeframe (within 14 days of admission). In addition, the surveyors identified that no documentation supported the use of triggered care areas in the assessment and care-planning process. This resulted in related quality-of-care deficiencies for failure to adequately assess and manage urinary incontinence and psychosocial needs. In three additional examples, the surveyors identified that residents had experienced a significant change in condition without evidence of a new assessment being done. Nursing homework help. Within the statement of deficiencies, the surveyors noted that the director of nursing stated that she was unaware that assessments had not been done. And the nursing staff members stated that they did not under-stand what the care area triggers were, and that they were unaware of the federal criteria for determining when a significant change had occurred. The administrator of this facility has asked you to help develop a plan to correct these deficiencies. Here are the questions:

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1. What would be your recommendations for overall system evaluation and revision?

2. What would be your recommendations for staff education?

3. How could the facility medical records designee be utilized to prevent similar problems from occurring in the future? Nursing homework help

How will you apply what you have learned to your DPI project? Cite specific evidence from your coursework and practice immersion hours in your response.

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My project is CLABSI preventionBenchmark Assignment   – Comprehensive Assessment Part Two: Outcomes and ReflectionThe DNP comprehensive assessment provides learners the opportunity to demonstrate th

My project is CLABSI prevention

Benchmark Assignment   – Comprehensive Assessment Part Two: Outcomes and Reflection

The DNP comprehensive assessment provides learners the opportunity to demonstrate their achievement of core and specialty DNP competencies. It is also an appraisal of learners’ ability to integrate and synthesize knowledge within the context of their scholarly and practice interests and their readiness to complete the DPI project. The two-part comprehensive assessment includes evaluation of work completed throughout the program and a final synthesis and self-reflection demonstrating achievement of programmatic outcomes. In Part One of the assessment, learners were required to collect and review coursework deliverables and practice immersion hours completed in the program thus far. In Part Two, learners are required to synthesize and reflect on their learning and prioritize work for their DPI project.

General Requirements:

Use the following information to ensure successful completion of the assignment:

· Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is 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 required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

Directions:

To complete Part Two of the DNP comprehensive assessment:

Use the information collected in the competency matrix from Comprehensive Assessment Part One to address the following prompts as directed. Each response should be 500-750 words. Your responses should concisely demonstrate synthesis of knowledge gained in the program and the relevant application of knowledge into your practice. You are further required to cite relevant and specific evidence from your coursework to demonstrate your achievement of these programmatic outcomes and corresponding competencies. Review the rubric for this assignment prior to responding to the prompts. Your responses should specifically address the competencies included on the rubric.

Outcome 1:

A DNP must integrate and apply appropriate nursing and science-based theories to evaluate and analyze health and health care phenomena and develop and implement innovative practice approaches.

In what ways have you integrated and applied nursing and science-based theories in your coursework and practice during your DNP course of study? How will you apply what you have learned to your DPI project? Cite specific evidence from your coursework and practice immersion hours in your response.

Outcome 2:

A DNP must provide the leadership to develop and implement health care and organizational policy based on regulatory and other external and internal factors and drive effective change within organizations.

In what ways have you demonstrated leadership in the development and implementation of policy or policy change and contributed to quality improvement during your DNP studies? How will you apply what you have learned to your DPI project? Cite specific evidence from your coursework and practice immersion hours in your response.

Outcome 3:

A DNP must be able use information systems to mine, analyze, and apply data for the purpose of improving information systems as well as patient and organizational outcomes.

In what ways have you successfully applied data analysis to the improvement of information systems, patient care, and organizational outcomes during your course of study? How will you apply what you have learned to your DPI project?  Cite specific evidence from your coursework and practice immersion hours in your response.

Outcome 4:

A DNP must be able to articulate and implement strategy and to advocate for the ethical and equitable deployment of care delivery models for improvement of individual, aggregate, and population health management. 

In what ways have you articulated, deployed, or advocated for such strategies in your coursework and practice immersion hours? How will you apply what you have learned to your DPI project? Cite specific evidence from your coursework and practice immersion hours in your response.

Outcome 5:

A DNP must be able to evaluate practice outcomes and use research, national benchmarks, and other relevant findings from evidence-based practice to design, direct, utilize, and evaluate quality improvement methodologies that lead to improved patient-centered care.

In what ways have you evaluated practice outcomes and participated in quality improvement initiatives in your coursework and practice immersion hours? How will you apply what you have learned to your DPI project? Cite specific evidence from your coursework and practice immersion hours in your response.

Self-Reflection:

Based on an evaluation of your learning to date, assess your readiness for undertaking your DPI project. How has what you learned in your coursework and practice immersion hours and application of learning in your practice informed your approach to your project? What do you need to revise in your 10 Strategic Points document and/or your Draft Prospectus to successfully implement your project? Reflect on your progress to this point and outline the steps necessary to successfully complete your DPI Project Proposal for the Institutional Review Board (IRB) in DNP-955.

Patient’s Case for Stakeholders Assignment

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Patient’s Case for Stakeholders Assignment

Assessment 4 Instructions: Case Presentation

Top of Form

Bottom of Form

  • PRINT
  • Develop a presentation of the patient’s case for stakeholders, supplemented by 10-15 slides with notes.

Introduction

Note: Each assessment in this course builds on your work from the preceding assessment; therefore, complete the assessments in the order in which they are presented.

The ability of care coordinators to deliver effective presentations can have a significant impact on the quality of patient care, particularly when addressing a diverse group of stakeholders, including the patient, family members, and multiple providers in a range of different settings. This assessment provides an opportunity for you to present Mrs. Snyder’s case to stakeholders. Patient’s Case for Stakeholders Assignment

Communication and interdisciplinary collaboration include the patients and their families or significant others. Care coordinators understand that patients may need help navigating the complex health care system and that partnering with patients and their families improves education, safety, and patient outcomes.

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Note: Complete the assessments in this course in the order in which they are presented.

Preparation

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment. Patient’s Case for Stakeholders Assignment

    • Why would oral or visual case presentation be an important skill for nurse leaders?
    • Which patient information is of key importance to providers? To family members?
    • How might you tailor the content or approach of your presentation to your target audience?

For your final assessment, you will present Mrs. Snyder’s case to the health care team, including all internal and external stakeholders and key family members. The purpose of the presentation is to ensure that everyone connected with Mrs. Snyder’s case is well informed and that they have a common understanding of her care to date and of plans for providing the best possible patient-centered care.

To prepare for the presentation, you are encouraged to review the care plan and the transitional care plan that you developed for Mrs. Snyder in Assessments 2 and 3.

Note: Remember that you can submit all or a portion of your presentation draft to Smarthinking for feedback before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback. Patient’s Case for Stakeholders Assignment

Presentation Software

You may use Microsoft PowerPoint or any other suitable presentation software to create your slides. Use the speaker’s notes section of each slide to develop your talking points and cite your sources, as appropriate. If you need help designing your presentation, you are encouraged to review the various presentation resources provided.

Inclusion of audio voiceover or video is optional. Required information should be included in the slides and speaker notes.

You may use Kaltura or another technology of your choice to record your presentation. If using Kaltura, refer to the Using Kaltura page for directions on recording and uploading your video in the courseroom.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like: Patient’s Case for Stakeholders Assignment

    • Assessment 4 Example [PPTX].

Requirements

Develop a presentation of your patient’s case for stakeholders.

Presentation Format and Length

Your slide deck should consist of 10–15 slides, not including the title slide, objectives slide, and references slide.

Supporting Evidence

    • Cite 3–5 sources of scholarly or professional evidence to support your presentation.
    • List your sources on the references slide at the end of your presentation.

Developing the Presentation

The requirements outlined below correspond to the grading criteria in the scoring guide. Be sure that your case presentation addresses each point, at a minimum. Read the Case Presentation Scoring Guide to better understand how each criterion will be assessed.

    • Identify the goals, elements, and overall scope of a plan for continuing care.
      • Include a high-level overview of the care plan and the transitional care plan, with relevant background on the patient.
    • Explain how an interprofessional care team delivers high-quality patient outcomes.
      • Include and address the various roles associated with particular care coordination functions.
      • Cite credible evidence to support your conclusions.
      • Consider the informational needs of various stakeholders and their familiarity with care coordination.
    • Identify the factors that could affect outcomes for a patient.
      • Specify the information on which are you basing your conclusions.
      • Note any assumptions you are making about the specific patient, her needs, and the nature of ongoing care. Patient’s Case for Stakeholders Assignment
    • Determine the resources needed to implement continuing care.
      • Identify the factors that influence your determination.
      • Justify your assertions, specific to Mrs. Snyder’s case.
    • Present patient case information to stakeholders clearly and accurately.
      • Express your main points and conclusions coherently.
      • Proofread your slides to minimize errors that could distract readers and make it difficult to focus on the substance of your presentation.
    • Support main points, arguments, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
      • Ensure that the evidence you provide is clear, explicit, and understood by all stakeholders.

Additional Requirements

Submit your slide deck and, if you included audio voiceover or video, a link to your recording. If you used technology other than PowerPoint or Kaltura to create your slides or recording, make sure to submit any other relevant documentation or links for this assessment.

Portfolio Prompt: You may choose to save your presentation to your ePortfolio.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

    • Competency 2: Explain the effect of societal, economic, and interprofessional factors on patient outcomes and the care coordinator’s role.
      • Identify the factors that could affect outcomes for a patient.
    • Competency 3: Evaluate care coordination plans and outcomes according to performance measures and professional standards.
      • Determine the resources needed to implement continuing care.
    • Competency 4: Develop collaborative interventions that address the needs of diverse populations and varied settings.
      • Identify the goals, elements, and overall scope of a plan for continuing care.
      • Explain how an interprofessional care team delivers high-quality patient outcomes.
    • Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
      • Present patient case information to stakeholders clearly and accurately.
      • Support main points, arguments, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style. Patient’s Case for Stakeholders Assignment

 

U.S. health Care System Paper

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U.S. health Care System Paper

Question 1:

Research the delivery, finance, management, and sustainability methods of the U.S. health care system. Evaluate the effectiveness of one or more of these areas on quality patient care and health outcomes. Propose a potential health care reform solution to improve effectiveness in the area you evaluated and predict the expected effect. Describe the effect of health care reform on the U.S. health care system and its respective stakeholders. Support your post with a peer-reviewed journal article.

 

Question 2:

The Affordable Care Act was signed into law by President Barack Obama in March 2010. Many of the provisions of the law directly affect health care providers. Review the following topic materials:

  1. “About the Affordable Care Act”
  2. “Health Care Transformation: The Affordable Care Act and More”

What are the most important elements of the Affordable Care Act in relation to community and public health? What is the role of the nurse in implementing this law? U.S. health Care System Paper

 

Question 3:

Research public health issues on the “Climate Change” or “Topics and Issues” pages of the American Public Health Association (APHA) website. Investigate a public health issue related to an environmental issue within the U.S. health care delivery system and examine its effect on a specific population.

Write a 750-1,000-word policy brief that summarizes the issue, explains the effect on the population, and proposes a solution to the issue.

Follow this outline when writing the policy brief:

  1. Describe the policy health issue. Include the following information: (a) what population is affected, (b) at what level does it occur (local, state, or national), and (c) evidence about the issues supported by resources.
  2. Create a problem statement.
  3. Provide suggestions for addressing the health issue caused by the current policy. Describe what steps are required to initiate policy change. Include necessary stakeholders (government officials, administrator) and budget or funding considerations, if applicable.
  4. Discuss the impact on the health care delivery system.

 

 

 Policy Brief – Rubric

Collapse All Benchmark – Policy Brief – Rubric

Description of Policy Health Issue

24 points

Criteria Description

Description of Policy Health Issue

  1. Excellent

24 points

A detailed description of the policy issue is presented. The origin of the policy is described and a strong correlation between the policy and the health issue for the population selected is established. The level at which this occurs is discussed. Strong rationale and evidence are offered for support. Insight into the policy health issue is demonstrated. U.S. health Care System Paper

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Problem Statement

24 points

Criteria Description

Problem Statement

  1. Excellent

24 points

A problem statement is thoroughly developed with supporting details.

Suggestions for Addressing the Policy

Health Issue (B)

24 points

Criteria Description

Suggestions for Addressing the Policy Health Issue (C1.4)

  1. Excellent

24 points

Suggestions for addressing the issue are thoroughly developed with supporting details. All assignment criteria are met and well-supported. The suggestions are well-supported and offer clear steps for initiating policy change.

Impact on Health Care Delivery System

24 points

Criteria Description

Impact on Health Care Delivery System

  1. Excellent

24 points

A discussion on the impact on the health care delivery system is thoroughly developed with supporting details.

Thesis Development and Purpose

6 points

Criteria Description

Thesis Development and Purpose

  1. Excellent

6 points

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. U.S. health Care System Paper

Argument Logic and Construction

6 points

Criteria Description

Argument Logic and Construction

  1. Excellent

6 points

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

  1. Good

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

6 points

Criteria Description

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

  1. Excellent

6 points

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

Paper Format (use of appropriate style for the major and assignment)

2.4 points

Criteria Description

Paper Format (use of appropriate style for the major and assignment)

  1. Excellent

2.4 points

All format elements are correct.

Documentation of Sources

3.6 points

Criteria Description

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

  1. Excellent

3.6 points

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

 

Question 4:

Select a community of interest in your region. Perform a physical assessment of the community:

 

  1. Perform a direct assessment of a community of interest using the “Functional Health Patterns Community Assessment Guide.”
  2. Interview a community health and public health provider regarding that person’s role and experiences within the community.

Interview Guidelines

Interviews can take place in-person, by phone, or by Skype.

Develop interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community.

Complete the “Provider Interview Acknowledgement Form” prior to conducting the interview. Submit this document separately in its respective drop box.

Compile key findings from the interview, including the interview questions used, and submit these with the presentation.

PowerPoint Presentation

Create a PowerPoint presentation of 15-20 slides (slide count does not include title and references slide) describing the chosen community interest. U.S. health Care System Paper

Include the following in your presentation:

  1. Description of community and community boundaries: the people and the geographic, geopolitical, financial, educational level; ethnic and phenomenological features of the community, as well as types of social interactions; common goals and interests; and barriers, and challenges, including any identified social determinates of health.
  2. Summary of community assessment: (a) funding sources and (b) partnerships.
  3. Summary of interview with community health/public health provider.
  4. Identification of an issue that is lacking or an opportunity for health promotion.
  5. A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community.

 

Community Assessment and Analysis Presentation – Rubric

Collapse All Community Assessment And Analysis Presentation – Rubric

Description of Community and Community Boundaries

25 points

Criteria Description

Description of Community and Community Boundaries: (People, Geographic, Geopolitical, Financial, Educational Level, Ethnic, Phenomenological Features and Types of Interactions, Goals, Interests, Barriers, and Challenges, Including Social Determinates of Health)

  1. Excellent

25 points

Description of community is complete. Boundaries are described in great detail, distinguishing environmental boundaries, environmental relationships, and external systems that comprise the open, community system. U.S. health Care System Paper

Summary of Community Health Assessment

25 points

Criteria Description

Summary of Community Health Assessment

  1. Excellent

25 points

Discussion of functional health patterns is clear, complete, and comprehensive, with indications for actual, at-risk, and potential diagnoses as well as recommendations for surveillance and preventive measures.

Identification of Issue That Is Lacking or an Opportunity for Health Promotion

25 points

Criteria Description

Identification of Issue That Is Lacking or an Opportunity for Health Promotion

  1. Excellent

25 points

Identification of an issue that is lacking or an opportunity for health promotion is effectively included.

Conclusion With Summary of Findings and Impressions of General Community Health

18.75 points

Criteria Description

Conclusion With Summary of Findings and Impressions of General Community Health

  1. Excellent

18.75 points

Conclusion is comprehensive, with a detailed summary of key findings that explains general health of the community and offers rationale for recommendations.

Summary of Interview With Community Health/Public Health Provider

18.75 points

Criteria Description

Summary of Interview With Community Health/Public Health Provider

  1. Excellent

18.75 points

Summary table is comprehensive, with a detailed description of findings, as well as actual, at-risk, and potential diagnoses and recommendations for surveillance and preventative measures. U.S. health Care System Paper

Layout

6.25 points

Criteria Description

Layout

  1. Excellent

6.25 points

The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.

Language Use and Audience Awareness (includes sentence construction, word choice, etc.)

6.25 points

Criteria Description

Language Use and Audience Awareness (includes sentence construction, word choice, etc.)

  1. Excellent

6.25 points

The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope. U.S. health Care System Paper