b. What health issues may be better addressed by a nursing care staff with knowledge about religious diversity?

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Religion, Culture, and Nursing Read chapter 13 attached to files of the class textbook and review the attached PowerPoint presentation once done select 2 between amish ;catholic, and buddhist religion

Religion, Culture, and Nursing

Read chapter 13 attached to files of the class textbook and review the attached PowerPoint presentation once done select 2 between amish ;catholic, and buddhist religion.

1. Write a summary (700 words minimum) comparing and contrasting two spiritual or religious beliefs about sickness causation and health.

a. Include the potential benefits of understanding spirituality to both health care providers and patients.

b. What health issues may be better addressed by a nursing care staff with knowledge about religious diversity?

c. How will you accommodate prayer, meditation or spiritual focus in the clinical setting?

2. You must write two replies to 2 class peers in different paper that the assignment # 1 ( 250-300words ) sustained with the proper references and make sure that the references that you use in your assignment are properly quoted in it.  

DIRECTION: 

1. The assignment in an APA format word document, Arial 12 font titled  “Religion, Culture, and Nursing” 

2. It will be checked by Turnitin to verify originality.

3. The references used in the assignment must be quoted in the assignment. If it is not in quoted it will be considered plagiarism. 

4. A minimum of 3 evidence-based references besides the class textbook must be used and one of them must be from a gerontological nursing magazine. 

If you have any questions you can contact me via email.

Due date: Friday, July 26, 2019 @ 11:59 Am Easter time

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.

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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. Assignment: Assessing and Treating Patients With ADHD

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.
  • 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.

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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.

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. Assignment: Assessing and Treating Patients With ADHD

 

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

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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.”

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. NCOA Module 5 Assignment
  • 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.

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.

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.”

 

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: NCOA Module 5 Assignment
  • “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. NCOA Module 5 Assignment

 

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. 1. Administer diuretic as ordered

2. Monitor Intake and Output
     
     
     
     
     
     
     
     
     
     
     
     

 

 

 

 

Identify what screening tools you would use to assess nutritional and exercise knowledge, and why?

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Assignment Description Aging Adult Case Study A 68-year-old client lives alone and is independent with all ADLs, has no restrictions for mobility, and is competent, and oriented x4. The client is on a

Assignment Description

Aging Adult Case Study

A 68-year-old client lives alone and is independent with all ADLs, has no restrictions for mobility, and is competent, and oriented x4. The client is on a fixed income, but has enough to manage a modest lifestyle. The client has family and social supports but is very independent and is proud of her self-reliance. The client’s height is 5’ 6”, weight is 210 lb. / 95.25 kg.

Please answer the following:

  • What is the client’s BMI?
  • Identify what screening tools you would use to assess nutritional and exercise knowledge, and why?
  • Identify two client outcomes that are reasonable, measurable and realistic
  • Identify 3 nursing interventions for each client outcome and give rationales
  • Identify what weakness in the client’s life and supports may be impacting the client’s activity and diet?
  • What referrals would you make and why?
  • Identify your references in APA format. Use references not just opinion.

Assignment Expectations:

Length: 1500 to 1750 words in length

Structure: Include a title page and reference page in APA format.  These do not count towards the minimum word count for this assignment. Your essay must include an introduction and a conclusion.

References: Use appropriate APA style in-text citations and references for all resources utilized to answer the questions. A minimum of two (2) scholarly sources are required for this assignment.

Nurse Practitioners Assignment

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Nurse Practitioners Assignment

Specific Instructions

You are the group of Nurse Practitioners working at AGM Primary Care Medical Center. Develop the presentation of the Case Study as follows:

1. Discussion of assigned medical condition:

a) Description

1) Pathophysiology

2) Etiology

b) Clinical Manifestations

1) Red Flags

2. Case Study

a) Create a hypothetical case of a patient who comes to your consultation and whose final diagnosis is assigned. Nurse Practitioners Assignment

b) History Data and Physical Examination

3. Case analysis – Diagnostic Framework

a) Apply the VINDICATE mnemonic as applicable. Explain what the relationship of the conditions is selected in the mnemonic with the diagnosis of the case.

4. Analysis of the case – Differential Diagnoses

a) Make the list of 5 differential diagnoses

1) In order of priority

2) Include clinical diagnosis of the case (previously assigned) on the list

5. Case analysis – Diagnostic Tests

a) Create a table, following the example described below, with the diagnostic test(s) that you would order to your patient in order to make the “Rule Out” of the differential diagnoses. Nurse Practitioners Assignment

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b) Include diagnostic tests in blood, and imaging studies, as applicable.

c) Explain what findings you are looking for with each test.

d) Describe the results obtained by your patient (hypothetical)

e) Be prepared to discuss the importance or relevance of the diagnostic tests you ordered.

Differential Diagnosis (Prioritize)

Diagnostic Tests

(ordered)

Findings expected with the diagnostic test

Patient results (hypothetical)

Analysis or Conclusion

1. Assigned Diagnosis

2. ¿?

3. ¿?

4. ¿?

5. ¿?

6. Complete the SOAP NOTE in all its parts with the information from your case study.

7. Prepare the case study in a Power Point presentation. Pay attention to the amount of information on the slides (do not overload them). Pay attention to the size of the font.

8. Close your presentation with a conclusion or final analysis and the references used.

Nurse Practitioners Assignment

The DNP Project: Implementation

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The DNP Project: Implementation

PICOT: “In adult patients with diabetes in a primary care outpatient setting, will implementation of the DSMES program, compared to current practice, impact fasting blood sugar within 8-10 weeks?”

1- How you are going to ensure achievement of these milestones?

The change project will comply with the Plan-Do-Study-Act (PDSA) cycle model. These steps require nurses to plan their change, implement it, assess its impact, and sustain it. The implementation schedule will take nine weeks, which should involve educating diabetic patients using the DSMES program before the evaluation in the last week. The change process has four milestones, and the educational intervention has ten milestones. The change process milestones will be achieved systematically, beginning with the planning stage to the action stage The DNP Project: Implementation.According to Coury et al. (2017), the planning stage usually involves preparing for change by having necessary stakeholders, creating the project’s aim, and having the needed resources. Therefore, all the stakeholders and resources, such as nurses, diabetic patients, and educational materials, including the objectives to be addressed, should be drafted before proceeding to the implementation stage. The implementation stage should be feasible if the resources in the planning stage are availed. The analysis is always done based on the results of the actions (Coury et al., 2017). Thus, it can be convenient if the ‘Do’ stage is well done. Finally, an action is taken based on the outcomes of the study stage (Coury et al., 2017). In this case, it will be done when the action stage is complete. As for the implementation, preparatory analysis of the DSMES topics before each week can facilitate the completion of the educational intervention. Overall, the change process and implementation milestones can only be achieved well when adequate preparation is done during the planning stage, including ensuring that patients, nurses, and educational materials are available before the project. The DNP Project: Implementation

2-How has your plan for implementation changed, if at all?

The implementation plan changed to ensure that each subtopic of the DSMES program is taught each day. For instance, the program has various topics, including drug adherence, healthy nutrition, diabetes management, and physical activity (Goff et al., 2021). Each topic will be tackled each day to ensure that patients understand everything by the end of the educational program.

3-Why were these changes necessary?

These changes were necessary since patients would forget the information and fail to comply. According to Naylor and Torres (2019), learning objectives are significant as they help students learn what they should do and can assist in designing more effective instruction. In this project, designing more effective instruction using the general DSMES program would be unfeasible. For this reason, each topic was selected to create a more practical learning program. For instance, when learning about nutrition, patients will understand different foods and their significance in controlling blood sugar. When learning about physical activity, they will be taught moderate exercises and instances where they may need vigorous physical activity. Overall, changes were necessary to make the educational process convenient.

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4-Have you started implementation?

I am yet to start the implementation since I have just finished organizing the stakeholders. The DSMES program is effective when implemented by nurses (Kashani et al., 2020). Thus, I have worked on getting nurses who will educate patients. I am set to begin the implementation process the next week. With the availability of the stakeholders, the process will be completed well.

Successes, Challenges, or Barriers

The implementation process is currently in the first stage of reorganizing resources. I have identified all the resources needed to be utilized in the project. The success was getting nurses willing to educate patients since nurses efficiently deliver patient education (Fereidouni et al., 2019). The only challenge was getting all patients to agree since some withdrew from the project, and I had to replace them. The language barrier was the only barrier witnessed while engaging patients. Overall, the project is set to begin since all the resources are available. The DNP Project: Implementation

References

Coury, J., Schneider, J. L., Rivelli, J. S., Petrik, A. F., Seibel, E., D’Agostini, B., Taplin, S. H., Green, B. B., & Coronado, G. D. (2017). Applying the plan-do-study-act (PDSA) approach to a large pragmatic study involving safety net clinics. BMC Health Services Research, 17(1), 411. https://doi.org/10.1186/s12913-017-2364-3 (Links to an external site.)

Fereidouni, Z., Sabet Sarvestani, R., Hariri, G., Kuhpaye, S. A., Amirkhani, M., & Kalyani, M. N. (2019). Moving into action: The master key to patient education. The Journal of Nursing Research: JNR, 27(1), 1–8. https://doi.org/10.1097/jnr.0000000000000280 (Links to an external site.)

Goff, L. M., Rivas, C., Moore, A., Beckley-Hoelscher, N., Reid, F., & Harding, S. (2021). Healthy eating and active lifestyles for diabetes (HEAL-D), a culturally tailored self-management education and support program for type 2 diabetes in black-British adults: A randomized controlled feasibility trial. BMJ Open Diabetes Research & Care, 9(1), e002438. https://doi.org/10.1136/bmjdrc-2021-002438 (Links to an external site.) The DNP Project: Implementation

Kashani, F., Abazari, P., & Haghani, F. (2020). Challenges and strategies of needs assessment implementing in diabetes self-management education in Iran: A qualitative study. Iranian Journal of Nursing and Midwifery Research, 25(5), 437–443. https://doi.org/10.4103/ijnmr.IJNMR_10_20 (Links to an external site.)

Naylor, K. A., & Torres, K. C. (2019). Translation of learning objectives in medical education using high-and low-fidelity simulation: Learners’ perspectives. Journal of Taibah University Medical Sciences, 14(6), 481–487. https://doi.org/10.1016/j.jtumed.2019.10.006 (Links to an external site.)

Powers, M. A., Bardsley, J., Cypress, M., Duker, P., Funnell, M. M., Fischl, A. H., Maryniuk, M. D., Siminerio, L., & Vivian, E. (2016). Diabetes self-management education and support in type 2 diabetes: A joint position statement of the american diabetes association, the American Association of Diabetes Educators, and the Academy of Nutrition and Dietetics. Clinical Diabetes, 34(2), 70–80. https://doi.org/10.2337/diaclin.34.2.70

ABOUT THIS POST MY PROFESSOR ASK ME

Can you share your experience with your stakeholders? How did this kick off go?  The DNP Project: Implementation

PLEASE ANSWER THIS QUESTION

Discuss the potential complications of cardioversion and patient preparation for an elective cardioversion. Because the length of time the patient has been in atrial fibrillation is unknown, what adverse reaction may occur?

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A 78-year old woman is admitted to a Medical unit directly from her physician’s office for evaluation and management of congestive heart failure. She has a history of systemic hypertension. The initia

A 78-year old woman is admitted to a Medical unit directly from her physician’s office for evaluation and management of congestive heart failure. She has a history of systemic hypertension.

The initial assessment completed by the RN of the assigned patient reveals a pulse rate that is rapid and very irregular. The patient is restless, her skin is pale and cool, she states she is dizzy when she stands up and she is slightly short of breath and anxious. Her BP is 106/88. Her ECG monitor pattern shows uncontrolled atrial fibrillation with a heart rate ranging from 150 -170 beats/min. Her respirations are 20/min and her O2 saturation is 90%.

  1. Given the findings, what should be the first action of      the practical nurse?
  2. What additional data would the practical nurse collect?
  3. Discuss the potential complications of cardioversion  and patient preparation for an elective cardioversion. Because the length      of time the patient has been in atrial fibrillation is unknown, what      adverse reaction may occur?

Later that evening the patient calls the nurse because she feels “like something terrible is going to happen.” She reports chest pain, has increased shortness of breath, and has coughed up blood-tinged sputum.

  1. Based on these symptoms, what might you suspect is      happening?
  2. What is the first thing the practical nurse should do      and what further information would you expect to be collected?

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?
    • 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.  Summative Assessment: Risk- And Quality-Management Introductory Guide
    • 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

Long-term Care Facility Assignment

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Long-term Care Facility Assignment

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. Within the statement of deficiencies, the surveyors noted that the director of nursing stated that she was unaware that assessments had not been done.Long-term Care Facility Assignment.  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? Long-term Care Facility Assignment