What other diagnosis could it be? How might the treatment to date have altered the patient outcome?

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Poor Patient OutcomeRelying solely on the classic features of a disease may be misleading. That’s because the clinical presentation of a disease often varies: the symptoms and signs of many conditions

Poor Patient Outcome

Relying solely on the classic features of a disease may be misleading. That’s because the clinical presentation of a disease often varies: the symptoms and signs of many conditions are non-specific initially and may require hours, days, or even months to develop.

Generating a differential diagnosis; that is, developing a list of the possible conditions that might produce a patient’s symptoms and signs — is an important part of clinical reasoning. It enables appropriate testing to rule out possibilities and confirm a final diagnosis.

This case portrays a poor patient outcome after a misdiagnosis.

Case scenario

A previously healthy 35-year-old lawyer presents to a primary care office with a chief complaint of chest pain and a non-productive cough. The pain started suddenly 2 hours prior to coming to the office while the patient was sitting at his desk. The patient describes the pain as sharp in nature, constantly present but made worse with inspiration and movement, and with radiation to the base of the neck. His blood pressure in the right arm and other vital signs are normal.

On physical examination the only findings of note are chest wall tenderness and a faint cardiac murmur. The ECG in the office is normal. The patient is observed for an hour in the office and assessed. He is diagnosed with viral pleurisy and sent home on non-steroidal analgesics.

The following day the patient collapses at home and cannot be resuscitated by the paramedic service. An autopsy reveals a Type 1 aortic dissection with pericardial tamponade.

Written Assignment:

Developing a list of possible conditions that might produce a patient’s symptoms and signs is an important part of clinical reasoning.

  1. As an NP in primary care what would you have done differently?
  2. Discuss the importance of creating a list of differentials for this patient. How could it have changed this outcome?

If a serious diagnosis comes to mind based on a patient’s symptoms:

  • Ask yourself; Have you considered the likelihood of it and whether it needs to be ruled out by testing or referral?
  • Because many serious disorders are challenging to diagnose, have you considered ruling out the worst case scenario?
  • Ask yourself: Do you have sufficient understanding of the clinical presentation to offer an opinion on the diagnosis?
  • What other diagnosis could it be? How might the treatment to date have altered the patient outcome?
  • What other diagnostic and laboratory or imaging was needed in order to make a complete differential list?  What support tools would you consider using in helping to create a differential diagnosis list?
  • Are you familiar with the current clinical practice guidelines for the investigation of a suspected condition such as chest pain?
  • 5 pages

Choose one evidence-based practice that you see yourself using as a provider in your clinical practice and discuss how it meets the listed benefits.Why should we, as healthcare providers, use evidence

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Choose one evidence-based practice that you see yourself using as a provider in your clinical practice and discuss how it meets the listed benefits.Why should we, as healthcare providers, use evidence

Choose one evidence-based practice that you see yourself using as a provider in your clinical practice and discuss how it meets the listed benefits.

Why should we, as healthcare providers, use evidence-based practice?

Evidence-based practice benefits:

  • Leads to highest quality care and patient outcomes
  • Reduces health care costs
  • Reduces geographic variations in the delivery of care
  • Increases healthcare provider empowerment and role satisfaction
  • Reduces healthcare provider turnover rate
  • Increases reimbursement from 3rd party payers
  • Reduces complications and payment denials
  • Meets the expectation of an informed public

Include 3 evidence-based articles to support your work that are less than 3 years old.

Before finalizing your work, you should:

  • be sure to read the Assignment description carefully (as displayed above);
  • consult the Grading Rubric (under the Course Home) to make sure you have included everything necessary; and
  • utilize spelling and grammar check to minimize errors.   4 pages not including title and reference pages

Assignment InstructionsASSIGNMENT: Educate Consumers on Patient Portal UsageCAHIIM Competency: Subdomain III.F. Consumer Informatics. Educate consumers on patient-centered health information technolo

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Assignment InstructionsASSIGNMENT: Educate Consumers on Patient Portal UsageCAHIIM Competency: Subdomain III.F. Consumer Informatics. Educate consumers on patient-centered health information technolo

Assignment Instructions

ASSIGNMENT: Educate Consumers on Patient Portal Usage

CAHIIM Competency: Subdomain III.F. Consumer Informatics. 

Educate consumers on patient-centered health information technologies

Instructions: After reading the material for the week, create an educational flyer for patients at a 10-physician outpatient clinic. The information should explain the clinic’s patient portal. Be sure to cover what it is, how to register for it, and the features of the portal. List the benefits of using the portal. The goal is to convince consumers of the value of using the portal and increase usage.

For some research, you might want to search for resources on a real patient portal vendor. If your health service provides this service, you can also use them as a research example to create your flyer.

The flyer can be composed using MS Word or PowerPoint.

Discussion: Safe PrescribingIn 1915, the Drug Enforcement Administration was formed, known then as the Bureau of Internal Revenue. Recognizing the variance in state laws and the process for completi

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Discussion: Safe PrescribingIn 1915, the Drug Enforcement Administration was formed, known then as the Bureau of Internal Revenue. Recognizing the variance in state laws and the process for completi

 Discussion: Safe Prescribing

In 1915, the Drug Enforcement Administration was formed, known then as the Bureau of Internal Revenue. Recognizing the variance in state laws and the process for completing applications for prescriptive authority and DEA registration is essential to the role of the NP as a prescriber. Within the last decade, safe prescribing of opioids has also become a national concern. For this Discussion, you will focus on the process for obtaining prescriptive authority after successfully completing your program of study and passing a National Certification Exam. You also will explore safe prescribing.

To prepare:

  • Review your state’s process for obtaining prescriptive authority and associated fees
  • Review the DEA website and review the process for obtaining a DEA number and associated fees.
  • Review and select one of the following case studies and analyze the provider information:
    • Case Study One: Lori, FNP-BC, is a new graduate and has recently passed her certification exam. She has just been hired to work for a Primary Care Clinic in a small town. She will be working with one physician at one site.
    • Case study Two: James, FNP-BC, works with a physician who specializes in pain control. He works in several clinics in the large urban city where he practices.

By Day 3

Post a brief summary of your case study and an explanation of the appropriate prescriptive authority and DEA registration process needed for the case study you selected. Then, explain the safe prescribing practices that these providers should use for these settings.

Introduce a person you know who has overcome great life challenges, such as illness, poverty, a natural disaster, or a physical impairment (blindness, deafness, loss of limb/s). The individual can

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Introduce a person you know who has overcome great life challenges, such as illness, poverty, a natural disaster, or a physical impairment (blindness, deafness, loss of limb/s).  The individual can

 Introduce a person you know who has overcome great life challenges, such as illness, poverty, a natural disaster, or a physical impairment (blindness, deafness, loss of limb/s).  The individual can be someone you know, or someone you know of in yourcommunity or the nation.  The speech must 10 minutes in length.

( please write if possible about a friend of my who lost his right leg as a result of diabetes) 

Thesis: this is where you put your thesis statement. Remember a thesis statement is only one complete sentence that tells the listener or reader what your speech/paper is about.

I. Introduction

A.

B.

II. Begin to develop your speech about the person

A.

1. (this is if you have subpoints)

2.

B.

III.  How did the person overcome the challenges

A. Steps

B.  Attitude about life

IV.  What do you admire about the person’s attitude

A.

V.  Conclusion

A.  Summary

Please fill out this form, i provide template too to get an idea, use the link below to address all parts:Health Promotion Program, Part A: Project Intent and Learning Objectives The first step in dev

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Please fill out this form, i provide template too to get an idea, use the link below to address all parts:Health Promotion Program, Part A: Project Intent and Learning Objectives The first step in dev

Please fill out this form, i provide template too to get an idea, use the link below to address all parts:

Health Promotion Program, Part A: Project Intent and Learning Objectives The first step in developing your 10-20 minute health promotion project is to identify your topic as it relates to a HP 2020 objective, target population, overarching goal and learning objectives. There is a sample paper for you to view in the Resources Tab that is found on the left hand side of you Blackboard screen. Please make sure to read the following instructions regarding this assignment

When writing your three learning objectives for your health promotion program, please consider the ABCD of writing objectives: Audience (learning objectives relevant for target audience, include target audience age range),Behavior (includes appropriate use of action verbs; matching the domain),Condition (a condition of the desired task),Degree (a measureable outcome/amount/accuracy).Please limit your learning objectives to no more than 3; remember, the presentation should last between 10 – 20 minutes.Note: Your chosen topic must be based on primary prevention, include 3-5 audience members who are 10 years of age or older

https://www.healthypeople.gov/2020/topics-objectives

CO3: Define standardized terminology that reflects nursing's unique contribution to patient outcomes. (PO3)

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Information Systems in Healthcare Paper Guidelines (graded, 200 points)Updated 9/2018This assignment will be uploaded automatically to Turnitin when you submit your assignment.Turnitin is now more clo

Information Systems in Healthcare Paper Guidelines (graded, 200 points)

Updated 9/2018

This assignment will be uploaded automatically to Turnitin when you submit your assignment.

Turnitin is now more closely integrated with Canvas. Overall, you will find Turnitin assignments easier to use, but the steps to submit an assignment have changed somewhat. Directions are as follows: 

1. Click the orange “Submit Assignment” button at the top of the page to open the upload window. 

2. Click on “Choose File” to select your assignment file you want to upload. 

3. Check the box to agree to the Turnitin End-User License Agreement. 

4. Click “Submit Assignment.” 

5. Your Turnitin report will be visible in the “Grades” section of your course.  

TII File Upload Diagram

Please refer to the pages below for more information about these changes. 

• Turnitin Submitting a Paper (Links to an external site.)Links to an external site. explains how to submit a file. 

• Turnitin Assignment Student View (Links to an external site.)Links to an external site. lets you submit a paper, then view feedback on the file you have submitted. 

• Turnitin Viewing Instructor Feedback (Links to an external site.)Links to an external site. helps you view your instructor feedback. 

Please contact your instructor if you have any questions.

Purpose

The purpose of this assignment is explore the assigned topic related to information systems in healthcare, research and analyze the topic, and describe how you will apply your new found knowledge to your nursing practice.

Course Outcomes

This assignment enables the student to meet one or more of the following Course Outcomes depending on the topic selected.

CO1: Describe patient-care technologies as appropriate to address the needs of a diverse patient population. (PO1)

CO2: Analyze data from all relevant sources, including technology, to inform the delivery of care. (PO2)

CO3: Define standardized terminology that reflects nursing’s unique contribution to patient outcomes. (PO3)

CO4: Investigate safeguards and decision-making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers. (PO4)

CO5: Identify patient care technologies, information systems, and communication devices that support safe nursing practice. (PO5)

CO 6: Discuss the principles of data integrity, professional ethics, and legal requirements related to data security, regulatory requirements, confidentiality, and client’s right to privacy. (PO6)

CO7: Examine the use of information systems to document interventions related to achieving nurse sensitive outcomes. (PO7)

CO8: Discuss the value of best evidence as a driving force to institute change in delivery of nursing care. (PO8)

Points

This assignment is worth a total of 200 points.

Due Date

Your completed paper is due by 11:59 p.m. MT Sunday by the end of Week 4.

Be sure to submit your assignment. Post your questions to the Q & A Forum. Contact your instructor if you need additional assistance. See the Course Policies regarding late assignments and academic integrity. Failure to submit your paper on time will result in a deduction of points.

Topic

Topic for the focus of your paper.

Robotics in Healthcare (CO5, CO8)

Directions

You are required to complete the form using the productivity tools required by Chamberlain University, which is Microsoft Office 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the “.docx” format. Do NOT save as Word Pad. A later version of the productivity tool includes Office 365, which is available to Chamberlain students for FREE by downloading from the student portal at http://my.chamberlain.edu (Links to an external site.)Links to an external site.. Click on the envelope at the top of the page.

You are to research, analyze, and write an APA-formatted scholarly paper on Robotics in Healthcare.

Click on the APA template (Links to an external site.)Links to an external site. to complete this assignment.

Write an introduction that defines and describes the topic. Address what purpose the topic serves and how it impacts the delivery of healthcare in general and nursing care in particular.

Search for scholarly sources and relevant websites. Include a minimum of two scholarly sources. The course textbook does not qualify as a scholarly source. Cite all sources in the body of the paper and include them in the References list following proper APA formatting.

Provide one example of this topic. Describe the main features or aspects of the example with support from your sources. If you haven’t used this before, think of how this could benefit clinical practice.

Describe an experience where the topic impacted you personally, either when you were receiving healthcare or when you were providing nursing care. Relate one positive aspect or one negative aspect of this experience and how it could have been improved. If you haven’t used this before, think of how this could benefit clinical practice.

Write a conclusion that summarizes the topic, the purpose, and how your newfound insight will influence your nursing care.

Use the APA template above to develop your paper. Use APA formatting. Refer to the Publication manual of the APA, sixth edition. Review the various APA documents included in this course and the SSPRNBSN Student Success course that can help you with your writing. Take advantage of the tutoring services that are available to Chamberlain students for free.

The length of the paper should be a maximum of 4-5 pages, excluding the title page and the reference page. There should only be one small quote maximum in the paper. Citations should primarily include summary and restatement.

**Academic Integrity Reminder**

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

By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment. Please see the grading criteria and rubrics on this page.

Please see the grading criteria and rubrics on this page.

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

Rubric

NR361 Information Systems Paper Sept 18

NR361 Information Systems Paper Sept 18

Criteria  RatingsPts

This criterion is linked to a Learning Outcome Introduction

Define and describe the topic, its purpose, and its impact on healthcare and nursing care.

25.0 pts

Introduces and describes the topic in depth, its purpose, and its impact on healthcare and nursing care.

22.0 pts

Introduces and describes the topic in fair depth and detail, its purpose, and its impact on healthcare and nursing care.

20.0 pts

Introduces and briefly describes the topic, and its impact on healthcare or nursing care.

10.0 pts

Does not adequately introduce or describe the topic, or minimally describes impact on healthcare or nursing care.

0.0 pts

Does not introduce or describe the topic, and/or does not describe impact on healthcare or nursing care.

25.0 pts

This criterion is linked to a Learning Outcome Topic Examples

Provide one example of your topic. Describe the main features or aspects of the example.

50.0 pts

Provides one outstanding example that exemplifies your topic. Describes the main features or aspects of the example in depth.

44.0 pts

Provides one appropriate example that relate to your topic. Describes the main features or aspects of the example in some detail.

40.0 pts

Provides one example that relates to your topic. Describes the main features or aspects of the example briefly.

19.0 pts

Provides one correct example but inaccurately describes the example.

0.0 pts

Does not provide an example.

50.0 pts

This criterion is linked to a Learning Outcome Personal Experience

Describe a personal or work-related experience with the topic. Relate one positive or one negative aspect of this experience, and how it could have been improved.

50.0 pts

Describes a personal or work-related experience that is an excellent example of the topic. Relates one positive or one negative aspect of this experience, and how it could have been improved.

44.0 pts

Describes a personal or work-related experience that generally relates to the topic. Relates one positive or one negative aspect of this experience, and how it could have been improved.

40.0 pts

Describes a personal or work-related experience that somewhat relates to the topic. Relates one positive OR one negative aspect of this experience, but does not describe how it could have been improved.

19.0 pts

Minimally describes an experience that generally relates to the topic. Fails to describe positive or negative aspects of this experience or how it could be improved.

0.0 pts

Fails to describe, an experience, or describes one that does NOT relate to the topic.

50.0 pts

This criterion is linked to a Learning Outcome Conclusion

Write a conclusion that summarizes the topic, purpose and how your newfound insight will influence your nursing care.

25.0 pts

Clearly summarizes the topic including its definition, purpose and how what you have learned will influence your nursing care.

22.0 pts

Summarizes the topic including its definition, purpose, and how what you have learned will influence your nursing care.

20.0 pts

Fairly summarizes the topic including its definition, purpose, and how what you have learned affects your nursing care in the future.

10.0 pts

Minimally summarizes the topic but fails to include its definition, purpose, OR what you have learned that will influence your future nursing care.

0.0 pts

Fails to summarize the topic. Omits the definition, and impact on your nursing care.

25.0 pts

This criterion is linked to a Learning Outcome Supporting Evidence

Locate, cite, and reference a minimum of two relevant scholarly sources of evidence that indicate an information search has been conducted. The textbook does not qualify as a scholarly source. One scholarly source must be a peer-reviewed journal article.

25.0 pts

Locates, cites, and references a minimum of TWO relevant scholarly sources of evidence that indicate an information search has been conducted. The textbook is not a scholarly source. One source must be a peer-reviewed journal article.

22.0 pts

Locates, cites, and references a minimum of TWO relevant scholarly sources of evidence that indicate an information search has been conducted. The textbook is not a scholarly source.

20.0 pts

Locates, cites, and references a minimum of ONE relevant scholarly source and the textbook as evidence that indicates an information search has been conducted.

10.0 pts

Locates, cites and references only ONE relevant source of evidence that indicates an information search has been conducted. The source is not necessarily scholarly.

0.0 pts

Fails to locate relevant sources, or there is no indication that an information search has been conducted.

25.0 pts

This criterion is linked to a Learning Outcome Scholarly Writing and APA Format

• Title page, running head, and page numbers. • Include an introduction, body, and conclusion/ recommendations sections (Level 1 headings) that are clearly labeled. There is a logical flow. • Page count met of 4-5 pages maximum, excluding the title page and reference page. • Only one small quote maximum was included. Uses summary and restatement primarily for citations. • Grammar, punctuation, paragraphing, and sentence structure are correct. • Body of the paper includes properly formatted in-text citations, and the reference page includes properly referenced sources that were cited in the paper in APA format. • Evidence of spelling and grammar check.

25.0 pts

Title page, running head, and page numbers; Sections include an introduction, topic examples, personal experience, and conclusion; Level 1 headings used appropriately; Each section has at least three sentences; Grammar, punctuation, paragraphing, and sentence structure are correct; Citations throughout demonstrate support of student’s ideas and opinions; Reference page includes all sources and no errors in format; Meets page requirements 4-5 page maximum, excluding title and reference pages; Only has one small quote in the paper. Uses summary and restatement primarily for citations; Evidence of spell and grammar check.

22.0 pts

Minimal error in APA title page, running head, or page numbers noted; Sections include an introduction, topic examples, personal experience, and conclusion. Level 1 headings may or may not be used appropriately; Minimal errors in grammar, spelling, paragraphing, punctuation, and/or sentence structure noted; Citations are present but not in correct format; References are present, with minimal errors in format; Meets page requirements 4-5 page maximum, excluding title and reference pages; Only has one small quote in the paper. Uses summary and restatement primarily for citations.

20.0 pts

Some errors in APA title page, running head, and/or page numbers noted; Sections indicated, but level 1 headings not used; Some errors in grammar, paragraphing, spelling, punctuation, and/or sentence structure noted; Citations are present but not in correct format; References are present, with some errors in format; Does not meet page requirement for assignment; Some indication of errors within document; Has one-two small quotes in the paper. Uses summary and restatement primarily for citations.

10.0 pts

Multiple errors in APA formatting; Multiple grammar, spelling, paragraphing, and punctuation errors noted; Citations are incorrectly formatted; References are incorrectly formatted; Little evidence of proofreading prior to submitting paper; Does not meet page requirements; Uses more than two quotes in the paper. Does not meet guidelines.

0.0 pts

Many errors in APA formatting; Many grammar, spelling, paragraphing, and punctuation errors noted; Citations are missing; References are missing; No sign of proofreading prior to submitting paper.

25.0 pts

This criterion is linked to a Learning Outcome Wrong Topic

0.0 pts

0 points deducted

Correct topic used. 0 points deducted

0.0 pts

20 points (10% ) lost

Incorrect topic used results in a 20 point (10%) deduction. 20 points deducted

0.0 pts

Total Points: 200.0

Previous Next

LEVELS OF EVIDENCE FOR ECONOMIC EVALUATIONS

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Hi, i need the table i uploaded to be filledHealth Promotion Program, Part B2: Evidence-based Literature SearchYou will be expected to search for the highest level of evidence for your health promotio

Hi, i need the table i uploaded to be filled

Health Promotion Program, Part B2: Evidence-based Literature SearchYou will be expected to search for the highest level of evidence for your health promotion project. Please listen to the lecture on searching the evidence, use the services of the research librarian, and pull from the knowledge gained in NUR 39000 Nursing Research to complete this assignment. The Purdue Owl website is a great resource for you when citing your references in APA style.  

Self- Assessment of Learning Styles.pdf          .JBI-Levels-of-Evidence(1).pdf

Library Resources: The reference librarian for the School of Nursing has created a very helpful website of library resources for this course. Click on the link below to accept this website:NUR 39400 Library Resource Guide

https://mycourses.purdue.edu/bbcswebdav/pid-12421733-dt-content-rid-93949047_1/courses/pnw_45033.201920/JBI-Levels-of-Evidence%281%29.pdf

New JBI Levels of Evidence

Developed by the Joanna Briggs Institute Levels of Evidence and Grades of Recommendation Working Party October 2013

PLEASE NOTE: These levels are intended to be used alongside the supporting document outlining their use. Using Levels of Evidence does not preclude the need for careful reading, critical appraisal and clinical reasoning when applying evidence.

LEVELS OF EVIDENCE FOR EFFECTIVENESS

Level 1 – Experimental Designs

Level 1.a – Systematic review of Randomized Controlled Trials (RCTs)

Level 1.b – Systematic review of RCTs and other study designs

Level 1.c – RCT

Level 1.d – Pseudo-RCTs

Level 2 – Quasi-experimental Designs

Level 2.a – Systematic review of quasi-experimental studies

Level 2.b – Systematic review of quasi-experimental and other lower study designs

Level 2.c – Quasi-experimental prospectively controlled study

Level 2.d – Pre-test – post-test or historic/retrospective control group study

Level 3 – Observational – Analytic Designs

Level 3.a – Systematic review of comparable cohort studies

Level 3.b – Systematic review of comparable cohort and other lower study designs

Level 3.c – Cohort study with control group

Level 3.d – Case – controlled study

Level 3.e – Observational study without a control group

Page | 2

Level 4 – Observational –Descriptive Studies

Level 4.a – Systematic review of descriptive studies

Level 4.b – Cross-sectional study

Level 4.c – Case series

Level 4.d – Case study

Level 5 – Expert Opinion and Bench Research

Level 5.a – Systematic review of expert opinion

Level 5.b – Expert consensus

Level 5.c – Bench research/ single expert opinion

Page | 3

LEVELS OF EVIDENCE FOR DIAGNOSIS

Level 1 – Studies of Test Accuracy among consecutive patients

Level 1.a – Systematic review of studies of test accuracy among consecutive patients

Level 1.b – Study of test accuracy among consecutive patients

Level 2 – Studies of Test Accuracy among non-consecutive patients

Level 2.a – Systematic review of studies of test accuracy among non-consecutive patients

Level 2.b – Study of test accuracy among non-consecutive patients

Level 3 – Diagnostic Case control studies

Level 3.a – Systematic review of diagnostic case control studies

Level 3.b – Diagnostic case-control study

Level 4 – Diagnostic yield studies

Level 4.a – Systematic review of diagnostic yield studies

Level 4.b – Individual diagnostic yield study

Level 5 – Expert Opinion and Bench Research

Level 5.a – Systematic review of expert opinion

Level 5.b – Expert consensus

Level 5.c – Bench research/ single expert opinion

Page | 4

LEVELS OF EVIDENCE FOR PROGNOSIS

Level 1 – Inception Cohort Studies

Level 1.a – Systematic review of inception cohort studies

Level 1.b – Inception cohort study

Level 2 – Studies of All or none

Level 2.a – Systematic review of all or none studies

Level 2.b – All or none studies

Level 3 – Cohort studies

Level 3.a – Systematic review of cohort studies (or control arm of RCT)

Level 3.b – Cohort study (or control arm of RCT)

Level 4 – Case series/Case Controlled/ Historically Controlled studies

Level 4.a – Systematic review of Case series/Case Controlled/ Historically Controlled studies

Level 4.b – Individual Case series/Case Controlled/ Historically Controlled study

Level 5 – Expert Opinion and Bench Research

Level 5.a – Systematic review of expert opinion

Level 5.b – Expert consensus

Level 5.c – Bench research/ single expert opinion

Page | 5

LEVELS OF EVIDENCE FOR ECONOMIC EVALUATIONS

Levels

1. Decision model with assumptions and variables informed by systematic review and tailored to fit the decision making context.

2. Systematic review of economic evaluations conducted in a setting similar to the decision makers.

3. Synthesis/review of economic evaluations undertaken in a setting similar to that in which the decision is to be made and which are of high quality (comprehensive and credible measurement of costs and health outcomes, sufficient time period covered, discounting, and sensitivity testing).

4. Economic evaluation of high quality (comprehensive and credible measurement of costs and health outcomes, sufficient time period covered, discounting and sensitivity testing) and conducted in setting similar to the decision making context.

5. Synthesis / review of economic evaluations of moderate and/or poor quality (insufficient coverage of costs and health effects, no discounting, no sensitivity testing, time period covered insufficient).

6. Single economic evaluation of moderate or poor quality (see directly above level 5 description of studies). 7. Expert opinion on incremental cost effectives of intervention and comparator.

Page | 6

LEVELS OF EVIDENCE FOR MEANINGFULNESS

1. Qualitative or mixed-methods systematic review

2. Qualitative or mixed-methods synthesis

3. Single qualitative study

4. Systematic review of expert opinion

5. Expert opinion

Do you consider health literacy when providing discharge instructions? Explain how the materials used for discharge teaching might be improved upon?

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I need 2 paragraph or 1 page in APA format with proper references. Please pay attention to the instruction.Impact of Health LiteracyAfter watching the video, please discuss the following:   Watch Vi

I need 2 paragraph or 1 page in APA format with proper references. Please pay attention to the instruction.

Impact of Health Literacy

After watching the video, please discuss the following: 

 Watch Video       Health literacy and patient safety: Help patients understand      Duration: 23:19       User: n/a –       Added: 8/27/10       

Patients in the video describe hiding their lack of health literacy from their providers due to shame. Describe a way that you can develop a “shame-free” attitude in your practice when teaching patients? 

  1. What is informed consent? Are the consents that patients sign at a 5th grade reading level? Do patients truly understand the risks benefits?  
  2. Do you consider health literacy when providing discharge instructions? Explain how the materials used for discharge teaching might be improved upon?

Guidelines for Discussion

  1. Your response should consist of complete sentences and should be at least one complete paragraph. Support your answers with descriptions and examples to clarify your meaning. Substantiate your answers with a reference using APA format for citations

Write a 3–5 page safety score improvement plan for mitigating concerns, addressing a specific patient-safety goal that is relevant to quality patient care. Determine what a best evidence-based prac

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Write a 3–5 page safety score improvement plan for mitigating concerns, addressing a specific patient-safety goal that is relevant to quality patient care. Determine what a best evidence-based prac

Write a 3–5 page safety score improvement plan for mitigating concerns, addressing a specific patient-safety goal that is relevant to quality patient care. 

Determine what a best evidence-based practice is and design a plan for resolving issues resulting from not maintaining patient safety.

Quality improvement and patient safety are health care industry imperatives (Institute of Medicine’s Committee on Quality of Health Care in America, 2001). Effective quality improvement results in system and organizational change. This ultimately contributes to the creation of a patient safety culture.

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

  • Competency 2: Apply systems theory and systems thinking to facilitate health care delivery and patient outcomes.       
    • (IMPORTANT) Apply systems thinking to explain how current policies and procedures may affect an identified safety issue.
    • (IMPORTANT) Explain an evidence-based strategy to collect information about, and improve, an identified safety concern. 
    • (IMPORTANT) Explain a plan to implement a recommendation and monitor outcomes.
  • Competency 4: Evaluate how power relates to health care organizational structure, behavior, and leadership.       
    • 9IMPORTANT) Describe the influence of nursing leadership in driving needed changes.
  • Competency 5: Communicate in a manner that is consistent with the expectations of a nursing professional.       
    • (IMPORTANT) Write content clearly and logically, with correct use of grammar, punctuation, mechanics, and current APA style.

This is what need to be covered, resumed:

-Explain an evidence-based strategy to collect information about, and improve, an identified safety concern.

-Apply systems thinking to explain how current policies and procedures may affect an identified safety issue.  

-Explain a plan to implement a recommendation and monitor outcomes.  

-Describe the influence of nursing leadership in driving needed changes.

-Write content clearly and logically, with correct use of grammar, punctuation, mechanics, and current APA style.

Preparation

Refer to the Capella library and the Internet for supplemental resources to help you complete this assessment, a safety score improvement plan.

Consider the hospital-acquired conditions that are not reimbursed for under Medicare/Medicaid. Among these conditions are specific safety issues such as infections, falls, medication errors, and other safety concerns that could have been prevented or alleviated with the use of evidence-based guidelines. 

Hospital Safety Score, an independent nonprofit organization, uses national performance measures to determine the safety score for hospitals in the United States. The Hospital Safety Score Web site and other online resources provide hospital safety scores to the public.

Read the scenario below:Scenario As the manager of a unit, you have been advised by the patient safety office of an alarming increase in the hospital safety score for your unit. This is a very serious public relations matter because patient safety data is public information. It is also a financial crisis because the organization stands to lose a significant amount of reimbursement money from Medicare and Medicaid unless the source of the problem can be identified and corrected. You are required to submit a safety score improvement plan to the organization’s leadership and the patient safety office. 

Select a specific patient safety goal that has been identified by an organization, or one that is widely regarded in the nursing profession as relevant to quality patient care delivery, such as patient falls, infection rates, catheter-induced urinary infections, IV infections, et cetera.

Deliverable: Safety Score Improvement Plan

Develop a 3–5 page safety score improvement plan.

  • Identify the health care setting and nursing unit of your choice in the title of the mitigation plan. For example, “Safety Score Improvement Plan for XYZ Rehabilitation Center.”
  • You may choose to use information on a patient safety issue for the organization in which you currently work, or search for information from a setting you are familiar with, perhaps from your clinical work.      
    • Demonstrate systems theory and systems thinking as you develop your recommendations.

Organize your report with these headings:

Study of Factors

  • Identify a patient safety issue.
  • Describe the influence of nursing leadership in driving the needed changes.
  • Apply systems thinking to explain how current policies and procedures may affect a safety issue.

Recommendations

  • Recommend an evidence-based strategy to improve the safety issue.
  • Explain a strategy to collect information about the safety concern.      
    • How would you determine the sources of the problem?
  • Explain a plan to implement a recommendation and monitor outcomes.      
    • What quality indicators will you use?
    • How will you monitor outcomes?
    • Will policies or procedures need to be changed?
    • Will nursing staff need training?
    • What tools will you need to do this?

Additional Requirements

  • Written communication: Written communication should be free of errors that detract from the overall message.
  • APA formatting: Resources and in-text citations should be formatted according to current APA style and formatting.
  • Length: The plan should be 3–5 pages.
  • Font and font size: Times New Roman, 12 point, double-spaced.
  • Number of resources: Use a minimum of three peer-reviewed resources.