NURS4020: Improving Quality of Care and Patient Safety

/in /by

NURS4020: Improving Quality of Care and Patient Safety

 

                                     Root-Cause Analysis and Safety Improvement Plan

 

           Different events occur in the nursing profession, and if an error occurs in the medical administration, it will be a significant issue. It is essential for the nurses to consider the medication errors and to observe whether they are giving the proper medication to the patient. Last week, a mistake in medical administration occurred, and it was the worse situation. The senior nurse was on duty and the junior nurse signed off by completing her shift. One of the patients suffered from high blood pressure and hypertension and started vomiting. The patient was bitterly vomiting while he was on high fever, and there was no issue of nausea and vomiting since his admission to the hospital.  NURS4020: Improving Quality of Care and Patient Safety

                                                      Analysis of the Root Cause

The event has already been explained that a patient started vomiting in the hospital, and it was continuous vomiting. The patient was o high-grade fever, and there was no link to vomiting with the patient. The junior hospital assistant detected the problem and called the senior nurse to the duty, and it was a moment of tension for the patient and his family. The nurses noticed that the wrong medication caused the problem. Acetaminophen is the patient’s allergic drug, and the junior nurse did not tell the senior nurse of the patient’s allergy. The nurses’ negligence led the patient to face the issue.

ORDER A PLAGIARISM FREE PAPER NOW

           It was supposed to happen that the senior nurses needed to ask about all the patients and their conditions. The junior nurse had to inform the old nurse of the patient’s allergy. The environmental factors could not play an essential role because no one was in the patient’s room. The resource factors or equipment did not have any influence. Human errors and communication played a crucial role in the patient’s situation because it was found that the wrong administration of medication caused the issue.

                                      Application of Evidence-Based Strategies

There are many strategies to address the wrong medication. The nurse should update the incidence reporting system to ensure that the patients, their families, or the hospital staff must inform the relevant doctors or nurses of the issue. It was impossible to address the incidence reporting issue in the current event because the error had already occurred. It was important for the nurse to remove the IV because the medicine was given through the route. The patient was given the medication to overcome nausea and vomiting. The patient was given saline water (Sonğur, 2018).

Several other strategies can overcome the wrong medication, including effective communication and coordination. Most of the cases have observed that the medication errors are because by human errors and mistakes. The nurses could not communicate with one another effectively.

In the current scenario, the senior and junior nurses did not have the proper communication because the errors occurred. It was important for the hospital administration to encourage the nurses to communicate thoroughly before leaving. The nurses should read the prescription paper before giving any medication to the patient.

           The literature is full of such incidents and the strategies where the communication strategies were ineffective and the nurses could not manage. The nurses need to communicate well and ensure the patients’ proper medication. If the patients are not given the appropriate medication, there will be negative consequences on health. So, the right medication is necessary.

                     Improvement Plan with Evidence-Based and Best-Practice Strategies

           Some different strategies and policies are used to address the wrong medication. Medication errors have become a common debate in the literature, and the nurses are found to be responsible for them. Most of the time, the nurses do not communicate properly with their colleagues and cannot handle the matter. The wrong medication is primarily the result of miscommunication and an inefficient reporting system. The wrong medication can be addressed through different strategies. These strategies are national or international level, and it is seen that the medical errors are almost similar (Klingbeil, 2018).

           The first strategy or the policy of wrong medication is the right person, the proper medication, and the correct dose. The exemplary method and right timeline are also included in the strategy and policy. The nurses need to ask one another, or if the relevant nurse is not available, it is good to consult the doctor before the medication. If the proper medication is not given, the situation can be worse. The correct patient and right dose are essential because the right dose is necessary. Otherwise, the worse consequences can occur. The nurses need to improve the reporting incidence system in the hospital as well.

           If we analyze the current scenario, it can easily be seen from the situation that the nurses have miscommunication, and it was a human error. The hospital should initiate the new policies for the nurses and other staff members to ensure proper communication and help the patients recover as early as possible. one of the most important things that the nurses have to improve is the incidence reporting system. The proper training will enhance the incidence reporting system (Hong, 2019).

           The training will help the patients and the nurses to have care coordination. The medical errors will be reduced, and the communication gap will be minimized. All these strategies will help in the better results.

 

                                             Existing Organizational Resources

           The initiative should be taken to improve the communication among the nurses, and it is essential to reduce medical errors. The nurses are usually involved in medical errors, and it is observed that different existing and new resources are needed to accomplish the plan. The plan will be implemented within two months. Additional steps are required for the organization, which will help improve the medication error (Härkänen, 2018). 

           The existing resources are the laptops and computers that will integrate the technology with the patients. The nurses will have to compile the records of patients on the computer so the coming nurses may see the data. There should be an incidence reporting system already linked with the software. So, there is no need for more resources, but the existing resources will be enough. Moreover, it is essential to improve the nurses’ communication skills, and the training sessions will be arranged for them. Communication is the strength of the hospital organization because the nurses will better understand one another, and the medication errors will be reduced (Costa, 2021). 

                                                               Conclusion

           In conclusion, it is seen that medical errors are most common in hospitals, and they involve the nurses. Nurses need to overcome the issues of medical errors. Different strategies will be overcome through the various methods and policies discussed above. All the plans will be helpful and will be better for the hospital administration in the future. 

 

 

References

Costa, C. R. D. B., Santos, S. S. D., Godoy, S. D., Alves, L. M. M., Silva, Í. R., & Mendes, I. A. C. (2021). Strategies For Reducing Medication Errors During Hospitalization: Integrative Review. Cogitare Enfermagem, 26. https://doi.org/10.5380/ce.v26i0.79446.

Härkänen, M., Blignaut, A., & Vehviläinen‐Julkunen, K. (2018). Focus group discussions of registered nurses’ perceptions of challenges in the medication administration process. Nursing & Health Sciences, 20(4), 431-437. https://doi.org/10.1111/nhs.12432.

Hong, K., Hong, Y. D., & Cooke, C. E. (2019). Medication errors in community pharmacies: The need for commitment, transparency, and research. Research in Social and Administrative Pharmacy, 15(7), 823-826. https://doi.org/10.1016/j.sapharm.2018.11.014.

Klingbeil, C., & Gibson, C. (2018). The teach-back project: a system-wide evidence-based practice implementation. Journal of Pediatric Nursing, 42, 81-85. https://doi.org/10.1016/j.pedn.2018.06.002

Sonğur, C., Özer, Ö., Gün, Ç., & Top, M. (2018). Patient safety culture, evidence-based practice, and performance in nursing. Systemic practice and action research, 31(4), 359-374. https://doi.org/10.1007/s11213-017-9430-y.

 

 

 

 

Address Transitional Care of The Geriatric Client Paper

/in /by

Address Transitional Care of The Geriatric Client Paper

Address Transitional Care of The Geriatric Client Paper

Please respond to your peer’s posts, from an FNP perspective. To ensure that your responses are substantive, use at least two of these prompts:

Do you agree with your peers’ assessment?
Take an opposing view to a peer and present a logical argument supporting an alternate opinion.
Share your thoughts on how you support their opinion and explain why.
Present new references that support your opinions.

ORDER   A PLAGIARISM-FREE PAPER   NOW

Please be sure to validate your opinions and ideas with citations and references in APA format. Substantive means that you add something new to the discussion, you aren’t just agreeing. This is also a time to ask questions or offer information surrounding the topic addressed by your peers. Personal experience is appropriate for a substantive discussion and should be correlated to the literature.Be sure to review your APA errors in your reference list, specifically you have capitalization errors in some words of the titles.Include the DOI. Also, be sure you are italicizing titles of online sources.No more than 200 words maximum. Address Transitional Care of The Geriatric Client Paper

These are the questions my peers had to answer:

The American Geriatrics Society (2003) defines transitional care as “a set of actions designed to ensure the coordination and continuity of health care as patients transfer between different locations or different levels of care within the same location” (Cited in Boltz, et. al., 2012). It also encompasses both the sending and the receiving aspects of the transfer and is based on a comprehensive plan of care and includes logistical arrangements, education of the patient and family, and coordination among the health professionals involved in the transition” (Coleman & Boult, 2003 cited in Boltz, et. al., 2012). Finally, it involves a broad range of services and environments designed to promote the safe and timely passage of patients between levels of health care and across care settings” (Naylor & Keating, 2008 cited in Boltz, et. al., 2012). Therefore, transitional care is an essential component of managing very ill geriatric clients. You will be expected to provide this care.

Select five research articles that Address Transitional Care of The Geriatric Client and briefly describe at least three strategies you will use in your practice to minimize the negative effects associated with transitional care.
Latara’s Response:

Transitional care encompasses a broad range of services and environments designed to promote the safe and timely passage of patients between levels of health care and across care settings. High-quality transitional care is especially important for older adults with multiple chronic conditions and complex therapeutic regimens, as well as for their family caregivers. These patients typically receive care from many providers and move frequently within health care settings. A growing body of evidence suggests that they are particularly vulnerable to breakdowns in care and thus have the greatest need for transitional care services (Brown, & Bub, 2016). Poor “handoff” of these older adults and their family caregivers from hospital to home has been linked to adverse events, low satisfaction with care, and high re-hospitalization rates.

Many factors contribute to gaps in care during critical transitions.  Address Transitional Care of The Geriatric Client Paper. Poor communication, incomplete transfer of information, inadequate education of older adults and their family caregivers, limited access to essential services, and the absence of a single point person to ensure continuity of care all contribute (Farhat, Vordenberg, Marshall, Suh, & Remington, (2019). Language and health literacy issues and cultural differences exacerbate the problem. To prevent the above it would be beneficial to ensure we engage patients (and families) as partners in planning and managing their care and that we utilize effective educational strategies, including teach-back and other methods of assessing understanding, with instructions written at the patient’s health literacy level. In the primary care setting, reconciliation of the patient’s medications immediately after discharge from a hospital and ensure a timely follow-up visit in the primary care office is helpful. Also making sure durable medical equipment, follow-up testing, and home care have been scheduled and received (Peel, Kah Wai Chan, & Hubbard, 2015). Finally, work with patients and families to mitigate preventable factors

Optimal management of care transitions includes patient and family education, coordination and arrangement of care in the post-acute care setting, and aiding communication among healthcare professionals involved in the patient’s care transition(North, 2016). Transitional care interventions have shown success in preventing recurring and avoidable readmissions of chronically ill or at-risk adults after a hospital discharge by utilizing home visits, encouraging timely visits to healthcare providers, promoting chronic-disease self-management, and encouraging more collaboration between disciplines (Gupta, Perry, & Kozar, 2019). Interventions often include well-trained healthcare providers educating patients and their families on how to identify common problems that may arise during and following transitions in care.

Brown, H. L., & Bub, L. (2016). Care transitions across the continuum: Improving geriatric competence. Geriatric Nursing, 37(1), 68–70. https://doi.org/10.1016/j.gerinurse.2015.12.005

Farhat, N. M., Vordenberg, S. E., Marshall, V. D., Suh, T. T., & Remington, T. L. (2019). Evaluation of Interdisciplinary Geriatric Transitions of Care on Readmission Rates. American Journal of Managed Care, 25(7), e219–e223. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=137681856&site=ehost-live (Links to an external site.)

Gupta, S., Perry, J. A., & Kozar, R. (2019). Transitions of Care in Geriatric Medicine. Clinics in Geriatric Medicine, 35(1), 45–52. https://doi.org/10.1016/j.cger.2018.08.005 (Links to an external site.)

North, C. (2016). Comprehensive geriatric assessment of a mental health service user with safeguarding needs. Nursing Older People, 28(5), 25–29. https://doi.org/10.7748/nop.28.5.25.s25

Peel, N. M., Kah Wai Chan, & Hubbard, R. E. (2015). Outcomes of cognitively impaired older people in Transition Care. Australasian Journal on Ageing, 34(1), 53–57. https://doi.org/10.1111/ajag.12168

Gerald’s Response:

Select five research articles that address transitional care of the geriatric client and briefly describe at least three strategies you will use in your practice to minimize the negative effects associated with transitional care.

Transitional of care is defined as the movement of a patient from one setting of care to another (“Agency for Healthcare Research and Quality,” 2018) This care is essential among the elderly with complex regimens and their caregivers. These settings include hospitals, ambulatory care facilities, home health agencies, and nursing homes. The main goal of this model is to ensure quality services are delivered. Quality is defined in six dimensions; safe and avoiding harm, effective and follows best practices, patient-centered, timely, equitability, and affordability (“Agency for Healthcare Research and Quality,” 2018). The vital component in the delivery of transitional care is communication among the involved health care providers. Another critical element is the handover of the patient and patient’s information. Several challenges limit the delivery of transitional care. They include poor communication, lack of integration in the plan for care, health care incompetency, and interfered information exchange (Smith et al., 2015). Therefore, there are interventions to curb these challenges.

It is always vital to involve the next of kin in the care of the patient to enhance continuity and quality care delivery. This will include organizing meetings with the next-of-kin, sharing information with him, and planning for follow-up care. Research also recognizes the role of the family in providing the patient’s needs and prevent adverse events from happening (Hirschman, Shaid, McCauley, Pauly, & Naylor, 2015). There is a need to prepare the kin psychologically and physically to avoid cases of stress due to pressure from responsibility. This involves giving them the needed information, engaging them in care planning meetings, and encouraging them to prolong participation in admission and discharge.  Address Transitional Care of The Geriatric Client Paper

Addressing the patient’s characteristics will be another strategy that will help in minimizing the negative effects associated with the transitional of care. This includes preparation of the patient for all events such as delay during admission, preparing for discharge, and providing the patient with information regarding the disease (Storm, Siemsen, Laugaland, Dyrstad, & Aase, 2014). This supports their plans for life after discharge before the day arrives. Patients with immobility are less likely to be involved in the planning of care. However, patient-centered transitional care requires that the patient and the next of kin be involved in the plan of care, as well as be prepared for discharge and how to manage the condition at home.

Communication is a key determinant in the success and quality of transitional care. Activities that enhance delivery and exchange of information include delivering timely reports, written hand over information and using web-based transfer of key information (Levin, Peterson, Dolansky, & Boxer, 2014). These activities also include standardizing routines and procedures of patient’s transition to minimize on cost and time used in delivery of information needed.

References

Agency for Healthcare Research and Quality. (2018). Six domains of healthcare quality Retrieved December 10, 2019, from https://www.ahrq.gov/talkingquality/measures/six-d…

Hirschman, K., Shaid, E., McCauley, K., Pauly, M., & Naylor, M. (2015). Continuity of care: The transitional care model. Retrieved December 10, 2019, from https://www.ncbi.nlm.nih.gov/pubmed/26882510

Levin, J., Peterson, P., Dolansky, M., & Boxer, R. (2014). Health literacy and heart failure management in patient-caregiver dyads. Retrieved December 10, 2019, from https://www.ncbi.nlm.nih.gov/pubmed/25072623

Smith, S., O’Conor, R., Curtis, L., Waite, K., Deary, I., Paasche, M., & Wolf, M. (2015). Low health literacy predicts decline in physical function among older adults: findings from the LitCog cohort study. Retrieved December 10, 2019, from https://www.ncbi.nlm.nih.gov/pubmed/25573701

Storm, M., Siemsen, I., Laugaland, K., Dyrstad, D., & Aase, K. (2014). Quality in transitional care of the elderly: Key challenges and relevant improvement measures. Retrieved December 10, 2019, from https://www.ncbi.nlm.nih.gov/pubmed/24868196

Agency for Healthcare Research and Quality. (2018). Transition of care. Retrieved December 10, 2019, from https://www.ahrq.gov/research/findings/nhqrdr/char… Address Transitional Care of The Geriatric Client Paper

Improvement Plan In-Service Presentation

/in /by

Improvement Plan In-Service Presentation

Assessment 3 Instructions: Improvement Plan In-Service Presentation

Top of Form

Bottom of Form

  • PRINT
  • For this assessment, you will develop an 8 slide PowerPoint presentation with thorough speaker’s notes designed for a hypothetical in-service session related to the safe medication administration improvement plan you developed in Assessment 2. Improvement Plan In-Service Presentation

    ORDER A PLAGIARISM FREE PAPER NOW

As a practicing professional, you are likely to present educational in-services or training to staff pertaining to quality improvement (QI) measures of safety improvement interventions. Such in-services and training sessions should be presented in a creative and innovative manner to hold the audience’s attention and promote knowledge acquisition and skill application that changes practice for the better. The teaching sessions may include a presentation, audience participation via simulation or other interactive strategy, audiovisual media, and participant learning evaluation.

The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety, and greater patient satisfaction rates in the health care environment (Patel & Wright, 2018).

As you prepare to complete the assessment, consider the impact of in-service training on patient outcomes as well as practice outcomes for staff nurses. Be sure to support your thoughts on the effectiveness of educating and training staff to increase the quality of care provided to patients by examining the literature and established best practices.

You are encouraged to explore the AONE Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONE Nurse Executive Competencies—especially those related to competencies relevant to developing an effective training session and presentation. This is for your own practice and self-assessment, and demonstrates your engagement in the course.

Demonstration of Proficiency

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

    • Competency 1: Analyze the elements of a successful quality improvement initiative.
      • Explain the need and process to improve safety outcomes related to medication administration.
      • Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.
    • Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs.
      • List clearly the purpose and goals of an in-service session focusing on safe medication administration for nurses.
      • Explain audience’s role in and importance of making the improvement plan focusing on medication administration successful.
    • Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
      • Slides are easy to read and error free. Detailed speaker notes are provided. Speaker notes are clear, organized, and professionally presented.
      • Organize content with clear purpose or goals and with relevant and evidence-based sources (published within 5 years).

Reference

Patel, S., & Wright, M. (2018). Development of interprofessional simulation in nursing education to improve teamwork and collaboration in maternal child nursing. Journal of Obstetric, Gynecologic & Neonatal Nursing​, 47(3), s16–s17.

Professional Context

As a baccalaureate-prepared nurse, you will often find yourself in a position to lead and educate other nurses. This colleague-to-colleague education can take many forms, from mentoring to informal explanations on best practices to formal in-service training. In-services are an effective way to train a large group. Preparing to run an in-service may be daunting, as the facilitator must develop his or her message around the topic while designing activities to help the target audience learn and practice. By improving understanding and competence around designing and delivering in-service training, a BSN practitioner can demonstrate leadership and prove him- or herself a valuable resource to others.

Scenario

For this assessment it is suggested you take one of two approaches:

  1. Build on the work that you have done in your first two assessments and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to your safety improvement plan pertaining to medication administration, or
  2. Locate a safety improvement plan through an external resource and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to the issues and improvement goals pertaining to medication administration safety.

Instructions

The final deliverable for this assessment will be a PowerPoint presentation with detailed presenter’s notes representing the material you would deliver at an in-service session to raise awareness of your chosen safety improvement initiative focusing on medication administration and to explain the need for it. Additionally, you must educate the audience as to their role and importance to the success of the initiative. This includes providing examples and practice opportunities to test out new ideas or practices related to the safety improvement initiative.

Be sure that your presentation addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

    • List the purpose and goals of an in-service session focusing on safe medication administration for nurses.
    • Explain the need for and process to improve safety outcomes related to medication administration.
    • Explain to the audience their role and importance of making the improvement plan focusing on medication administration successful.
    • Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.
    • Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.

There are various ways to structure an in-service session; below is just one example:

    • Part 1: Agenda and Outcomes.
      • Explain to your audience what they are going to learn or do, and what they are expected to take away.
    • Part 2: Safety Improvement Plan.
      • Give an overview of the current problem focusing on medication administration, the proposed plan, and what the improvement plan is trying to address.
      • Explain why it is important for the organization to address the current situation.
    • Part 3: Audience’s Role and Importance.
      • Discuss how the staff audience will be expected to help implement and drive the improvement plan.
      • Explain why they are critical to the success of the improvement plan focusing on medication administration.
      • Describe how their work could benefit from embracing their role in the plan.
    • Part 4: New Process and Skills Practice.
      • Explain new processes or skills.
      • Develop an activity that allows the staff audience to practice and ask questions about these new processes and skills.
      • In the notes section of your PowerPoint, brainstorm potential responses to likely questions or concerns.
    • Part 5: Soliciting Feedback.
      • Describe how you would solicit feedback from the audience on the improvement plan and the in-service.
      • Explain how you might integrate this feedback for future improvements.

Remember to account for activity and discussion time.

For tips on developing PowerPoint presentations, refer to:

    • Capella University Library: PowerPoint Presentations.
    • Guidelines for Effective PowerPoint Presentations [PPTX].

Additional Requirements

    • Presentation length: There is no required length; use just enough slides to address all the necessary elements. Remember to use short, concise bullet points on the slides and expand on your points in the presenter’s notes. If you use 2 or 3 slides to address each of the parts in the above example, your presentation would be at least 10 slides and no more than 15 slides (not including the title, conclusion, or references slides).
    • Speaker notes: Speaker notes (located under each slide) should reflect what you would actually say if you were delivering the presentation to an audience. This presentation does NOT require audio or a transcript. Another presenter would be able to use the presentation by following the speaker’s notes.
    • APA format: Use APA formatting for in-text citations. Include an APA-formatted reference slide at the end of your presentation.
    • Number of references: Cite a minimum of 3 sources of scholarly or professional evidence to support your assertions. Resources should be no more than 5 years old.
  • SCORING GUIDE

Use the scoring guide to understand how your assessment will be evaluated.

VIEW SCORING GUIDE

 

Improvement Plan In-Service Presentation Scoring Guide

/in /by

Improvement Plan In-Service Presentation Scoring Guide

Improvement Plan In-Service Presentation Scoring Guide

ORDER A PLAGIARISM FREE PAPER NOW

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
List clearly the purpose and goals of an in-service session focusing on safe medication administration for nurses. Does not list the purpose and goals of an in-service session focusing on safe medication administration for nurses. Lists with insufficient clarity the purpose and goals of an in-service session on safe medication administration for nurses. Improvement Plan In-Service Presentation Scoring Guide Lists clearly the purpose and goals of an in-service session on safe medication administration for nurses. Lists clearly the purpose and goals of an in-service session on safe medication administration for nurses, with purpose and goals that are relevant and achievable within the in-service session.
Explain the need and process to improve safety outcomes related to medication administration. Does not describe the need and process to improve safety outcomes related to medication administration. Describes a safety improvement outcome for medication administration, but the described need for the improvement or process to achieve improvement is unclear or irrelevant. Explains the need and process to improve safety outcomes related to medication administration. Explains the need and process to improve safety outcomes related to medication administration, with reference to specific data, evidence, or standards to support the explanation.
Explain audience’s role in and importance of making the improvement plan focusing on medication administration successful. Does not describe the audience’s role in and importance of making the improvement plan focusing on medication administration successful. Describes the audience’s role in the improvement plan focusing on medication administration but does not clearly address how the audience is important to the success of the improvement plan. Explains audience’s role and importance of making the improvement plan focusing on medication administration successful. Explains audience’s role and importance of making the improvement plan focusing on medication administration successful, using persuasive and transparent communication to improve buy-in.
Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration. Does not list resources or activities related to safe medication administration. Lists resources or activities related to safe medication administration, but their relevance to skill development or process understanding related to a safety improvement initiative is unclear. Creates resources or activities to encourage skill development and process understanding related to a safety improve initiative on medication administration. Creates resources or activities to encourage skill development and process understanding related to a safety improve initiative on medication administration, explaining their value.
Slides are easy to read and error free. Detailed speaker notes are provided. Speaker notes are clear, organized, and professionally presented. Slides are difficult to read with multiple editing errors. No speaker notes provided. Slides are easy to read with few editing errors. Speaker notes are sufficient to support the slides. Slides are easy to read and error free. Detailed speaker notes are provided. Slides are easy to read and clutter free. Slide background is “visually” pleasing with a contrasting color for the text and may utilize graphics. Detailed speaker notes are provided.
Organize content with clear purpose or goals and with relevant and evidence-based sources (published within 5 years). Does not organize content with clear purpose or goals. PowerPoint slides do not support main points, assertions, arguments, conclusions, or recommendations. Sources are not relevant or evidence-based (published within 5 years). Organizes content with clear purpose or goals. PowerPoint slides do not consistently support main points, assertions, arguments, conclusions, or recommendations with relevant and evidence-based sources (published within 5 years). Organizes content with clear purpose or goals and with relevant and evidence-based sources (published within 5 years). Organizes content with clear purpose or goals. PowerPoint slides support main points, assertions, arguments, conclusions, or recommendations with relevant and evidence-based sources (published within 5 years).

 

Nursing homework help

/in /by

Nursing homework help

Discussion 1

 

Hamric, et al., (2013) states the role of a Primary Care Nurse Practitioner follows the Institute of Medicine (IOM) guidelines for primary care of providing accessible healthcare for all patients across their lifespan, by building and sustaining a personal relationship built on mutual respect and trust.  While this certainly includes assessment, diagnostics, and forming a treatment plan for both acute and chronic illness, such as what Physicians currently provide, the Primary Care Nurse Practitioner’s practice is much more holistic and includes such things as health promotion and disease prevention through education.  Nursing homework help

ORDER A PLAGIARISM FREE PAPER NOW

     The difference between a Primary Care Nurse Practitioner and other Advance Practice Nursing roles is the time frame of when care is provided.  While Primary Care Nurse Practitioners provide care to patients across their lifespan, identified as direct care, other Advance Practice Nurses will only provide care to a specific patient population that falls under their targeted specialty, such as mental health, or women’s health, identified as indirect care (Lowe, et al., 2011).  While the time period the patient is under their care is much different, all other aspects of care remain the same in providing patient centered, holistic care.

To explain the difference in roles between primary care and other Advanced Nurse Practitioners to colleagues or patients, I would us the current physician’s model of practice as an example since most patients are familiar with it.  Primary Care Nurse Practitioners provide the same care as Primary Physicians, at a lower cost.  If a specialist is needed in areas such as Obstetrician/Gynecological, referrals can be made to other Advance Practice Nurses who specialize in that area.  Unless the State of service has restrictions on Nurse Practitioner’s scope of practice, this would be the best explanation of the differences in advance practice nursing.

Iglehart (2013) reports when Advanced Practice Nurses and Physician’s work side by side, there is much collaboration and a spirit of a team approach in the best interest of the patient, not the status quo.  This is seen today at the local level and as the need for physicians increase due to a shortage of physicians, a growing population (Pankau, 2021), and healthcare’s push to provide patients better access, lower cost, and quality care, Advanced Nurse Practitioners will be used more in every health care setting and seen as a valuable member of the healthcare team.  The remaining hurdle is National standardization of terms, roles, and scope of practice for this much needed provider of healthcare.

 

Reference

Hamric, B. A., Hanson, M. C., & Tracy, F. M., & O’Grady, T. E. (2013). Advanced practice nursing: An integrative approach (5th ed.). Elsevier. ISBN:

9781455739806

 

Iglehart, J. K. (2013). Expanding the role of advanced nurse practitioners — Risks and rewards. New England Journal of Medicine, 368(20), 1935-1941.

doi:10.1056/nejmhpr1301084

 

 

 

 

 

 

Discussion 2

Primary Care NP Role vs. APN Roles

An advanced practice nurse (APN) is defined as someone who has gone above and beyond with 2-4 years of basic nursing education, obtained a bachelor’s degree, and is now certified by the National Nurse Organization (American Nurses Association, 2021). There are multiple types of nurse practitioners as it is not a one-size-fits-all type of profession. For instance, family nurse practitioners, gerontology and adult acute care nurse practitioners, pediatric, neonatal, and psychiatric nurse practitioners as well as women’s health nurse partitioners (Gwynedd Mercy University, 2021). Although, the specialty may differ the scope of practice remains the same. All nurse practitioners are responsible for assessing, diagnosing, and treating a disease process (Nurse Journal, 2021). Some states allow nurse practitioners to perform independently without resorting to a medical physician (Nurse Journal, 2021). However, other states such as Florida still require nurses to be supervised by a medical director (Medline Plus, 2020).

Acute care nurse practitioners mainly care for patients who are quickly deteriorating in a critical state, with a higher-than-normal probability of procuring complications, or patients dealing with ill complexes (University of Texas Arlington, 2018). Taking this into account, they can work in different settings such as emergency rooms, operating rooms, clinics, and ICUs (Medline Plus, 2020). In addition, they are also qualified to work with patients who are suffering from heart attacks and septic shock (Medline Plus, 2020). A primary care NP is more flexible when treating a variety of people of all ages. They usually are more involved in physical exams, prescription medication, formulating treatment plans, and ordering diagnostic exams that pertain to the patient’s current illness (American Association of Nurse Practitioners, 2019). The role of a nurse practitioner can become a blur and difficult to understand especially for those not directly in the medical field. Nurses must clarify the confusion, answer questions, and make the profession more stabilized.

Giving clarity on what is expected is extremely important to be able to change the narrative of what they can and cannot do. Being able to explain the scope of practice to others is a great way to gear toward the acceptance of nurse practitioners. This will create a more valid understanding and eventually not need to further clarify the scope of practice. A great way to start breaking barriers is by introducing ourselves as nurses from the start. I believe this strategy can lessen the confusion as nurses have a respectable reputation for being the best advocates for patient care. Enlightening patients on our education and training will allow them to trust nurse practitioners and speak about any health-related issues they may have. Communication is key in any relationship, especially those of a nurse practitioner and a physician to promote a good patient outcome. Unfortunately, if a physician is unaware of a nurse practitioner’s scope of practice, a lot of challenges may arise such as miscommunication that can ultimately impact the patient. There needs to be a level of respect, open communication, and professionalism to provide the best patient care, after all, patient well-being is the focus.

 

 

 

 

 

 

References

Advanced Practice Nurse. (2021). Advanced Practice Registered Nurse (APRN). Retrieved

from:https://www.nursingworld.org/practice-policy/workforce/what-is-nursing/aprn/

American Association of Nurse Practitioner. Are You Considering a Career as a Family Nurse

Practitioner? Retrieved from: https://www.aanp.org/news-feed/are-you-considering-a-career-as-a-family-nurse-practitioner#:~:text=FNPs%20maintain%20patient%20records%3B%20perform,that%20fall%20under%20primary%20care.

 

GCU NRS428VN Topic 1: Community/Public Health Nursing Assignment

/in /by

GCU NRS428VN Topic 1: Community/Public Health Nursing Assignment

objectives:

  1. Examine the role of the community/public health nurse.
  2. Evaluate the role of community stakeholders as client and community partners.
  3. Discuss the aspects of health promotion in nursing care of populations.
  4. Explain the importance of community resources to planning an intervention.

Study Materials

Community and Public Health: The Future of Health Care

  

 

Read Chapter 2 in Community and Public Health: The Future of Health Care.

https://www.gcumedia.com/digital-resources/grand-canyon-university/2018/community-and-public-health_the-future-of-health-care_1e.php

Chain of Infection

  

 

Use the media piece “Chain of Infection” to assist you in completing your Topic 2 assignment.

http://lc.gcumedia.com/nsg403c/chain-of-infection/chain-of-infection-v1.1.html

 

Social Determinants of Health

  

 

Read “Social Determinants of Health,” from the Healthy People 2030 website.

https://health.gov/healthypeople/objectives-and-data/social-determinants-health

2017 National Notifiable Conditions (Historical) GCU NRS428VN Topic 1: Community/Public Health Nursing Assignment

  

 

Explore the 2017 National Notifiable Conditions (Historical) page of the Centers for Disease Control and Prevention (CDC) website.

https://wwwn.cdc.gov/nndss/conditions/notifiable/2017/

 

Centers for Disease Control and Prevention

  

 

Explore the Centers for Disease Control and Prevention (CDC) website.

https://www.cdc.gov/

U.S. Department of Health and Human Services

  

 

Explore the U.S. Department of Health and Human Services (HHS) website. GCU NRS428VN Topic 1: Community/Public Health Nursing

https://www.hhs.gov/

 

World Health Organization

  

 

Explore the World Health Organization (WHO) website.

http://www.who.int/en/

Families USA

  

 

Explore the Families USA website.

http://www.familiesusa.org/

Tasks

Epidemiology Paper

  

Write a paper (2,000-2,500 words) in which you apply the concepts of epidemiology and nursing research to a communicable disease. Refer to “Communicable Disease Chain,” “Chain of Infection,” and the CDC website for assistance when completing this assignment.

Communicable Disease Selection

  1. Chickenpox
  2. Tuberculosis
  3. Influenza
  4. Mononucleosis
  5. Hepatitis B
  6. HIV
  7. Ebola
  8. Measles
  9. Polio
  10. Influenza

Epidemiology Paper Requirements

  1. Describe the chosen communicable disease, including causes, symptoms, mode of transmission, complications, treatment, and the demographic of interest (mortality, morbidity, incidence, and prevalence). Is this a reportable disease? If so, provide details about reporting time, whom to report to, etc.
  2. Describe the social determinants of health and explain how those factors contribute to the development of this disease. GCU NRS428VN Topic 1: Community/Public Health Nursing Assignment
  3. Discuss the epidemiologic triangle as it relates to the communicable disease you have selected. Include the host factors, agent factors (presence or absence), and environmental factors. Are there any special considerations or notifications for the community, schools, or general population?
  4. Explain the role of the community health nurse (case finding, reporting, data collection, data analysis, and follow-up) and why demographic data are necessary to the health of the community.
  5. Identify at least one national agency or organization that addresses the communicable disease chosen and describe how the organizations contribute to resolving or reducing the impact of disease.
  6. Discuss a global implication of the disease. How is this addressed in other countries or cultures? Is this disease endemic to a particular area? Provide an example. GCU NRS428VN Topic 1: Community/Public Health Nursing

ORDER   A PLAGIARISM-FREE PAPER   NOW

A minimum of three peer-reviewed or professional references is required.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

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

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Materials if you need assistance.

Attachments

NRS-428VN-RS2-CommunicableDiseaseChain.doc

Rubric

Course Code Class Code Assignment Title Total Points
NRS-428VN NRS-428VN-O503 Epidemiology Paper 125.0
Criteria Percentage Unsatisfactory (0.00%) Less Than Satisfactory (80.00%) Satisfactory (88.00%) Good (92.00%) Excellent (100.00%) Comments Points Earned
Content 80.0%
Comprehensive Description of a Communicable Disease and the Demographic of Interest 10.0% Demographic of interest and clinical description are omitted or presented with many inaccuracies. Limited and/or vague summary of demographic of interest and communicable disease is provided. Overview does not offer a clear representation of information necessary for epidemiological study. GCU NRS428VN Topic 1: Community/Public Health Nursing Overview of the demographic of interest and clinical description of the communicable disease is presented with some inaccuracies of the clinical descriptors. Clinical description of the communicable disease and demographic of interest is provided. Summary is brief but accurate. Overview describing the demographic of interest and clinical description of the communicable disease is presented with a thorough, accurate, and clear overview of all of the clinical descriptors.
Determinants of Health and Explanation of How Determinants Contribute to Disease Development 10.0% Description of the determinants of health and their role in disease development is omitted or presented with many inaccuracies. GCU NRS428VN Topic 1: Community/Public Health Nursing Assignment Paper partially describes the determinants of health in relation to disease development. Paper identifies the determinants of health in relation to the communicable disease selected but does not include an explanation of their role in the development of disease. Paper describes each determinant of health with a comprehensive discussion of their contribution to disease development and progression. Paper comprehensively discusses the determinants of health in relation to the communicable disease, explains their contribution to disease development, and provides evidence to support main points.
Epidemiologic Triangle (Host Factors, Agent Factors, and Environmental Factors 20.0% Description of the epidemiologic triangle is omitted or presented with many inaccuracies. The communicable disease is described with some inaccuracies within the epidemiologic triangle. A visual description of the factors and interaction is not present. The communicable disease is described accurately and clearly within the context of the epidemiologic triangle. The communicable disease is described accurately within the context of the epidemiologic triangle. A brief description of factors and interaction is presented. The communicable disease is described thoroughly, accurately, and clearly within an epidemiological triangle. A visual description of the triangle and how the components of the model interact is included.
Role of the Community Health Nurse and Importance of Demographic Data 20.0% Discussion of the role of the community health nurse is omitted or unclear. An explanation of why demographic data are necessary to community health is omitted or unclear. GCU NRS428VN Topic 1: Community/Public Health Nursing Discussion of the role of the community health nurse is vague, with no integration of case finding, reporting, data collecting, data analysis, or follow-up skills. An incomplete explanation of why demographic data are necessary to community health is provided. Discussion of the role of the community health nurses is limited, with a brief overview of skills associated with community assessment and planning. An explanation of why demographic data are necessary to community health is summarized. Discussion of the role of community health nurse is clear, with a comprehensive description of skills associated with community assessment and planning. An explanation of why demographic data are necessary to community health is presented. Discussion of the role of the community health nurse is clear, comprehensive, and inclusive of the community nurse’s responsibilities to primary, secondary, and tertiary prevention through tasks such as case finding, reporting, data collection and analysis, and follow-up. A clear explanation of the importance of demographic data to community health is presented.
National Agency or Organization That Works to Addresses  Communicable Disease 10.0% Agency and description of contribution are omitted. An agency or organization is identified, but discussion is vague or inaccurate in relation to the communicable disease chosen. An agency or organization is identified, but discussion regarding efforts to address communicable disease is lacking. An agency or organization is identified, but discussion regarding efforts to address communicable disease is brief. An agency or organization is identified. A clear and accurate description of efforts to address communicable disease is offered.
Global Implication 10.0% Global implication of the disease is omitted or unclear. A discussion of the global implication of the disease is vague, with no integration of how this is addressed in other countries or cultures and if the disease is endemic to a particular area. An example is not provided. A discussion of the global implication of the disease is limited, with some integration of how this is addressed in other countries or cultures and if the disease is endemic to a particular area. An example is provided. A discussion of the global implication of the disease is clear, with a comprehensive description of how this is addressed in other countries or cultures and if the disease is endemic to a particular area. An example is provided. A discussion of the global implication of the disease is clear, comprehensive, and inclusive with a comprehensive description of how this is addressed in other countries or cultures and if the disease is endemic to a particular area. An example is provided.
Organization, Effectiveness, and Format 20.0%
Thesis Development and Purpose 5.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. GCU NRS428VN Topic 1: Community/Public Health Nursing Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 5.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. GCU NRS428VN Topic 1: Community/Public Health Nursing Assignment Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing  (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Paper Format  (use of appropriate style for the major and assignment) 2.0% Template is not used appropriately, or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 3.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. GCU NRS428VN Topic 1: Community/Public Health Nursing Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%

Topic 2 DQ 1

  

What are social determinants of health?  Explain how social determinants of health contribute to the development of disease.  Describe the fundamental idea that the communicable disease chain model is designed to represent. Give an example of the steps a nurse can take to break the link within the communicable disease chain.

Resources within your text covering international/global health, and the websites in the topic materials, will assist you in answering this discussion question.

Re: Topic 2 DQ 1 Example

Social determinants of health (SDOH) are the conditions in which people are born into, live, learn, work, play, worship and age in that affect their health, functioning and quality of life outcomes and risks. The five groups that SDOH can be categorized into are economic stability, education access and quality, health care access and quality, neighborhood and built environment and social and community. Examples of SDOH include housing, transportation, neighborhoods, racism, violence, education, job opportunities, income, access to food and physical activity opportunities, condition of air and water, language and literacy skills (U.S Department of Health and Human Services et al., n.d.). Poor conditions such as unsanitary housing, solitary, limited sources to food, water and health care contribute to the development of disease (Green, 2018). For example, those who don’t have access to good nutrition will raise their risk of health conditions like heart disease, diabetes and obesity and lower life expectancy (U.S Department of Health and Human Services et al., n.d.). GCU NRS428VN Topic 1: Community/Public Health Nursing

The communicable disease chain model is designed to demonstrate the process of disease transmission. A reservoir is a compatible setting in which the agent can live and exist in like a house. The agent then can move out of the reservoir through a portal of exit through coughing, sneezing, blood, feces or mucus. Then through a mode of transmission an agent can transfer from portal of exit to a host via direct or indirect contact, ingestion or inhalation. Once a host is reached the agent will need a portal of entry. Skin openings, mucous membranes and body orifices are all portal of entries. The last link of the chain for an infection to result is for the host to be susceptible to the agent’s pathogen. Susceptible hosts are usually those that are fragile or compromised like babies, the elderly, unhealthy or ill persons (Green, 2018). If a nurse can break any link within the chain of infection, they can prevent the occurrence of infection. A nurse that keeps hands free from cuts or abrasions prevents infectious agents from entering their body. Administering immunizations to pediatric patients helps boost their immunity against specific diseases. Instructing a tuberculosis positive patient to wear a mask outside of room stops transmission and risk of spread as the agent is unable to exit (Grand Canyon University, n.d.). These are just some examples of how a nurse can break links within the communicable disease chain. GCU NRS428VN Topic 1: Community/Public Health Nursing Assignment

References:

Green, S. Z. (2018). Epidemiology and Global Health. In Grand Canyon University (Ed.), Community and public health: The future of health care. https://lc.gcumedia.com/nrs427vn/community-and-public-health-the-future-of-health-care/v1.1/#/chapter/1

U.S. Department of Health and Human Services (HHS), Office of Disease Prevention and Health Promotion. (n.d.). Social Determinants of Health. Healthy People 2030. Retrieved from https://health.gov/healthypeople/objectives-and-data/social-determinants-health

Grand Canyon University (GCU). (n.d.). Chain of Infection. http://lc.gcumedia.com/nsg403c/chain-of-infection/chain-of-infection-v1.1.html

Topic 2 DQ 2

  

Select a global health issue affecting the international health community. Briefly describe the global health issue and its impact on the larger public health care systems (i.e., continents, regions, countries, states, and health departments). Discuss how health care delivery systems work collaboratively to address global health concerns and some of the stakeholders that work on these issues.

Resources within your text covering international/global health, and the websites in the topic materials, will assist you in answering this discussion question. GCU NRS428VN Topic 1: Community/Public Health Nursing Assignment

Nursing homework help

/in /by

Nursing homework help

A 19-year old female presents to your clinic with complaints of nausea and vomiting every morning for the past week.  She admits she has been sexually active with 1 male partners in the past 3 months.  She has never used any form of protection or contraceptive.  She reports she took a home pregnancy test 1 week ago and that it was positive.  She states her last menstrual period was almost 3months ago.   She Lives with parents and one older female sibling in a single-dwelling home.  She is a college student in local private Christian college.  She describes herself as an “A-student” and involved in several extracurricular school activities or athletics.  She reports experimenting with alcohol and cigarettes when she was in junior high school but that “both made her so sick” that she did not continue to use.  Denies illicit drug use in the past or present.  She reports feeling safe in her home.  She’s had a 20-year old boyfriend for the past two months.  She denies history of emotional, sexual, and physical abuse.  She reports she feels safe in her home and when she is with her boyfriend.  FICA assessment reveals that is of Christian faith and belief and that her faith is very important to her.  She attends church on Sunday and is an active member of her college discipleship group.  She holds her faith as essential to her life and desires faith integration into her health care.    Nursing homework help

ORDER A PLAGIARISM FREE PAPER NOW

The Nurse Practitioner informs the patient that her urine pregnancy test is positive.  The patient upon hearing of her pregnancy began weeping.  She told the NP that her parents and her boyfriend would be devastated that she had become pregnant out of wedlock and that she was terrified to share this information with them.  The NP listened compassionately and asked the patient to consider sharing the information with a trusted Christian mentor.  The patient said she knew just who she would seek guidance.  The NP also referred the patient to gynecology for prenatal care.

The patient returned to the clinic two days later with her boyfriend to discuss pregnancy options.  Her appt is scheduled with gynecology in 10 days.  While her boyfriend is in the waiting room, the patient tells the NP that she has not discussed her pregnancy with her Christian mentor but did tell her boyfriend.  Her boyfriend is not a Christian and he wants her to have an abortion.  The patient is tearful, saying that she doesn’t know what to do. She requests that the NP help them understand their options and the boyfriend joins the meeting with the patient and the NP.   The boyfriend states he is in his fourth year of premed, that his father and grandfather are physicians and his career trajectory cannot be compromised by a child. He wants the NP to counsel them regarding options for pregnancy termination.  He states he’s heard she can just take a pill and that technically would not be abortion. The NP is also a Christian, facing a spiritual dilemma, as she believes that life begins at conception and that abortion is morally and ethically wrong.

 

QUESTION:

Identify and discuss a spiritual/moral/ethical dilemma that this patient is experiencing. Considering the NP Standards of Practice, the Nursing Code of Ethics and the six principles of spiritual interventions discussed in Shelly & Miller (2006) Chapter 14, discuss how the Christian NP should approach the care of this patient.

Document this assignment in a 2 page word document and at least 3 references published in last 5 years

 

psychotherapy of individuals

/in /by

Advanced Pharmacology: L.L’s Case

/in /by

Advanced Pharmacology: L.L’s Case

Advanced Pharmacology: L.L’s Case

Parts  1 and 2   have the same questions, however, you must answer with references and different writing always addressing them objectively, that is as if you were different students. Similar responses in wording or references will not be accepted.

ORDER A PLAGIARISM FREE PAPER NOW

APA format

 

1) Minimum 4 pages  (No word count per page)- Follow the 3 x 3 rule: minimum of three paragraphs per page

 

You must strictly comply with the number of paragraphs requested per page.

 

           Part 1: minimum  2 pages

           Part 2: minimum  2 pages

 

Submit 1 document per part

 

2)¨******APA norms

All paragraphs must be narrative and cited in the text- each paragraph

         Bulleted responses are not accepted

         Don’t write in the first person 

Don’t copy and paste the questions.

Answer the question objectively, do not make introductions to your answers, and answer it when you start the paragraph

 

Submit 1 document per part

 

3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks)

********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)

 

4) Minimum 4 references (APA format) per part not older than 5 years  (Journals, books) (No websites)

All references must be consistent with the topic-purpose-focus of the parts. Different references are not allowed.

 

5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next

Example:

Q 1. Nursing is XXXXX

Q 2. Health is XXXX

 

6) You must name the files according to the part you are answering: 

Example:

Part 1.doc 

Part 2.doc

__________________________________________________________________________________

 

Parts  1 and 2   have the same questions, however, you must answer with references and different writing always addressing them objectively, that is as if you were different students. Similar responses in wording or references will not be accepted.

 

Part 1: Advanced Pharmacology

 

L.L. is a 67-year-old male who has been diagnosed with BPH. He is having difficulty with urination. He is currently on Cozaar 100 mg for HTN and his BP is well controlled. He is taking no other medications. The doctor has recommended medication for his BPH, but he would like to try a herbal supplement before taking a prescription medication.

  1. Explain which herbal supplement in L.L’s case recommend (One paragraph)
  2.  Explain the recommended dosage and why (One paragraph)
  3. Explain de herbal supplement’s positive effect in L.L’s case (One paragraph)
  4. Explain the purpose of herbal supplement in L.L’s case (One paragraph)
  5. Explain the possible side effects of the herbal supplement? (One paragraph)
  6. Explain the recommendation for facing the side effects
  7. What warnings and education should you give L.L. before he starts the herbal supplement  (One paragraph)

 

Part 2: Advanced Pharmacology

 

L.L. is a 67-year-old male who has been diagnosed with BPH. He is having difficulty with urination. He is currently on Cozaar 100 mg for HTN and his BP is well controlled. He is taking no other medications. The doctor has recommended medication for his BPH, but he would like to try a herbal supplement before taking a prescription medication.

 

  1. Explain which herbal supplement in L.L’s case recommend (One paragraph)
  2.  Explain the recommended dosage and why (One paragraph)
  3. Explain de herbal supplement’s positive effect in L.L’s case (One paragraph)
  4. Explain the purpose of herbal supplement in L.L’s case (One paragraph)
  5. Explain the possible side effects of the herbal supplement? (One paragraph)
  6. Explain the recommendation for facing the side effects
  7. What warnings and education should you give L.L. before he starts the herbal supplement  (One paragraph)

 

 

Nursing homework help

/in /by

Nursing homework help

Scenario

After reviewing the new proposed vision from Healthy Dynamics that includes updated mission, focus area, and objectives, the CEO has decided to contract a project manager. The project manager understands the importance of identifying stakeholders early in the strategic planning process. The project manager will be responsible for the successful start of the planning strategy, implementation, review, control, and evaluation of the strategic plan. Other tasks include: gathering feedback from stakeholders, identifying areas of improvement, and making recommendations. Nursing homework help

ORDER A PLAGIARISM FREE PAPER NOW

The project manager has asked you to provide a strategy map, identifying key stakeholders involved in achieving the objectives of the defined focus area. Some of the major stakeholders in the healthcare industry are physicians, employers, insurance companies, pharmaceutical firms, government agencies, and consumers (e.g., patients and employees). You will also need to make a list of relevant questions to solicit feedback from the stakeholders that will allow you to see where stakeholders stand when evaluated by the same key measures (survey questions).

Instructions

Design a Strategy Map (data table) using Microsoft Word that includes:

  • Identifying the key stakeholders.
  • Describe how you will ensure that the key stakeholders represent a culturally diverse mix of individuals.
  • Explain how you will ensure that you use a fair, respectful, and equitable selection process for identifying stakeholders.
  • What business or health industry does the stakeholder represent (e.g., wellness, pharmacy, health plans, non-profit, academia, etc.)?
  • What are the stakeholders’ roles and responsibilities as it relates to the strategic plan?
  • Indicate how often you will meet with the stakeholders.
  • What type of power (e.g., financial, providers, users, influencers) will the stakeholder have in the success of the strategic plan?
  • Include a timeline to show when you will engage each stakeholder.

Create a Stakeholder Survey that includes:

  • Key questions to solicit feedback from stakeholders after your first meeting (both quantitative and qualitative) to identify potential solutions to anticipated issues that may be raised by the stakeholders?
  • Questions should be aimed at how to improve the effectiveness of the stakeholder meetings and the satisfaction of the stakeholders during the planning process?
  • Your assignment should include a title page, a reference page, and a minimum of three scholarly sources, two of which must be from the attached.

Rubric:

-Clearly identified stakeholders, how key stakeholders will represent a culturally diverse mix of individuals, and how a fair, respectful, and equitable selection process for identifying stakeholders will be used using specific details.

-Clearly indicated the business or health industry the stakeholder represents.

-Clearly indicated the stakeholders’ roles and responsibilities as it relates to the strategic plan in a well-executed strategy map.

-Clearly indicated how often to meet with the stakeholders.

-Comprehensively indicated type of power the stakeholder will have in the success of the strategic plan.

-Included a comprehensive timeline to show when to engage each stakeholder.

-Created detailed questions to solicit feedback from stakeholders.

-Created detailed questions aimed at how to improve the effectiveness of the stakeholder meetings.

-Used and identified three or more credible sources and relevant sources.

Download all attachments as a zip file