Assessing and Treating Patients With Anxiety Disorders

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: Assessing and Treating Patients With Anxiety DisordersCommon symptoms of anxiety disorders include chest pains, shortness of breath, and other physical symptoms that may be mistaken for a heart attack or other physical ailment. These manifestations often prompt patients to seek care from their primary care providers or emergency departments. Once it is determined that there is no organic basis for these symptoms, patients are typically referred to a psychiatric mental health practitioner for anxiolytic therapy. For this Assignment, as you examine the patient case study in this week’s Learning Resources, consider how you might assess and treat patients presenting with anxiety disorders.

Diabetes and Drug Treatments

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Each year, 1.5 million Americans are diagnosed with diabetes (American Diabetes Association, 2019). If left untreated, diabetic patients are at risk for several alterations, including heart disease, stroke, kidney failure, neuropathy, and blindness. There are various methods for treating diabetes, many of which include some form of drug therapy. The type of diabetes as well as the patient’s behavior factors will impact treatment recommendations.To PrepareReview the Resources for this module and reflect on differences between types of diabetes, including type 1, type 2, gestational, and juvenile diabetes.Select one type of diabetes to focus on for this Discussion.Consider one type of drug used to treat the type of diabetes you selected, including proper preparation and administration of this drug. Then, reflect on dietary considerations related to treatment.Think about the short-term and long-term impact of diabetes you selected on patients, including the effects of drug treatments.THE QUESTIONA brief explanation of the differences between the types of diabetes, including type 1, type 2, gestational, and juvenile diabetes.Describe one type of drug used to treat the type of diabetes you selected, including proper preparation and administration of this drug. Be sure to include dietary considerations related to treatment.Then, explain the short-term and long-term impact of this type of diabetes on patients. including effects of drug treatments. Be specific and provide examples.

Respondowklogy

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Response 1Diabetes mellitus (DM) is a metabolic disorder of the heterogeneous type characterized by a higher concentration of glucose in the bloodstream. Several categories exist, including type 1 diabetes mellitus (T1DM), type 2 diabetes mellitus (T2DM), gestational diabetes mellitus (GDM), and juvenile diabetes mellitus (JDM). Substantial differences exist between the categories. Approximately the age of onset of T1DM is before the age of 25, whereas T2DM is older than 25 years. Obesity is over 90% of the T2DM population, with T1DM generally thin; however, with the rate of obesity today, T1DM can also be overweight. Insulin production occurs in every form of DM except for T1DM, making diabetic ketoacidosis (DKA) more common than other forms. Family history in T1DM is rough between 5%-10%, and the incidence rate in T2DM is 75%-90% (Punthakee et al., 2018). GDM is a terrible pregnancy complication where women without any previous DM history develop hyperglycemia. Unlike the other DM forms, little treatment is available, making hypertrophy and hyperplasia of pancreatic cells the compensation mechanism (Plows et al., 2018). JDM patients are diagnosed with the most common metabolic disorder when the body attacks pancreatic beta cells. The dangers of new-onset T1DM in children create a sense of urgency of awareness for parents (Gupta, 2018).T2DM is the most prevalent form of diabetes, and the condition I am going to discuss is drug therapy, dietary, short-term impact, and long-term impact. Metformin is approved as the first-line drug in T2DM when HbA1c is uncontrolled by non-pharmacological methods. Metformin’s mechanism of action involves reducing the hepatic glucose output. Preparation is simple in tablet form drugs, making oral administration easy. Lifestyle and dietary changes have a substantial impact on managing T2DM. Physical activity and dietician consultation help the patient manage their obesity. Low carb diets are the most common change in nutritional therapy. Short-term impacts of T2DM include weight loss, and long-term effects include cardiovascular disease, renal impairment, neuropathy, and blindness. Metformin carries several short-term consequences like weight loss, nausea, anorexia, abdominal cramps, bloating, and diarrhea. Long-term impacts require caution in patients: lactic acidosis, renal impairment with contrast dye, and vitamin B-12 deficiency. Metformin positively impacts cardiovascular and stroke risk associated with T2DM (Keresztes & Peacock-Johnson, 2019).3 APA refResponse 2Diabetes metabolic disease characterized by hyperglycemia which can be attributed to a dysfunction of insulin action or secretion. The four most common symptoms of diabetic patients include polyuria, polyphagia, polydipsia, and rapid weight changes. Type 1 DM, also called juvenile diabetes, is autoimmune or cell-mediated destruction of beta cells in the pancreas that result in insulin deficiency, according to McCance & Huether (2019). The study by Claessens et al. (2020) aimed to identify the specific autoimmune response contributing to juvenile diabetes and noted the T cells to proliferate in large numbers destroying beta cells. Type 2 DM is the most common gradual destruction of beta cells of time due to defect, environment, lifestyle, and other risk factors. These patients can make lifestyle modifications, including diet, exercise programs as management, and some may require insulin supplementation (Rosenthal & Burchum,2018).  Gestational Diabetes occurred during pregnancy and is diagnosed with standard antenatal testing with a glucose tolerance test. Pharmacologic treatment for diabetes includes insulin replacement and glucose monitoring.Insulin is replaced with oral or subcutaneous medication dependent on patients’ glycemic control HA1c and daily glucose monitoring. Oral biguanide or sulfonylureas such as metformin and glipizide are the first drugs prescribes for people with type 2 diabetes with extensive education on lifestyle modifications (Rosenthal & Burchum 2018).  Subcutaneous insulins include rapid acting, short acting, intermediate, long, and ultra-long acting with different peak times and half-life.3APA refrences

Role Of Informatics In Patient Care Outcomes Assignment

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Role Of Informatics In Patient Care Outcomes Assignment

Standardized data entry allows for the assessment of patient outcomes as they relate to nursing practice through aggregate data analysis.  When executed properly, the end result is a reduction of waste and harm and elevated patient experience. The HITECH ACT of 2009 provides monetary incentives for the meaningful use of technology in the healthcare setting. One of the biggest limitations is knowledge among nurses. In 2012, 70.8% of nursing schools did not provide education on critical technology tools for monitoring and improving outcomes. For standardized data entry to work effectively, nurses need to engage in continuing education as it relates to technology in the workplace.    My original career was in in Information Technology, so I have a unique perspective in my workplace. Most of my peers have a very limited knowledge of the EMR we use.

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Role Of Informatics In Patient Care Outcomes Assignment. I have participated in multiple quality improvement initiatives in my department that rely on the use of data analysis and queries. The most recent example is our diaper rash initiative (NICU). In our QI project we are looking at whether changing our diaper wipes and creams reduce the number of diaper rashes our patients experience. To evaluate this we need to see when the interventions are being used and what the outcome is measured by skin breakdown. Some of the barriers we have encountered include nurses failing to document skin integrity and interventions or copying and pasting out of date data. We also have initiative team members who do not understanding how to query data. To date, all the education our QI initiative has provided focuses on patient care and nursing procedure. There has been no focus on how to document or even why data integrity is important to patient outcomes and safety. Because of this, the data collected is skewed by inaccurate and missing documentation. I see this firsthand as I chart.  Before technology can be reliably used in the healthcare setting to improve patient outcomes, nurses need to be educated on data integrity and standardized data entry. Until that happens, we are left with missing and inaccurate data.      Dykes, P., Murphy, J., & Womack, D. (2014). Informatics Strategies & Tools to Link Nursing Care with Patient Outcomes in the Learning Health Care System. HSN376 – Health Information Technology for Nurses. Blackboard Ultra. https://vle.phoenix.edu/ultra. Role Of Informatics In Patient Care Outcomes Assignment

response 2 by 12/30/2021 at 6 pm,please add references

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Select either hypothyroidism or hyperthyroidism and define the clinic presentation providing the pathophysiologic process underlying the clinical presentation.

The Role Of The Nurse Informaticist In Systems Development And Implementation

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The Role Of The Nurse Informaticist In Systems Development And Implementation

Assume you are a nurse manager on a unit where a new nursing documentation system is to be implemented. You want to ensure that the system will be usable and acceptable for the nurses impacted. You realize a nurse leader must be on the implementation team.

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To Prepare:  Review the steps of the Systems Development Life Cycle (SDLC) and reflect on the scenario presented. Consider the benefits and challenges associated with involving a nurse leader on an implementation team for health information technology. The Assignment: (2-3 pages not including the title and reference page)  In preparation of filling this role, develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the SDLC stages and tasks and should clearly define how this individual will participate in and impact each of the following steps:  Planning and requirements definition Analysis Design of the new system Implementation Post-implementation support Use APA format and include a title page and reference page. Use the Safe Assign Drafts to check your match percentage before submitting your work. The Role Of The Nurse Informaticist In Systems Development And Implementation

Nursing homework help

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Nursing homework help

Introduction

Create a poster for a presentation about a quality improvement (QI) project or plan that builds on the work you completed in the first two assessments. Include an abstract of 100-250 words about the QI plan and key information in your poster.

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Scenario

For this assessment, approaches:

  •  clinical issue related to one of the items from the list of conditions, diseases, and disorders presented in the Concept Map assessment. The focus should be on a community rather than on a specific patient or health care setting. Nursing homework help

the clinical issue, you can suggest strategies for improving the quality, equitability, and safety of care around the issue. You should act as an advocate for the value and need to pursue quality improvements to leadership and executives, as well as be able to present potential projects to a wide range of colleagues and community stakeholders.

Instructions

Create an abstract and a poster for a presentation to executive-level leadership of the organization, to the community, or to your colleagues that will sell them on your quality improvement plan.

Abstract Requirements

  • Your abstract should be 100-250 words.
  • It should summarize the key information in your poster.
  • Do not put your abstract on your poster itself; submit it as a separate document. Or, if you are using PowerPoint to help create your poster, create a new slide that is clearly labeled as your abstract.

Poster Requirements

  • Your poster should include the following sections:
    • Quality Improvement Methods.
    • Evidence Supporting QI Methods.
    • Change Strategy Foundation.
    • Interprofessional Team Benefits.
    • Overall Project Benefits.
  • There are templates in PowerPoint or on the Internet that can help you get a start designing your poster.

The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your presentation addresses all of them.

Propose quality improvement methods to promote continuous improvement related to a specific biopsychosocial consideration.

  • Evaluate specific evidence that supports the quality improvement methods proposed.
  • Explain how the project is grounded in successful change strategies.
  • Analyze the way in which interprofessional teamwork will improve the effectiveness or efficiency of the quality improvement project.
  • Communicate quality improvement considerations to relevant stakeholders in a way that is clear, concise, and compelling for the audience.
  • Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

Additional Requirements

  • Length of submission:
    • Abstract: 100-250 words. Your abstract should be succinct and precise.
    • Poster: Make sure your poster fits entirely onto a single poster template page (or slide) and contains all of the sections described in the assessment instructions.
  • Number of references: Cite a minimum of 5-7 sources of scholarly or professional evidence that support your considerations and plans. Resources should be no more than five years old.
  • APA formatting: Resources and citations are formatted according to current APA style.

 

NR226 Fundamentals – Patient Care

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NR226 Fundamentals – Patient Care

Purpose

This assignment is designed to extend the learner’s use of concept mapping as a tool for clinical care planning. The nursing process continues to provide the foundation for organizing information and thought, whereas the mapping becomes the process for intentional critical thinking and clinical reasoning. NR226 Fundamentals – Patient Care

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

CO 1: Demonstrate the nursing process while providing basic care to individuals and families reflecting different stages of the life span in the extended care, acute care, and community-based settings. (PO 1)

CO3: Demonstrate communication skills necessary for interaction with other health team members and for providing basic nursing care to individuals and families. (PO #3)

CO4: Incorporate critical thinking skills into clinical nursing practice. (PO #4)

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

Total points possible: 100 points

Preparing the assignment

Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.

  1. Choose an individual for whom you have cared in the clinical setting.
  2. Create a concept map based on the complete physical assessment you performed while providing care using the provided power point template.
    1. Components of the concept map
      1. Individual’s information (10 points/10%)
        1. Age
        2. Medical diagnosis
        3. Brief review of underlying pathophysiology

 *List what functional changes are happening

                              *List process that initiated and maintained disorder or disease

  1. Assessment Data (15 points; 15%)
    1. Include all assessment data, not simply information that supports the selected nursing diagnoses

Inspect

Palpation

Percussion

Auscultate

Neurological Exam

  • Nursing Diagnoses (15 points/ 15%)
    1. Select three nursing diagnoses to addresses
      1. One must be an actual problem
      2. One must address a psychosocial need
      3. The final must be a high priority for the individual
    2. Linkages Within and Between Diagnoses (5 points/5%)
      1. Concept map demonstrates relationship within and between the nursing diagnoses.
    3. Planning (15 points/15%)
      1. Prioritize diagnoses to reflect needs of the individual
      2. Set realistic outcome measurement
      3. At least two (2) scholarly, primary sources from the last 5 years, excluding the textbook, are provided
    4. Implementation (15 points/15%)
      1. Interventions are individualized for patient-provide rationale
      2. Interventions support achievement of selected outcome measurements-provide rationale

 

  • Evaluation of Outcomes (5 points/15%)
    1. Determine if outcomes were met.
    2. Provide evidence that supports that determination.
    3. Describe what changes, if any, are needed to promote expected outcomes in the future.
  • Safety-Communication-Infection Control 16 points/16%)
    1. specific elements of communication used when providing care,
    2. safety concerns related to the individual for whom you cared, and
    3. infection control practices followed while caring for this patient.
  1. APA Citations and Writing (4 points/4%)
    1. References are submitted with assignment.
    2. Uses appropriate APA format and is free of errors.
    3. Grammar is free of errors.
    4. Spelling is free of errors.
    5. Mechanics of writing are free of errors.
    6. Power Point Template (0 points/0%) (deduction if not used)
    7. Used provided Power Point Template for assignment completion or an alternate that is approved by faculty.

 

For writing assistance (APA, formatting, or grammar) visit the APA Citation and Writing page in your course resources.

 

Please note that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned in the review module.

 

 

 

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

Assignment Section and

Required Criteria

(Points possible/% of total points available)

 Highest Level of Performance High Level of Performance Satisfactory Level of Performance Unsatisfactory Level of Performance Section not present in paper
Introduction of Disease

(10 points/10%)

 10 points 9 points 8 points 4 points 0 points
Required criteria

1.       Age

2.       Medical diagnosis

3.       Brief review of underlying pathophysiology

      *List what functional changes are happening

       *List process that initiated and maintained disorder or disease

 

 Includes no fewer than 3 requirements for section. Includes no fewer than 2 requirements for section. Includes no less than 1 requirement for section. Present, yet includes no required criteria. No requirements for this section presented.
Assessment Data

(15 points/15%)

 15 points 14 points 13 points 6 points 0 points
Required criteria

1.       Include all assessment data, not simply information that supports the selected nursing diagnoses

Inspect

Palpation

Percussion

Auscultate

Neurological Exam

 Includes all assessment data.       No requirements for this section presented.
Nursing Diagnosis

(15 points/15%)

 15 points 14 points 13 points 6 points 0 points
Required criteria

1.       Select three nursing diagnoses to addresses

a.        One must be an actual problem

b.       One must address a psychosocial need

c.        One must be a high priority for the individual

 Three nursing diagnoses are present and adhere to expectations.       No requirements for this section presented.
Linkages Within and Between Diagnoses

(5 points/5%)

 5 points 0 points
Required criteria

1.       Concept map demonstrates relationship within and between the nursing diagnoses.

 Criterion met.

 

 Criterion not met.

 
Planning

(15 points/15%)

 15 points 13 points 6 points 0 points
Required criteria

1.       Prioritize diagnoses to reflect needs of the individual

2.       Set realistic outcome measurement

3.       At least two (2) scholarly, primary sources from the last 5 years, excluding the textbook, are provided

 Includes all requirements for section. Includes 2 requirements for section. Includes 1 requirement for section.

 

 No requirements for this section presented.

 
Implementation

(15 points/15%)

 15 points 13 points 0 points
Required criteria

1.       Interventions are individualized for patient-provide rationale

2.       Interventions support achievement of selected outcome measurements-provide rationale

 

 Includes all requirements for section. Includes 1 requirement for section.

 

 No requirements for this section presented.

 
Evaluation of Outcomes

(5 points/5%)

 5 points 4 points 2 points 0 points
Required criteria

1.       Determine if outcomes were met.

2.       Provide evidence that supports that determination.

3.       Describe what changes, if any, are needed to promote expected outcomes in the future.

 Includes all requirements for section. Includes 2 requirements for section.

 

 Includes 1 requirement for section.

 

 No requirements for this section presented.
Safety-Communication-Infection Control

(16 points/16%)

 16 points 12 points  8 points 0 points
Required criteria

 

1. Describe specific elements of communication used when providing care.

2. Describe safety concerns related to the individual for whom you cared for.

3. Describe infection control practices followed while caring for this patient.

 Includes all 3 requirements for section. Includes 2 requirements for section.

 

 Includes 1 requirement for section. No requirements for this section presented.
APA Style and Organization

(4 points/4%)

 4 points 3.6 points 3.4 points 1.5 points 0 points
Required criteria

1.       References are submitted with assignment.

2.       Uses appropriate APA format and is free of errors.

3.       Grammar is free of errors.

4.       Spelling is free of errors.

5.       Mechanics of writing are free of errors.

 Includes no fewer than 5 requirements for section.

 

 Includes no fewer than 4 requirements for section. Includes no fewer than 3 requirements for section. Includes 1-2 requirements for section. No requirements for this section presented.

 
Power Point Template

(0 points/0%)

 

 0 Points -10 points
1. Power Point template is used to complete concept map (or alternate template approved by faculty.) Includes 1 criteria Does not include 1 criteria
Total Points Possible = 100 points

 

Nursing Research, Statistical Methods Assignment

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Nursing Research, Statistical Methods Assignment

This week we are discussing some of the most commonly used statistical tests to evaluate the implementation of research into practice (these tests are also often used for research itself…). Select one of the tests covered this week and provide an example of how it might be used to evaluate the results of the implementation of nursing research in practice.

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Be as specific as you can be with your example, (a) provide an underlying research question that would be the basis of the project, (b) describe the independent variable and how it will be measured – including the level of data which would be used for this variable, (c) comment on if a pre/post test design would be used, and (d) note how the dependent variable would be measured – including the level of data you would use (this response can be in bullet points, so your initial response should only be one-two short paragraphs.)  Statistic tests covered this week t-test, Wilcoxon Signed Rank Test ,paired t test and wilcoxon matched-pairs signed rank test, Independent t test and the Mann-Whitney U Test. The chi-square. Nursing Research, Statistical Methods Assignment

Literature Evaluation Table

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Literature Evaluation Table

Literature Evaluation Table

Student Name:

Change Topic (2-3 sentences): The aim of the evaluation is to determine the best method for reducing Adverse Drug Events (ADEs) in the older patients. Strategies being compared are educational programs and electronic medication. Literature Evaluation Table

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Criteria Article 1 Article 2 Article 3 Article 4
Author, Journal (Peer-Reviewed), and

Permalink or Working Link to Access Article

 

  

Wang, H., Meng, L., Song, J., Yang, J., Li, J., & Qiu, F. (2018). Electronic medication reconciliation in hospitals: A systematic review and meta-analysis. European Journal of Hospital Pharmacy, 25(5), 245–250. https://doi.org/10.1136/ejhpharm-2017-001441

 

 

 Kinlay, M., Ho, L. M., Zheng, W. Y., Burke, R., Juraskova, I., Moles, R., & Baysari, M. (2021). Electronic Medication Management Systems: Analysis of enhancements to reduce errors and improve workflow. Applied Clinical Informatics, 12(05), 1049–1060. https://doi.org/10.1055/s-0041-1739196

 

 

 Fuller, A. E. C., Guirguis, L. M., Sadowski, C. A., & Makowsky, M. J. (2018). Electronic Medication Administration records in long‐term Care Facilities: A scoping review. Journal of the American Geriatrics Society, 66(7), 1428–1436. https://doi.org/10.1111/jgs.15384

 

 

 Bugnon, B., Geissbuhler, A., Bischoff, T., Bonnabry, P., & von Plessen, C. (2021). Improving primary care medication processes by using shared electronic medication plans in Switzerland: Lessons learned from a participatory action research study. JMIR Formative Research, 5(1). https://doi.org/10.2196/22319
Article Title and Year Published

 

 Title- Electronic medication reconciliation in hospitals: A systematic review and meta-analysis.

Year: 2018

 Title: Electronic Medication Management Systems: Analysis of enhancements to reduce errors and improve workflow

Year: 2021

 Title: Electronic Medication Administration records in long‐term Care Facilities: A scoping review

Year: 2018

 Title: Improving primary care medication processes by using shared electronic medication plans in Switzerland: Lessons learned from a participatory action research study

Year: 2021
Research Questions (Qualitative)/Hypothesis (Quantitative)

 

 Hypothesis: Medication reconciliation is a multi-professional process for the prevention of medication discrepancies. No research questions/hypothesis Null Null
Purposes/Aim of Study To evaluate the available electronic medication reconciliation (eMedRec) tools and their effect on unintended discrepancies that occur in hospital institutions 1.      Identify system-related medication errors or workflow blocks that were the target of eMM system updates

2.       Describe and classify the system enhancements made to target these risks

 To map the extent, range, and nature of research on the effectiveness, level of use, and perceptions about electronic medication administration records (eMARs) in long-term care facilities (LTCFs) Summarize lessons learned from primary care professionals involved in a pioneering pilot project in Switzerland for the system wide implementation of shared electronic medication plans.
Design (Type of Quantitative, or Type of Qualitative)

 

 Meta-analysis Retrospective study Scoping review of quantitative and qualitative literature. Formative action research study.
Setting/Sample

 

 Meta-analysis, 13 articles included Systematic analysis Literature review Longitudinal study
Methods: Intervention/Instruments

 

 Methodological quality was assessed using the nine standard criteria of Cochrane Effective Practice and Organization of Care Review Group (EPOC) 147 individual changes, were made to the eMM system over the 4-year period Systematically searched MEDLINE, CINAHL, Scopus, ProQuest, and the Cochrane Library. Group interviews
Analysis

 

 Relative risk and significance difference Descriptive analysis (use of percentages) Level of significance analysis Descriptive analysis
Key Findings

 

 Electronic Medical Reconciliation reduces the incidence of medication with unintended discrepancies and improves medication safety. Electronic Medication Management (eMM) reduces medication errors and optimize workflows Evidence linking electronic Medication Administration Records (eMAR) in reducing errors is weak. Participants considered medication plan management, digitalized or not, a core element of good clinical practice
Recommendations

 

 Hospitals adopt electronic medication to reduce ADEs Hospital organizations can adopt eMM to enhance patient safety and operational efficiency More research need to be conducted to determine the effectiveness of electronic medication in reducing ADEs Digitalization is a key element of transforming hospital records
Explanation of How the Article Supports EBP/Capstone Project

 

 It identifies the best approach that can reduce ADES between educational programs and electronic medication. Shows that electronic Medication Management is the best bet for reducing ADEs The article informs the need for conducting more robust research on the efficacy of electronic medication in reducing ADEs. More research should be done to assess the efficacy of electronic records.

 

 

Criteria Article 5 Article 6 Article 7 Article 8
Author, Journal (Peer-Reviewed), and

Permalink or Working Link to Access Article

 

 Gregory, L. R., Lim, R., MacCullagh, L., Riley, T., Tuqiri, K., Heiler, J., & Peters, K. (2021). Intensive Care Nurses’ experiences with the new electronic medication administration record. Nursing Open, 9(3), 1895–1901. https://doi.org/10.1002/nop2.939

 

 

 

 Li, R., Zaidi, S. T., Chen, T., & Castelino, R. (2019). Effectiveness of interventions to improve adverse drug reaction reporting by healthcare professionals over the last decade: A systematic review. Pharmacoepidemiology and Drug Safety, 29(1), 1–8. https://doi.org/10.1002/pds.4906 Lau, G., Ho, J., Lin, S., Yeoh, K., Wan, T., & Hodgkinson, M. (2018). Patient and clinician perspectives of an integrated electronic medication prescribing and dispensing system: A qualitative study at a multisite Australian Hospital Network. Health Information Management Journal, 48(1), 12–23. https://doi.org/10.1177/1833358317720601

 

 

 Martin, P., Tamblyn, R., Benedetti, A., Ahmed, S., & Tannenbaum, C. (2018). Effect of a pharmacist-led educational intervention on inappropriate medication prescriptions in older adults. JAMA, 320(18), 1889. https://doi.org/10.1001/jama.2018.16131
Article Title and Year Published

 

 Title: Intensive Care Nurses’ experiences with the new electronic medication administration record

Year: 2021

 Title: Effectiveness of interventions to improve adverse drug reaction reporting by healthcare professionals over the last decade: A systematic review

Year: 2019

 

 Title: Patient and clinician perspectives of an integrated electronic medication prescribing and dispensing system: A qualitative study at a multisite Australian Hospital Network

Year: 2018

  
Research Questions (Qualitative)/Hypothesis (Quantitative)

 

 What are intensive care nurses’ experiences with the new electronic medication administration record?

 

 No research question and hypothesis Null Can a consumer-targeted, pharmacist-led educational intervention reduce prescriptions for inappropriate medication among community-dwelling older adults?
Purposes/Aim of Study To explore the experiences of Registered Nurses who administered medications to patients using the electronic medication administration record. To assess the impact of various strategies to improve ADR reporting published in the last decade and compare this with the strategies identified in a previous systematic review To explore and compare patient and clinician attitudes towards an integrated e-prescribing and dispensing system o compare the effectiveness of a consumer-targeted, pharmacist-led educational intervention vs usual care on discontinuation of inappropriate medication among community-dwelling older adults.
Design (Type of Quantitative, or Type of Qualitative)

 

 Qualitative descriptive exploratory approach Systematic review A cross-sectional survey A cluster randomized clinical trial
Setting/Sample

 

 Five participants 10,021 articles selected, 13 articles included Australian metropolitan teaching hospital Quebec, Canada
Methods: Intervention/Instruments

 

 Focus group, observation MEDLINE and EMBASE databases Survey andomization occurred at the pharmacy level, with 34 pharmacies randomized to the intervention group (248 patients) and 35 to the control group (241 patients)
Analysis

 

 Thematic analysis Descriptive analysis Descriptive analysis- percentages Descriptive and inferential statistics
Key Findings

 

 eMAR reduced time nurse spent with patients Electronic method was found to be a better approach when reporting adverse drug reactions compared to educational method The majority of patients and clinicians reported a positive impact of e-prescribing on safety and efficiency A pharmacist-led educational intervention compared with usual care resulted in greater discontinuation of prescriptions for inappropriate medication after 6 months
Recommendations

 

 More research needed on the effects of using eMAR to patients and healthcare providers. More research needed to find the robustness of each method Hospitals should implement e-prescribing More research needed to establish the effectiveness of educational programs in reducing ADEs
Explanation of How the Article Supports EBP/Capstone

 

 Electronic medication has the potential to increase patient safety The article directly compares the effectiveness of educational programs and electronic records which are included in the PICOT question. The study adds to the evidence that electronic medication is the best approach to reduce ADEs The study contributes to the topic because educational program for nurses was found to be effective in dealing with ADEs.