Organizational Change Assignment

Organizational Change Assignment

St. John’s Reengineering

St. John’s Hospital, a medium-sized hospital located in Seattle, Washington, was established in 1894 with a primary mission of caring for the sick and downtrodden. The hospital had grown and developed as a solo facility until 2000, when it merged with a suburban hospital, St. Agnes. This merger caused many changes in the organizational structure of both hospitals. A corporate office was established and located approximately halfway between the facilities. The president of St. John’s, Abhishek Ghosh, was promoted to the position of corporate president, and the president of St. Agnes became the senior vice president. Organizational Change Assignment

 

The early 2000s was a busy time for the corporate office. By 2002, it had 45 employees. The hospitals diversified their organization by purchasing a number of urgent care centers, physician office practices, and skilled nursing facilities. Ghosh was certain that integration would create stability and financial success. However, the urgent care centers and the skilled nursing facilities barely broke even, and the physician office practices lost almost half a million dollars per year. As the years progressed, it became increasingly critical for the hospitals to generate enough cash flow and profit to subsidize the other parts of the corporation.

 

Both hospitals did reasonably well in the early 2000s, but with reductions in Medicaid and Medicare reimbursements, their margins narrowed. By 2003, both hospitals were earning less than a 2 percent net profit margin, and the prospects for 2004 seemed worse. In 2003, patient revenues did not cover expenses for the first time. After seeing these figures, Ghosh called an emergency executive session. Those in attendance included the presidents of both hospitals, Ghosh, and corporate legal counsel. The only item on the agenda was to figure out what to do to get back into the black.

 

The first to speak was Joe Alexander, who at that point had served as corporate counsel for four years. He had been a staunch promoter of total quality management (TQM) since it had been introduced in 1993. However, because the system had not prospered recently, he and many others had become discouraged with the principles of TQM. Something stronger was needed to reenergize the hospitals and corporation. A few weeks prior to the meeting, Alexander was pondering this dilemma as he opened the afternoon mail. Among his many letters, a bright mailer caught his eye. It was an invitation to a local seminar on hospital reengineering. He had read material about reengineering in Fortune and other popular magazines and knew that prominent companies like Taco Bell and AT&T claimed they had experienced huge improvements as a result of their reengineering efforts. The local seminar cost only $250, so he decided to attend. He finished the seminar the day before the emergency executive session.

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“I just came back from a seminar that may be the ticket to saving our hides,” said Alexander. “Reengineering has been widely used in many industries to radically improve firms’ costs, quality, and speed. I wish we had learned more about this opportunity earlier; we might not have wasted so much time on TQM.”

 

“Tell us more about it,” said Ghosh.

 

“Well, it’s a way to improve processes. Everything we do in an organization involves processes. Reengineering involves designing and implementing the most efficient, needed processes. It dramatically lowers costs—some say as much as 30 percent—and improves quality.”

 

Additional discussion ensued, during which the decision was reached to put Alexander in charge of an effort to reengineer both hospitals.

 

With great enthusiasm, Alexander took the corporate chief financial officer (CFO), Yoon Tae Chong, to another conference to learn how to implement this great process innovation. They wanted to be thorough, so they worked with an external consulting firm and developed a series of principles on which to focus. Alexander presented them to Ghosh for approval.

 

Alexander stated, “Thank you for the opportunity to develop this process. I think with our team and these guiding principles we can really reduce our costs and strategically position ourselves for competitive advantage.”

 

Ghosh said, “Tell me again the seven principles you developed.”

 

Alexander responded, “First, process-oriented organization, benchmarks set as achievement goals, and blank sheets (biases are too strong among established people). After those three, standardization between the hospitals and employee-led teams (which are the most efficient structure because they reduce the need for middle managers). Then we shift to three key areas of focus: access, materials, and delivery of care. And finally, dealing with union issues de facto. I just need your approval to get moving and to get Yoon to help us start saving money.”

 

“Joe, I think you’ve done a wonderful job,” replied Ghosh. “Get to work and let’s get this hospital system in shape.”

 

Alexander quickly began to organize an implementation team. He brought in Second Chance Consulting Inc., and with the CFO, selected 36 employees from each of the two hospitals to design changes. These employees were divided into three groups. One group was put in charge of access, one in charge of materials, and one in charge of delivery of care. The consultants set benchmarks of 20 percent reductions in costs in each area. Alexander was concerned that staff in the key areas might be resistant to changing their processes, and he wanted a fresh perspective. He therefore asked that all of the people invited to participate be assigned to areas outside their own. He also decided not to include any of the hospital managers and department heads, believing they would not represent the best for the hospital as a whole.

 

The teams spent a total of six weeks intensively designing new standardized processes that could be implemented across the two hospitals. At hospital roadshows, corporate personnel talked about the great changes that the teams were designing. Staff were told that the changes would save the hospitals from ruin and reverse their fortunes.

 

However, some expressed skepticism. As the date of implementation neared, the hospitals’ administrators—perturbed by what they considered a show of disloyalty—told managers that those who did not support the effort should look for other work. Dissent immediately went underground, and the administrators believed they finally had all managers on board.

 

At the end of the six weeks, leadership drafted a detailed “battle plan” to reengineer the organization. Four from each team were retained to implement the designed solutions. The rest of the team members disbanded. Each employee involved in designing the changes was given a laptop computer as thanks for her work.

 

The first action was to eliminate two-thirds of the nursing middle managers. This change was projected to yield savings of $2 million per year. It was instituted to promote team-based authority among the nursing units, although many nurses feared that quality and communication would suffer. Other changes soon followed. The cafeteria was eliminated; patient food menus were minimized; a new position combining food service, housekeeping, and transportation was created; and the admissions staff was cut by half, among other major changes.

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Hospital executives required that employees implement changes, but managers and rank and file found that many were impractical. Some issues caused by the changes were not addressed, such as admitting Medicaid patients after half of the admissions staff had been eliminated. Access to the hospital slowed to a crawl because many Medicaid patients had to wait for verification of benefits. The elimination of the cafeteria forced employees to bring in food or leave for meals, reducing employees’ work time. The minimization of patient food menus was a disaster. The three same menus were rotated over and over, and dinner on Wednesdays was always the same: corned beef and cabbage. Patient complaints about food skyrocketed.

 

The hospital unions also complained and refused to cooperate. The new position required a lot of cross-training, and the union demanded wage increases for each new skill employees had to acquire. Most new positions increased existing personnel’s wages by about $1.00/hour. Materials management was decentralized, and 18 new people had to be hired as a result; this change seemed to increase, not decrease, costs.

 

Although the changes clearly were not producing positive results, managers were reluctant to express their concerns to hospital administrators. The executives remained positive and were certain that the changes would save their hospitals. Alexander continued to be a big supporter of reengineering and cited sabotage and bad attitudes as reasons for the lack of success. His focus was to stay the course and fully implement the plan. He reminded managers that loyalty and commitment were required to move forward.

 

After a tumultuous year of implementing the changes, the hospitals’ financial losses accelerated. Costs did not decline significantly, but the number of patients declined. Employee and patient satisfaction were at an all-time low. St. John’s board of trustees became concerned and began to question the organization’s direction.

 

Questions

What problems arose during the reengineering at St. John’s?

 

How could the executives have improved the process of change at St. John’s?

 

What next steps would you have recommended to the corporation’s board?

 

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Nursing homework help

Write a 650-1300 response to the following questions:

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  1. Explain multicultural communication and its origins.
  2. Compare and contrast culture, ethnicity, and acculturation.
  3. Explain how cultural and religious differences affect the health care professional and the issues that can arise in cross-cultural communications.
  4. Discuss family culture and its effect on patient education.
  5. List some approaches the health care professional can use to address religious and cultural diversity.
  6. List the types of illiteracy.
  7. Discuss illiteracy as a disability.
  8. Give examples of some myths about illiteracy.
  9. Explain how to assess literacy skills and evaluate written material for readability.
  10. Identify ways a health care professional may establish effective communication.
  11. Suggest ways the health care professional can help a patient remember instructions.

This assignment is to be submitted as a Microsoft Word document.

Nursing homework help

Create a PowerPoint Presentation to discuss the following…

Sgt. Eddie Johns leaned back against the chair in the outpatient orthopedic clinic. His head was killing him! He wasn’t sure which was worse, the “morning after” headache or not being able to sleep at night. At least when he had a few beers under his belt so he could catch a few hours of sleep. It had been like this since he was air evacuated back stateside from Afghanistan after the roadside bomb went off. He was thankful that he had only broken his leg in a couple of places and gotten a bad bump on the head. They called that traumatic brain injury but he didn’t know what that was and really didn’t believe them anyway. He was still thinking just fine. His friend Joe wasn’t so lucky! How was Joe going to learn to walk on those artificial legs? He was still in the hospital in Washington, DC. That was pretty far from his home. Eddie wished he could visit Joe. They had been in the same platoon for 9 months. But, Eddie was glad that he had been able to come back to his own home town for outpatient treatment. It took an hour to get here but at least he could see his girl almost every day. Sure he had moved back in with his mom but it was easier to have someone to help him get around and cook for him. It was a bummer that he couldn’t work right now. He guessed it didn’t matter much since he really didn’t have a job to go back to. He had been replaced at the plant. They said they would find something for him to do once he could get around more easily. Eddie sure hoped the doc would take the pins out of his leg today and give him a clearance to work. Nursing homework help

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  • How would the use of the Roy Adaptation Model assist the nurse in planning the continuation of care for Sgt. Johns?
  • Describe the influence of Roy’s Theory in guiding the nurse’s actions in promoting Sgt. Johns adjusted self-concept.
  • From the perspective of the Roy Adaptation Model, why is it important for the nurse to listen to Sgt. Johns’ “story” in his own words and not just base her interactions on information from the chart, fellow colleagues, or his family?
  • Based on Neuman System’s Model, identify at least 4 stressors from the case study. Create a plan of care based on Neuman Systems Model for Sgt. Johns. Nursing homework help

Diagnosis Assignment Paper

Diagnosis Assignment Paper

The purpose of the Aquifer assignment is to teach you how to synthesize important patient information gathered during an office visit to select appropriate differentials and create subsequent diagnostic and treatment plans.

The Aquifer assignment is not a summarization of the Aquifer case, or an essay on the specific illness/disease presented.

The written portion of the Aquifer assignment should clearly outline your rationale for selecting your leading diagnosis and differentials, given the information collected for the patient presented.

While the write up needs to include an appropriately formatted title page per APA 7 guidelines, a formal introduction and conclusion are not needed. Diagnosis Assignment Paper

An example outline of the written assignment should include would be as follows:

Leading Diagnosis
(this is the diagnosis for which diagnostic and treatment plan will be written)

The leading diagnosis for this patient is ****.  Leading diagnosis is supported  by patient’s presenting symptoms of ***** (citation of a Clinical Practice Guideline or Problem Specific Peer Reviewed Reference supporting findings). Supporting physical assessment findings include ****** (citation of a Clinical Practice Guideline or Problem Specific Peer Reviewed Reference supporting findings).

Differential Diagnoses (must have 2 differentials)

Differential 1 (e.g. Influeza)

The first differential in this case is **** supported by patient presentation of *** (citation of a Clinical Practice Guideline or Problem Specific Peer Reviewed Reference supporting findings). The differential is further supported by physical exam findings of **** (citation of a Clinical Practice Guideline or Problem Specific Peer Reviewed Reference supporting findings). *** is less likely however due *(here you would present s/s, history physical exam findings that rule out differential)* (citation of a Clinical Practice Guideline or Problem Specific Peer Reviewed Reference supporting findings).

Differential 2 (e.g. Viral pharyngitis)

*** is the second possible differential in this case. Differential is supported by patient’s presenting symptoms of **** (citation). Patient’s physical assessment findings of *** further support the differential however, differential is less likely due to *** (citation of a Clinical Practice Guideline or Problem Specific Peer Reviewed Reference supporting findings).

Diagnostics

Here you would outline your diagnostic plan including any pertinent diagnostic test(s) or exam(s) indicated for diagnosis (must include citation of a Clinical Practice Guideline unless not available. If no guideline is available may use a Problem Specific Peer Reviewed Reference). Brief statement regarding why test is being used, e.g. Positive RADT results are confirmatory for GAS in pediatric patients (Clinical Practice Guideline or Problem Specific Peer Reviewed Reference citation).

 

Treatment Plan

*** is the first line treatment for *** (must include citation of a Clinical Practice Guideline unless not available. If no guideline is available may use a Problem Specific Peer Reviewed Reference) Any medications should include name, route, dose, and duration (Clinical Practice Guideline or Problem Specific Peer Reviewed Reference citation). Supportive measures recommended, including ***** (citation of a Clinical Practice Guideline or Problem Specific Peer Reviewed Reference supporting findings). Follow up **** (citation of a Clinical Practice Guideline or Problem Specific Peer Reviewed Reference supporting findings) Diagnosis Assignment Paper

 

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References (documented per APA 7 guidelines)

 

Must include an appropriate clinical practice guideline unless there is not a written guideline for diagnosis. In the case no guideline is available a peer reviewed article written on the specific diagnosis selected may be used. 

Aquifer Case Study #18 Family Medicine: Migraine Headaches without Aura 

 

Leading diagnosis

The leading diagnosis for S.P. is migraine headaches without aura. A diagnosis of migraine headaches without aura is supported by the patient’s report of unilateral and severe throbbing pain associated with nausea, photophobia, and hyperacusis occurring 2-3 times weekly (Cutrer, 2022).  S.P meets 5 of the ICHD-3 diagnostic criteria for migraine without aura, including 1) having 5 attacks 2) headache attacks that last 4-72 hours, 3) characteristics such as unilateral pulsating headache, 4) nausea, vomiting, and photophobia during headache, and 5) does not match other ICHD-3 diagnosis (Cutrer, 2022).

Differential Diagnoses

Differential diagnoses for this patient include cluster-type headaches and anxiety.

Cluster-Type Headaches

The first differential for S.P. is cluster-type headaches, supported by a debilitating unilateral and severe throbbing pain that’s associated with nausea, photophobia, and hyperacusis that occurs 2-3 times a week and results in the patient having to go home. However, this is ruled out due to lack of autonomic symptoms such as ptosis, miosis, lacrimation, conjunctival injection, sweating, and/or nasal congestion (May, 2022).
Anxiety

Another differential is headache due to anxiety supported by S.P. ‘s report of a stressful lifestyle with schooling, part time work, and recent breakup with a boyfriend who cheated. (Taylor, 2020). However, this is ruled out as the patient’s GAD-2 score was 2, testing negative (Taylor, 2020).

 

 

Diagnostics

Diagnostic testing of MRI for migraine isn’t needed in this patient given her age of under 50 or having cognitive changes (Ng & Hanna, 2021). The patient would not need other laboratory tests given the negative physical examination (Cutrer, 2022).

Treatment Plan

S.P. ‘s migraine can be treated with oral sumatriptan 100 mg PO as needed for headaches and can be repeated in 2 hours, but do not exceed over 200 mg in a 24-hour period (Ng & Hanna, 2021). The patient can also take a combo therapy of acetaminophen 250 mg, aspirin 250 mg, and caffeine 65 mg orally PRN for tension-type headaches (Taylor, 2020). The patient should reduce her caffeine intake from other sources if it’s a trigger for her headaches.

S.P. should have a follow up appointment in 2 weeks to see if the medication worked. The patient in the meantime should keep a journal of headache triggers and patterns and reduce stressors in her life that could contribute to the tension-type headaches. She can also exercise four times a week, use relaxation therapies, and improve sleep (Schwedt & Garza, 2022). Diagnosis Assignment Paper

References

Cutrer, M. (2020). Pathophysiology, clinical manifestations, and diagnosis of migraine in adults. UpToDate. Retrieved June 12, 2022, from https://www.uptodate.com/contents/pathophysiology-clinical-manifestations-and-diagnosis-of-migraine-in-adults?search=migraine&source=search_result&selectedTitle=2~150&usage_type=default&display_rank=2

May, A. (2022). Cluster headache: Epidemiology, clinical features, and diagnosis. UpToDate. Retrieved June 12, 2022, from https://www.uptodate.com/contents/cluster-headache-epidemiology-clinical-features-and-diagnosis?search=cluster%20headache&source=search_result&selectedTitle=1~47&usage_type=default&display_rank=1#H6

Ng, J. Y., & Hanna, C. (2021). Headache and migraine clinical practice guidelines: A systematic review and assessment of Complementary and Alternative Medicine Recommendations. BMC Complementary Medicine and Therapies, 21(1). https://doi.org/10.1186/s12906-021-03401-3

Schwedt, T. & Garza, I. (2020). Acute treatment of migraine in adults. UpToDate. Retrieved June 12, 2022, from https://www.uptodate.com/contents/acute-treatment-of-migraine-in-adults?search=migraine%20treatment&source=search_result&selectedTitle=1~150&usage_type=default&display_rank=1#H7

Taylor, F. (2020). Tension-type headache in adults: Acute treatment. UpToDate. Retrieved June 12, 2022, from https://www.uptodate.com/contents/tension-type-headache-in-adults-acute-treatment?search=tension%20headache&topicRef=3357&source=see_link#H8

Case Analysis Tool Worksheet

Student’s Name: Iris Molina                                                 Case ID: Molina_AQ_22

  1. Epidemiology/Patient Profile
Mr. Wright is a 70-year-old male who came to the clinic for checkup after an incident of fall. He states that he felt dizziness, numbness and tingling in his left arm and hand. He is a widower that lives alone and has two daughters and a son that lives nearby. Denies headaches, change in speech or vision, chest pain.

 

  1. Prioritized Cues from History and PE.

Tier 1                                                              Tier 2                                                  Tier 3

Numbness and tingling in left arm and hand No incontinence of urine or stool Some right knee soreness
Visual Disturbances Slower response to time to questions Peptic ulcer disease
Dizziness and lightheadedness but no loss of consciousness PMI (PMI) 5th intercostal space but laterally displaced 3cm Cataract
Blood pressure: 166/82 mmHg Family History: Type 2 diabetes mellitus, hypertension, glaucoma BPH
Left arm weakness Alcohol consumption Widowed
History of Essential hypertension (poorly controlled) Diagnosis Assignment Paper   Sons lives nearby
Hyperlipidemia (poorly controlled)    
Muscle weakness (2/5)    
Tachycardia (168 bpm) with irregularly irregular rhythm    
Smoking – 1/2 pack per day resumed four years ago after 10-year abstinence    
Symptoms resolved after 15 minutes    
No current neurological deficits on examination    
Age: 70 years    
Atrial fibrillation with Irregularly irregular heart rate of 168 beats/minute    
LDL 129 mg/dl    
(-) JVD bruits    

 

Mr. Wright, a 70-year-old man with uncontrolled hypertension and hyperlipidemia, arrives to the clinic after falling due to an episode of lightheadedness. The associated left hand numbness and vision disturbance subsided after 15 minutes, but there was no loss of consciousness. The physical exam is notable for tachycardia, irregularly irregular heart rhythm, and increased blood pressure.

 III. Problem Statement

 

 

 

  1. Differential Diagnosis

Leading dx:  Transient Ischemic Attack

History Finding(s)                                                                            Physical Exam Finding(s)

Dizziness and lightheadedness but no loss of consciousness Blood pressure: 166/82 mmHg
Numbness and tingling in left arm and hand No current neurological deficits on exam
Visual disturbances LDL 129 mg/dl
Symptoms resolved after 15mins Tachycardia
History of essential hypertension (poorly controlled) Atrial Fibrillation with irregularly irregular heart rate of 168 beats/minute
Smoking  
Age: 70 years  

 

 

Alternative dx:  Stroke

History Finding(s)                                                                            Physical Exam Finding(s)

Dizziness and lightheadedness but no loss of consciousness Blood pressure: 166/82 mmHg
Numbness and tingling in left arm and hand LDL 129 mg/dl
Visual disturbances Tachycardia
Smoking Atrial Fibrillation with irregularly irregular heart rate of 168 beats/minute
Race: African American (more likely to have stroke) (Cash, et. al., 2021) Slower response to time to questions

 

Alternative dx:  Atrial Fibrillation

History Finding(s)                                                                            Physical Exam Finding(s)

Dizziness and lightheadedness EKG finding: Atrial Fibrillation with LVH, inferior and lateral ST depression
Visual disturbances Irregularly Irregular rate of 168 beats/min
Hypertension Tachycardia: HR: 118

 

  1. Explanation of Diagnostic Plan and Treatment Plan in prioritized order:

Diagnostic Plan Rationale

EKG Evaluation of dysrhythmia (Cash, et al., 2021)
Brain imaging with head CT and/or MRI For individuals with TIA, brain MRI using diffusion-weighted imaging is more sensitive than CT at finding small infarcts. Additional data from multimodal CT and MRI tests may help in ischemic stroke diagnosis.
CBC and PT/PTT Infectious, hypoxic/hypoperfusion, thrombotic, and hemorrhagic etiologies should be taken into consideration when the CBC and PT/PTT are abnormal. To obtain baseline before starting antithrombotic drug.
Cardiac Markers Since myocardial ischemia is a potential side effect of acute cerebrovascular illness, markers for cardiac ischemia are crucial for all patients with suspected ischemic stroke.
Glucose check Rule out hypoglycemia
B-type Natriuretic Peptide (BNP) An increased level can indicate acute stroke.
Oxygen Saturation The cause of a stroke may be underlying CAD, and by maintaining normal oxygen saturation, the severity of brain damage may be reduced. Stroke patients who are hypoxic need supplemental oxygen.

 

Treatment Plan                                                                        Rationale

Rapid transfer to hospital Emergent situation, higher acuity of care (MRI)
Antiplatelet Therapy once bleeding is ruled out It lowers the likelihood of clot formation (Fox, 2019). Aspirin is the preferred platelet inhibitor. For patients who can’t take aspirin, most providers reserve clopidogrel and utilize it as a last resort. Based on patient preference, the predicted risk of bleeding if anticoagulation is used, and access to high-quality anticoagulation monitoring, it is advised for low-risk and certain moderate-risk patients with AF. The suggested dose is 81 mg because greater doses, such 325 mg, increase adverse effects without significantly lowering the risk of stroke.
Antihypertensive

Blood pressure lowering to a goal of 130/80 mmHg using antihypertensive (Thiazide-like Diuretic: Hydrochlorothiazide + Amlodipine + Metoprolol 25 mg PO daily)

In people who have had an ischemic stroke and are past the hyperacute stage, antihypertensive therapy is advised for the prevention of recurrent stroke and other vascular problems. Based on its extended half-life and demonstrated decrease of CVD in clinical trials, hydrochlorothiazide is chosen. Keep an eye on uric acid and calcium levels, as well as hyponatremia and hypokalemia. Metoprolol and Amlodipine are introduced for better control (the patient has already been taking them) (to control his heart rate as well).
Lipid control (High intensity Statin therapy: Atorvastatin 40 mg daily) All patients with a history of TIA or CVA should be placed on high-intensity statin such as atorvastatin 40 or 80 mg or rosuvastatin 20 mg
Educate on medication adherence Management of associated risk factors
Reduce alcohol consumption Decrease or eliminate risk factors (Cash., et. al., 2021)
Smoking Cessation Smokers who have had an ischemic stroke or transient ischemic attack should be strongly advised not to smoke.
Stroke Education Stroke education including knowledge of stroke warning signs and need to call 911 in the event of a cerebrovascular event as well as awareness of individual’s own risk factors.
Diet All people are advised to follow a Mediterranean diet by the ACC/AHA Lifestyle Guidelines in order to lower their risk of ASCVD. Additionally, people with hypertension need to keep their daily sodium consumption to 2,400 mg or fewer.
Exercise plan to reduce weight All adults are urged to engage in physical exercise of moderate to vigorous intensity three to four times per week for a total of forty minutes, based on moderate quality evidence. It is advised to follow a supervised rehabilitative exercise program for people who have disabilities following an ischemic stroke.

 

 

 

 

I have adhered to the honor system:  Yes

Student’s signature

 

References

 

Cash, J. C., & Glass, C. A. (2017). Family Practice Guidelines (4th ed.). Springer Publishing.

Fox, C., (2019). Ischemic stroke in children: Clinical presentation, evaluation, and diagnosis. UpToDate.

Retrieved from https://www.uptodate.com/contents/ischemic-stroke-in-children-clinical-presentation

            evaluation-and-diagnosis

 

 

IRIS

 

NURS – 6051N – Discussion: The Application Of Data To Problem-Solving

NURS – 6051N – Discussion: The Application Of Data To Problem-Solving

NURS – 6051N Transforming Nursing & Hc Module 1: What Is Informatics? (Weeks 1-2)

Discussion: The Application of Data to Problem-Solving. 2 peers response.

Discussion: The Application of Data to Problem-Solving In the modern era, there are few professions that do not to some extent rely on data. Stockbrokers rely on market data to advise clients on financial matters. Meteorologists rely on weather data to forecast weather conditions, while realtors rely on data to advise on the purchase and sale of Meteorologists rely on weather data to forecast weather conditions, while realtors rely on data to advise on the purchase and sale of property. property.

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In these and other cases, data not only helps solve problems, but adds to the practitioner’s and the discipline’s body of knowledge. Of course, the nursing profession also relies heavily on data. The field of nursing informatics aims to make sure nurses have access to the appropriate date to solve healthcare problems, make decisions in the interest of patients, and add to knowledge. In this Discussion, you will consider a scenario that would benefit from access to data and how such access could facilitate both problem-solving and knowledge formation.

 

To Prepare:

 

  • Reflect on the concepts of informatics and knowledge work as presented in the Resources.
  • Consider a hypothetical scenario based on your own healthcare practice or organization that would require or benefit from the access/collection and application of data. Your scenario may involve a patient, staff, or management problem or gap. NURS – 6051N – Discussion: The Application Of Data To Problem-Solving

 

Read: concepts of informatics and knowledge

Assignment 8: Literature Review: The Use Of Clinical Systems To Improve Outcomes And Efficiencies

Assignment 8: Literature Review: The Use Of Clinical Systems To Improve Outcomes And Efficiencies

Explain How Health Promotion Activities Reduce The Cost Of Care

Explain How Health Promotion Activities Reduce The Cost Of Care.

Psychiatric Nursing Assignment

Psychiatric Nursing Assignment

Therapy for Pediatric Clients with Mood Disorders An African American Child Suffering From Depression Decision Point One Begin Zoloft 25 mg orally daily Begin Zoloft 25 mg orally daily RESULTS OF DECISION POINT ONE • Client returns to clinic in four weeks • No change in depressive symptoms at all Decision Point Two Increased dose to 37.5mgorally daily Increase dosinne to 37.5 mg orally daily RESULTS OF DECISION POINT TWO • Client returns to clinic in four weeks • Depressive symptoms decrease by 20%. Client reports feeling a little bit better Decision Point Three Mai Guidance to Student At this point, sufficient symptom reduction has not been realized. Should either increase dose or consider different SSRI. At 8 weeks post-initiation of therapy, there should have been a significant (as defined as 50%) decrease in symptoms.

This would be considered an adequate trial of antidepressant and change in dose or to a different agent would be appropriate. • Reflect on the psychopharmacologic treatments you might recommend for the assessment and treatment of pediatric patients requiring antidepressant therapy. The Assignment: 5 pages Examine Case Study: An African American Child Suffering From Depression. You will be asked to make three decisions concerning the medication to prescribe to this patient. Be sure to consider factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes. At each decision point, you should evaluate all options before selecting your decision and moving throughout the exercise. Before you make your decision, make sure that you have researched each option and that you evaluate the decision that you will select. Be sure to research each option using the primary literature. Introduction to the case (1 page) •

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Briefly explain and summarize the case for this Assignment. Be sure to include the specific patient factors that may impact your decision making when prescribing medication for this patient. Decision #1 (1 page) • Which decision did you select? • Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. • Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature). • Explain how ethical considerations may impact your treatment plan and communication with patients. Psychiatric Nursing Assignment

Be specific and provide examples. Decision #2 (1 page) • Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. • Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature). • Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples. Decision #3 (1 page) • Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. • Why did you not select the other two options provided in the exercise?Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. •

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature). • Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples. Conclusion (1 page) Summarize your recommendations on the treatment options you selected for this patient. Be sure to justify your recommendations and support your response with clinically relevant and patient-specific resources, including the primary literature. Note: Support your rationale with a minimum of five academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. You should be utilizing the primary and secondary literature. Reminder : The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293632).All papers submitted must use this formatting. Psychiatric Nursing Assignment

Women’s And Men’s Health/Infections And Hematologic Systems

Women’s And Men’s Health/Infections And Hematologic Systems

NRS 428 Topic 2 Epidemiology And Communicable Diseases TASKS PATIENCE

NRS 428 Topic 2 Epidemiology And Communicable Diseases TASKS PATIENCE