Our Cancer Center’s medical hematology/oncology was recently split between the two local hospitals and two new centers were created. Prior to the split we had a big town hall with both institutions. Then we all had to apply for positions and wait to find out where we were hired. Once we were hired they had virtual town halls to keep us up to date on the progress.

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Now that we have been part of the organization for a year, we hold monthly staff meetings. There are also huddles for individual teams. Nursing homework help. We went through a period of time where we had distrust as the organization did not ask for input when developing the new center. Now as I look back those decisions were made early on before hiring staff and needed to be made using data from other cancer centers within the organization. As I look back on this experience it seems they used the Traditional Problem solving process to make the original decisions when developing the program. (Marquis & Huston, 2020) One of the more recent decisions the staff have been asked to help with is from our healthcare foundation. There is a fund which we can contribute to as staff and then each quarter we are asked to vote on which project will get funded. Departments apply for funding and then those proposals are shared with the staff and whoever gets the highest vote gets the funding that quarter. As a person who donates to that fund, I find it refreshing that they ask and honor our opinions. In a pandemic where a lot of decisions are taken away from the bedside this allows the staff to be part of process. It is known that stress in the work place can affect decision making, causing nurses to be hyper vigilant when making bedside decision. (Denizsever et al., 2021) Having been a manager in previous roles it is a balancing act to hear staffs voice, then look at the organization and then communicate back to the staff why or why not that suggestion will be put into effect. Nursing homework help

Module 06 Content

Top of Form

Purpose of Assignment:

According to the American Association of Colleges of Nursing (2008), “Apply safeguards and decision making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers.”

 

American Association of College of Nursing. (2008). The Essentials of Baccalaureate Education for Professional Nursing Practice. Retrieved from: https://www.aacnnursing.org/Education-Resources/AACN-Essentials

Bottom of Form

Top of Form

Course Competency:

Differentiate the impact of various communication technologies on safety and quality improvement. Emerging Healthcare 6 Assignment

 

Content:

Scenario

You are a staff nurse at Healing Spaces Hospital, and through your dedication and passion for healthcare technologies, you have been voted as the nursing delegate to sit on the Emerging Innovations Steering Committee. In preparing for your first committee meeting you have read through the last year of meeting minutes and determined what the past nursing delegate had achieved and what future goals were set for this specific role. The meeting minutes from last month show that the steering committee is currently looking at emerging communication technologies and how the hospital can leverage cost effective technological advances. In preparation for the first meeting you have created a list of best practices based on your scholarly research and create a list of action plans for leveraging these into practice.

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Instructions

You have just walked into your first steering committee meeting and quickly see this committee is ready to move forward with levering technology specific to communication. As the nursing delegate, you have been tasked with creating a comparative analysis of two communication technologies and how they can be used to improve communication between healthcare teams as well as how it can influence patient outcomes. Before the next monthly committee meeting, they want you to send them a comparative analysis using a format of your choice (i.e. table) of two communication technologies that you feel best improve safety and quality healthcare. Write a comparative analysis including the following:

1. • Discuss the two selected communication technologies you have chosen with support from scholarly research
   • Describe the function of each technology
   • Analyze how it is used in the healthcare setting
   • Examine how the two selected technologies can be used to improve communication among the healthcare team.
   • Provide a specific practice example from the literature to support how each technology has been shown to improve communication among the healthcare team.
   • Discuss how each communication technology has been shown to improve patient outcomes.
   • Identify evidence from the literature to support how each technology has been shown to impact patient outcomes.

 

Format:

1. • Standard American English (correct grammar, punctuation, etc.)
   • Logical, original and insightful
   • Professional organization, style, and mechanics in APA format
   • Submit document through Grammarly to correct errors before submission. Emerging Healthcare 6 Assignment

 

Module 06 Assignment – Designing a Care Map

Purpose of Assignment

Assist students to develop a care plan that includes safe discharge information for a client with musculoskeletal trauma.

Course Competency

• Explain components of multidimensional nursing care for clients with musculoskeletal disorders.

Instructions

Mr. Harry Roost is a 78-year old male being discharge after a fracture of his right tibia and fibula.  He has a long leg cast that he will need to wear for the next 8 weeks.  The nurses have observed him using a hanger to scratch the skin under the cast.  The nurses have reminded him each time that he is not to put anything down his cast.  He also sits on the side of the bed for long periods with his leg in a dependent position.  He also gets up to go to the bathroom without calling for help.  The staff have observed him hopping to the bathroom without using his crutches.  Module 06 Assignment – Designing a Care Map

Develop a care map for Mr. Roost using the template directly after these instructions. Include information important for his discharge home. For this assignment, include the following: assessment and data collection (including disease process, common labwork/diagnostics, subjective, objective, and health history data), three NANDA-I approved nursing diagnosis, one SMART goal for each nursing diagnosis, and two nursing interventions with rationale for each SMART goal for a client with a musculoskeletal disorder.

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Assessment and Data Collection	Three NANDA-I Approved                    Nursing Diagnosis	One Smart Goal for EACH Nursing Diagnosis	Two Nursing Interventions with Rationale for EACH Nursing Diagnosis
Disease Process:                 Common Labwork/Diagnostics:                 Assessment Data (consider subjective, objective, and heath history):	Nursing Diagnosis:                 Nursing Diagnosis:                 Nursing Diagnosis	SMART Goal:                  SMART Goal:                 SMART Goal:	1.   2.               1.   2.             1.   2.

 

 Module 06 Assignment – Designing a Care Map Rubric

Total Assessment Points – 65

Levels of Achievement
Criteria	Emerging	Competence	Proficiency	Mastery
Assessment / Data Collection (10 Pts)	Lacks basic factors of the disease process, common labs, diagnostic tests, and subjective, objective, and health history data. Failure to submit Assessment/Data Collection will result in zero points for this criterion.	Briefly identifies the factors including the disease process, common labs, diagnostic tests, and subjective, objective, and health history data.	Clearly identifies the factors including the disease process, common labs, and diagnostic tests, and subjective, objective, and health history data.	Thoroughly identifies all factors including the disease process, common labs, diagnostic tests, and subjective, objective, and health history data with a deep understanding.
	Points – 7	Points – 8	Points – 9	Points – 10
Nursing Diagnosis (should fit the data) (10 Pts)	Nursing diagnosis are insufficient and/or do not fit the data. Failure to submit Nursing Diagnosis will result in zero points for this criterion.	Writes ONE NANDA-I approved nursing diagnosis in the correct format (including related to/as evidenced by) with a strong connection to identified data.	Writes TWO NANDA-I approved nursing diagnoses in the correct format (including related to/as evidenced by) with a strong connection to identified data.	Writes THREE NANDA-I approved nursing diagnoses in the correct format (including related to/as evidenced by) with a strong connection to identified data.
	Points – 7	Points – 8	Points – 9	Points – 10
SMART Goal (should reflect the diagnosis and follow guidelines)  (15 Pts)	The goals meet few SMART goal guidelines and/or are not related to the nursing diagnoses. Failure to submit SMART goals will result in zero points for this criterion.	Writes ONE goal for ONE nursing diagnosis and the goal meets all the SMART goal guidelines and are related to the nursing diagnosis.	Writes ONE goal for TWO nursing diagnoses and the goals meet all the SMART goal guidelines and are related to the nursing diagnoses.	Writes ONE goal for THREE nursing diagnoses and the goals meet all the SMART goal guidelines and are related to the nursing diagnoses.
	Points – 11	Points – 12	Points – 13	Points – 15
Interventions and Rationale (20 Pts)	Lacks appropriate interventions and rationale to assist the client in resolving the issues leading to the problem. Failure to submit Interventions and Rationale will result in zero points for this criterion.	Writes 3 interventions with rationale to assist the client in resolving the issues leading to the problem with appropriate references.	Writes 5 interventions with rationale to assist the client in resolving the issues leading to the problem with appropriate references.	Writes more than 5 interventions with rationale to assist the client in resolving the issues leading to the problem with appropriate references.
	Points – 15	Points – 16	Points – 18	Points –20
APA Citation (5 Pts)	APA in-text citations and references are missing.	Attempted to use APA in-text citations and references.	APA in-text citations and references are used with few errors.	APA in-text citations and references are used correctly.
	Points- 2	Points- 3	Points- 4	Points- 5
Spelling and Grammar  (5 Pts)	Numerous spelling and grammar errors, which detract from the audience’s ability to comprehend material. Module 06 Assignment – Designing a Care Map	Some spelling and grammar errors, which detract from the audience’s ability to comprehend material.	Few spelling and grammar errors.	Minimal to no spelling and grammar errors.
	Points- 2	Points- 3	Points- 4	Points- 5

 

Grading Rubric

 

Student______________________________________

This sheet is to help you understand what we are looking for, and what our margin remarks might be about on your write ups of patients. Since at all of the white-ups that you hand in are uniform, this represents what MUST be included in every write-up.

 

• Identifying Data (___5pts): The opening list of the note. It contains age, sex, race, marital status, etc. The patient complaint should be given in quotes. If the patient has more than one complaint, each complaint should be listed separately (1, 2, etc.) and each addressed in the subjective and under the appropriate number.

 

• Subjective Data (___30pts.): This is the historical part of the note. It contains the following:

 

1. a) Symptom analysis/HPI(Location, quality , quantity or severity, timing, setting, factors that make it better or worse, and associate manifestations.(10pts).
2. b) Review of systems of associated systems, reporting all pertinent positives and negatives (10pts).
3. c) Any PMH, family hx, social hx, allergies, medications related to the complaint/problem (10pts). If more than one chief complaint, each should be written u in this manner. Nursing homework help

 

• Objective Data(__25pt.): Vital signs need to be present. Height and Weight should be included where appropriate.

 

1. Appropriate systems are examined, listed in the note and consistent with those identified in 2b.(10pts).
2. Pertinent positives and negatives must be documented for each relevant system.
3. Any abnormalities must be fully described. Measure and record sizes of things (likes moles, scars). Avoid using “ok”, “clear”, “within normal limits”, positive/ negative, and normal/abnormal to describe things. (5pts).

 

• Assessment (___10pts.): Encounter paragraph and diagnoses should be clearly listed and worded appropriately including ICD10 codes.

 

• Plan (___15pts.): Be sure to include any teaching, health maintenance and counseling along with the pharmacological and non-pharmacological measures. If you have more than one diagnosis, it is helpful to have this section divided into separate numbered sections.

 

• Subjective/ Objective, Assessment and Management and Consistent (___10pts.): Does the note support the appropriate differential diagnosis process? Is there evidence that you know what systems and what symptoms go with which complaints? The assessment/diagnoses should be consistent with the subjective section and then the assessment and plan. The management should be consistent with the assessment/ diagnoses identified.

 

• Clarity of the Write-up(___5pts.): Is it literate, organized and complete?

 

Comments:

 

Total Score: ____________                                                          Instructor: __________________________________

 

Guidelines for Focused SOAP Notes

• Label each section of the SOAP note (each body part and system).
• Do not use unnecessary words or complete sentences.
• Use Standard Abbreviations

S: SUBJECTIVE DATA (information the patient/caregiver tells you).

Chief Complaint (CC): a statement describing the patient’s symptoms, problems, condition, diagnosis, physician-recommended return(s) for this patient visit. The patient’s own words should be in quotes.

History of present illness (HPI): a chronological description of the development of the patient’s chief complaint from the first symptom or from the previous encounter to the present. Include the eight variables (Onset, Location, Duration, Characteristics, Aggravating Factors, Relieving Factors, Treatment, Severity-OLDCARTS), or an update on health status since the last patient encounter. Nursing homework help

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Past Medical History (PMH): Update current medications, allergies, prior illnesses and injuries, operations and hospitalizations allergies, age-appropriate immunization status.

Family History (FH): Update significant medical information about the patient’s family (parents, siblings, and children). Include specific diseases related to problems identified in CC, HPI or ROS.

Social History(SH): An age-appropriate review of significant activities that may include information such as marital status, living arrangements, occupation, history of use of drugs, alcohol or tobacco, extent of education and sexual history.

Review of Systems (ROS). There are 14 systems for review. List positive findings and pertinent negatives in systems directly related to the systems identified in the CC and symptoms which have occurred since last visit; (1) constitutional symptoms (e.g., fever, weight loss), (2) eyes, (3) ears, nose, mouth and throat, (4) cardiovascular, (5) respiratory, (6) gastrointestinal, (7) genitourinary, (8) musculoskeletal, (9-}.integument (skin and/or breast), (10) neurological, (11) psychiatric, (12) endocrine, (13) hematological/lymphatic, {14) allergic/immunologic.  The ROS should mirror the PE findings section.

0: OBJECTIVE DATA (information you observe, assessment findings, lab results).

Sufficient physical exam should be performed to evaluate areas suggested by the history and patient’s progress since last visit. Document specific abnormal and relevant negative findings. Abnormal or unexpected findings should be described. You should include only the information which was provided in the case study, do not include additional data.

Record observations for the following systems if applicable to this patient encounter (there are 12 possible systems for examination): Constitutional (e.g. vita! signs, general appearance), Eyes, ENT/mouth, Cardiovascular, Respiratory, GI, GU, Musculoskeletal, Skin, Neurological, Psychiatric, Hematological/lymphatic/immunologic/lab testing.   The focused PE should only include systems for which you have been given data.

NOTE: Cardiovascular and Respiratory systems should be assessed on every patient regardless of the chief complaint.

Testing Results: Results of any diagnostic or lab testing ordered during that patient visit.

A: ASSESSMENT:  (this is your diagnosis (es) with the appropriate ICD 10 code)

List and number the possible diagnoses (problems) you have identified. These diagnoses are the conclusions you have drawn from the subjective and objective data.

Remember: Your subjective and objective data should support your diagnoses and your therapeutic plan.

Do not write that a diagnosis is to be “ruled out” rather state the working definitions of each differential or primary diagnosis (es).

For each diagnoses provide a cited rationale for choosing this diagnosis. This rationale includes a one sentence cited definition of the diagnosis (es) the pathophysiology, the common signs and symptoms, the patients presenting signs and symptoms and the focused PE findings and tests results that support the dx. Include the interpretation of all lab data given in the case study and explain how those results support your chosen diagnosis. Nursing homework help

P: PLAN (this is your treatment plan specific to this patient). Each step of your plan must include an EBP citation.

1. Medications write out the prescription including dispensing information and provide EBP to support ordering each medication. Be sure to include both prescription and OTC medications.
2. Additional diagnostic tests include EBP citations to support ordering additional tests
3. Education this is part of the chart and should be brief, this is not a patient education sheet and needs to have a reference.
4. Referrals include citations to support a referral
5. Follow up. Patient follow-up should be specified with time or circumstances of return. You must provide a reference for your decision on when to follow up.

 

NR533: Quality Improvement And Patient Safety

This Assignment is in 3 Parts

TOPIC: Leadership and Culture of Safety

ASSIGNMENT (Part 1)

Week 09 Learning Activity – Culture of Safety Organizational Self-Assessment

Objectives:

Culture of Safety Organizational Self-Assessment

The purpose of this learning activity is to provide you with an opportunity to conduct a self-assessment of your health care organization using a self-assessment tool.

Recommend you complete this self-assessment independently, and review self-assessment responses and scoring for each category. NR533: Quality Improvement And Patient Safety

Instructions:

1. After completing the “Self-Assessment Tool: Culture of Safety Organizational Self-Assessment” (American College of Healthcare Executives, et.al. – pp. 33-40), you will review the self-assessment responses and score each of the following categories:

o Establishing a compelling vision for safety

o Value trust, respect, and inclusion

o Select, develop, and engage your Board

o Prioritize safety in the selection and development of leaders

o Lead and reward a just culture

Reference:

American College of Healthcare Executives, & IHI/NPSF Lucian Leape Institute. (2017). Leading a culture of safety: A blueprint for success. IHI Open School.

Discussion #4 (Part 2) (250 Words)

Creating and Sustaining a Culture of Safety

As a follow-up to completing the Self-Assessment Tool, you and your nurse colleagues will share the results of the self-assessment of your respective health care organization by responding to the following questions.

1. Reviewing the total scores for each category, which two categories received the highest scores and which two categories received the lowest scores?
2. What are some of the factors that contributed to the category(ies) receiving the highest score(s)?
3. Based on the results of the Self-Assessment Tool: Culture of Safety Organizational Self-Assessment, what are the challenges of creating and sustaining a culture of safety in your healthcare organization? What are the three priorities moving forward? NR533: Quality Improvement And Patient Safety

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Write Reflective Journal (Part 3)

Separate groups: Group A

The Reflective Journal is a place to write short reflections that are posed during the course in Lessons and elsewhere. These are private between student and instructor and allow a non-formatted space for reflecting about your weekly learning and help you realize how you have changed based on the learning you have accomplished during the course.

Please make sure to enter a “Heading” for each reflection that your are entering to keep them separate.

Please be honest about your reflections as these should be your actual thoughts not regurgitation of textbook content.

Required Readings

• American College of Healthcare Executives, & IHI/NPSF Lucian Leape Institute. (2017). Leading a culture of safety: A blueprint for success (PDF). IHI Open School.
• Brown, S.R., Purviance, D., & Southard, E.P. (2020). Nurse fatigue: Short on sleep, short on safety. American Nurse Journal, 15(1), 24-26.
• IHI. (2021). Conduct patient safety leadership walkrounds. IHI Open School
• JCCTH. (2021). Hands-off communications targeted solutions tool. Joint Commission Center      for Transforming Healthcare.
• McCarthy, D. & Blumenthal, D. (2006). Stories from a sharp end: Case studies in safety      improvement. The Milbank Quarterly, 84(1), 165-200. (Library Link)
• Rivera, A. J. & Karsh, B-T. (2010). Interruptions and distractions in healthcare: Review and reappraisal (PDF of authors manuscript from NIHMS/NCBI/PMC). Quality & Safety in Health Care, 19(4), 304-312.
• TJC. (2017, March). The essential role of leadership in developing a safety culture. The Joint Commission, Sentinel Alert Event, 57, 1-8.

Content in weeks Lesson

• ANA. (2014, Nov.). Nursing: The Infrastructure of Safety (Reducing Nurse Fatigue). American      Nurses Association. (Video)
• IHI. (2015, Dec.). What is a culture of safety? IHI Open School.(Video)
• IHI. (2018, Feb.). Who has the biggest impact on safety culture? IHI Open School. (Video)
• JCCTH. (2012, Dec.). Creating a safety culture. Joint Commission Center for Transforming      Healthcare. (Video)
• Leape, L.L. (2017). Leading a culture of safety: A blueprint for success. IHI Open School.(Video)
• MedStar Health. (2014, March). Annie’s Story: How a System’s Approach Can Change Safety Culture. MedStar Health. (Video)
• SW MGT. (2019, Aug.). Safety Leadership – Developing Safety Culture by getting “Buy In”! SW      MGT. NR533: Quality Improvement And Patient Safety