Ethical and Legal Implications of Prescribing Drugs Essay

Ethical and Legal Implications of Prescribing Drugs Essay

Assignment Ethical and Legal Implications of Prescribing Drugs
2 – 3-page paper due on the ethical and legal implications of the scenario below:
“You see another nurse practitioner writing a prescription for her husband, who is not a patient of the nurse practitioner. The prescription is for a narcotic. You can’t decide whether or not to report the incident.”
• Explain the ethical and legal implications of the scenario you selected on all stakeholders involved, such as the prescriber, pharmacist, patient, and patient’s family. Ethical and Legal Implications of Prescribing Drugs Essay.
• Describe strategies to address disclosure and nondisclosure as identified in the scenario you selected. Be sure to reference laws specific to your state.
• Explain two strategies that you, as an advanced practice nurse, would use to guide your decision making in this scenario, including whether you would disclose your error. Be sure to justify your explanation.
• Explain the process of writing prescriptions, including strategies to minimize medication errors.

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References:
Drug Enforcement Administration. (n.d.-a). Code of federal regulations. Retrieved February 1, 2019, from https://www.deadiversion.usdoj.gov/21cfr/cfr/1300/1300_01.ht m
Institute for Safe Medication Practices. (2017). List of errorprone abbreviations, symbols, and dose designations. Retrieved from https://www.ismp.org/recommendations/errorprone-abbreviations-list •
Ladd, E., & Hoyt, A. (2016). Shedding light on nurse practitioner prescribing. The Journal for Nurse Practitioners, 12(3), 166–173. doi:10.1016/j.nurpra.2015.09.17
Rosenthal, L. D., & Burchum, J. R. (2018). Lehne’s pharmacotherapeutics for nurse practitioners and physician assistants. St. Louis, MO: Elsevier.
Sabatino, J. A., Pruchnicki, M. C., Sevin, A. M., Barker, E., Green, C. G., & Porter, K. (2017). Improving prescribing practices: A pharmacist‐led educational intervention for nurse practitioner students. Journal of the American Association of Nurse Practitioners, 29(5), 248–254. doi:10.1002/2327- 6924.12446 Ethical and Legal Implications of Prescribing Drugs Essay

 

Nurses have varying degrees of prescriptive authority over controlled substances, medications, medical services and medical devices. Ethical obligations also influence their prescriptions. Prescriptive regulations prevent medical errors which have become a major concern in the healthcare system. Approximately, over 250,000 deaths occurring in the United States annually are associated with medical errors. Moreover, the Centers for Disease Control and Prevention (CDC) ranked medical errors as the third top causes of death in 2016 after heart diseases and cancer (Sabatino et al., 2017). In order to understand the ethical and legal issues associated with prescription, this paper examines a case of prescription of a nurse to their husband who is not her patient. Ethical and Legal Implications of Prescribing Drugs Essay

Ethical and legal implications

The ethical and legal implications of this scenario include not documenting an evaluation of the patient as well as not reviewing their past medical history before prescribing. On the other hand, narcotics are controlled drugs whose prescriptions follow the Drug Enforcement Administration (DEA) procedure (DEA, n.d). As such, if the nurse is not authorized by DEA to prescribe controlled substances, she is definitely committing a legal crime. On the other hand, the nurse was not the patient’s nurse practitioner and did not consult before prescribing. Legally, prescribing should involve consultation and communication regarding the evaluation documentation and treatment and hence could cause medical errors Ethical and Legal Implications of Prescribing Drugs Essay. Prescribing controlled drugs such as narcotics to family members or friends risk prosecution for diverting controlled drugs or, at minimum, inappropriate prescribing of controlled drug (Ladd & Hoyt, 2016). Consequently, if the nurse uses the wrong prescription form, they can be accused of fraudulent activities.

Strategies to address disclosure and nondisclosure

Ethically, nurses are obligated to disclose information for informed decision-making of the patient. This supports the autonomy principle of ethics. Legally, the bill of rights advocates for full disclosure of medical errors (Ladd & Hoyt, 2016). In this case, the nurse should employ the ethical principles of beneficence, non-maleficence, justice and autonomy to disclose the situation to other medical workers and the patient. The two strategies that I would employ in this case include autonomy. Here, I would call the patient and explain the legal and ethical procedure involved in my case and acknowledge that it I committed an error that could cause him harm. I would also engage his nurse practitioner to explain the right procedure I should have employed and as well point out the possible implications. Furthermore, I would offer an apology for the medical error and offer to cover for the financial resources associated with the error. Ethical and Legal Implications of Prescribing Drugs Essay

Process of writing prescriptions

Following the process of writing prescriptions is important in eliminating medical errors. Prescriptions are written by qualified healthcare personnel. Notably, controlled substances are prescribed under specific conditions and by DEA certified nurses. The process of writing prescriptions involves filling and picking up prescriptive medications in a clear and legible manner. Prescriptions contain the name and address of the prescriber, the date of prescription, the name of the drug and its strength (Porter, 2017). A label of the administration instructions on the frequency and amount to be taken is also important.

In order to minimize medication errors, clear and complete information should be provided to the patients. The warnings, side effects and allergies should also be noted. The clarity of the prescription ensures that the pharmacist dispenses the correct drugs to patients. It is also essential for a prescriber of controlled drugs to be certified by DEA and follow the prescriptive guidelines provided to ensure safety and minimize the abuse of the drug. Ethical and Legal Implications of Prescribing Drugs Essay

References

Drug Enforcement Administration. (n.d.-a). Code of federal regulations. Retrieved February 1, 2019, from https://www.deadiversion.usdoj.gov/21cfr/cfr/1300/1300_01.htm

Institute for Safe Medication Practices. (2017). List of errorprone abbreviations, symbols, and dose designations. Retrieved from https://www.ismp.org/recommendations/errorprone-abbreviations-list

Ladd, E., & Hoyt, A. (2016). Shedding light on nurse practitioner prescribing. The Journal for Nurse Practitioners, 12(3), 166–173. doi:10.1016/j.nurpra.2015.09.17

Sabatino, J. A., Pruchnicki, M. C., Sevin, A. M., Barker, E., Green, C. G., & Porter, K. (2017). Improving prescribing practices: A pharmacist‐led educational intervention for nurse practitioner students. Journal of the American Association of Nurse Practitioners, 29(5), 248–254. doi:10.1002/2327- 6924.12446 Ethical and Legal Implications of Prescribing Drugs Essay

Diverse Populations and Age Discussion

Diverse Populations and Age Discussion

Read the required readings. Consider the influence of socioeconomic status (SES), culture, gender, ethnicity, and spirituality on mental and physical health for the individual in various health care settings, as it relates specifically to age in adulthood. Construct your post addressing young, middle and older adult related risks concerning a topic. (Young adults are 18–35, not adolescents). Consider physiological, psychological and iatrogenic risks Diverse Populations and Age Discussion

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Be creative in how you address the discussion. You may choose a specific health topic, social health issue, a health condition or create a family scenario. Consider life transitions and role change. Be sure to include risks, addressing the issue across the adult lifespan. Integrate some social, spiritual and environmental influences on mental and physical health.

Please review the Discussion Board Participation grading rubric under Course Resources in the Grading Rubrics section.

This is important information that will ensure that you earn maximum points. Your postings should be qualitative and provide substantive depth that advances the discussion.

Please see the Kaplan Writing Center located in the student portal for assistance with writing, APA, and online communication.

Required Reading

In Health Promotion Throughout the Lifespan in Nursing Practice, read:

Chapter 22: “Young Adult”

Chapter 23: “Middle-Aged Adult“

Chapter 24: “Older Adult”

Caldwell, J. T., Ford, C. L., Wallace, S. P., Wang, M. C., & Takahashi, L. M. (2016). Intersection of Living in a Rural Versus Urban Area and Race/Ethnicity in Explaining Access to Health Care in the United States. American Journal Of Public Health, 106(8), 1463-1469.

Emlet, C. A. (2016). Social, Economic, and Health Disparities Among LGBT Older Adults. Generations, 40(2), 16

Lee, K. H., & Hwang, M. J. (2014). Private religious practice, spiritual coping, social support, and health status among older Korean adult immigrants. Social Work In Public Health, 29(5), 428-443. Diverse Populations and Age Discussion

Course Web Resources

Course PDF Web Resources

Diverse Populations and Age Discussion

 

Reflective Spirituality Paper

Reflective Spirituality Paper

You have been assigned required readings on spirituality in your course. You may choose one or more chapters from each assigned book to read. You will then write a reflection paper regarding your thoughts, meaningful ideas, feelings, and/or reactions, and the application of these to nursing practice or your own spiritual growth and self-care.

1. Paper is typed in at least 3 pages, double spaced and turned in on time via D2L or email to your professor, with coversheet title page in APA format; thoughtful, suitable title
10 Points

2. Introductory paragraph is attention-getting

10 Points

3. Spelling, grammar, mechanics, and usage are correct throughout paper
10 Points Reflective Spirituality Paper

4. Thoughts are expressed in a coherent and logical manner.
20 Points

5. Viewpoints and interpretations are insightful, demonstrating an in-depth reflection.
20 Points

6. Concluding paragraph sums up information, reiterates ideas and opinions, and leaves reader with a call to action or something meaningful to remember
10 Points

7. Pertinent reference sources are skillfully woven throughout paper without over use of quotations but, rather, attempt to paraphrase
10 Points

8. References are properly cited in APA format with no plagiarism. Reflective Spirituality Paper
5 Points

9. At least 3 references are cited in paper, including a reference from current class assigned chapter readings in Mauk, a reading in an assigned chapter in White, and one journal article of your own choice.
5 Points

Total
100 Possible Points
Actual Points =
References:

 

Reflective Spirituality Paper

This paper reflects on Readings in E. G. White, The Ministry of Healing. The selected chapters include Helping the Tempted; Mind Cure; Extremes in Diet; Stimulants and Narcotics; and lastly Liquor Traffic and Prohibition.

For the mind-cure, the body and the mind are closely connected. Therefore, when the body is affected, the mind also is affected and vice versa. This means that human beings should strive to take care of their mind because the mind can eventually lead to numerous physical conditions. Similarly, the mental state can affect the recovery process (White et al., 2018). From this reading, I have learned the importance of taking care of the patients’ mind and mental health conditions during their treatment. Ensuring that patients are in a good mood and their right mind condition can go a long way in facilitating patients’ recovery. Similarly, improving the mental condition of my patients can go a long way in giving patients the strength and will to fight the disease process. For example, when a patient is has a positive mind, they are more willing to adhere to the prescribed treatment. Reflective Spirituality Paper

 

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The second chapter is “helping the tempted”. This chapter encourages people to be sympathetic and empathic towards each other (White et al., 2018). The nursing profession is a calling that requires nurses to show compassion and empathy towards the patients. Therefore, from this chapter, we learn how to provide compassionate care to patients without judging them and regardless of how difficult the patient is. Also, this chapter has strongly improved my ability to collaborate and partner with other healthcare providers. Even when facing difficult colleagues, I will endeavor to try to understand them and overlook their shortcomings. This will significantly improve my relationship with my peers and nurse leaders and thus improve care delivery.

The third chapter is “Extremes in Diet”. From this chapter, I have learned the importance of feeding the body with the right diet without starving or overfeeding. Human beings should ensure that the body is fed with the right nutrients (White et al., 2018). Reflective Spirituality Paper. From this chapter, I learned that the diet should contain all the essential nutrients. This is in line with my belief that a healthy diet not only prevents people from diseases but also improves immunity. Moving forward, I plan to advocate for a proper and healthy diet for my patients and at the same time educate my patients regarding the importance of consuming the appropriate diet.

Lastly, chapters “stimulants and narcotics” and “liquor traffic and prohibition” emphasize the importance of staying away from drugs and liquor. Generally, evidence has shown that drugs such as narcotics have harmful effects on the body. Some drugs are even associated with numerous mental disorders (Tsai et al., 2019). Therefore, these two chapters have significantly impacted my personal growth. It was enlightening to discover that even stimulants such as coffee can be addictive. From now on, I plan to reduce the amount of stimulants that I take because stimulants such as coffee can also be addictive. I also plan to actively educate my friend, community members, and my patients about the risks and dangers associated with taking narcotics. I also plan to encourage my friends and patients to always uphold the laws that prohibit things such as driving while drunk. Reflective Spirituality Paper.

 

References

Tsai A, Alegría M & Strathdee A. (2019). Addressing the context and consequences of substance use, misuse, and dependence: A global imperative. PLoS Med, 16(11).

White, E. G., & Writings, E. G. W. (2018). The Ministry of Healing. 1905. http://www. centrowhite. org. br/files/ebooks/egw-English/books/The% 20Ministry% 20of% 20Healing. pdf Acesso em, 5, 127. Reflective Spirituality Paper

Tina Jones Neurological shadow health assessment Objective Data

Tina Jones Neurological shadow health assessment Objective Data

Objective Data Collection: 36.75 of 37 (99.32%)

  •  Correct
  •  Partially correct
  •  Incorrect
  •  Missed
 Confirmed orientation
1 of 1 point
To Person (1/3 point)
  •  Oriented to person
  •  Not oriented to person
To Place (1/3 point)
  •  Oriented to place
  •  Not oriented to place
To Time (1/3 point)
  •  Oriented to time
  •  Not oriented to time
 Evaluated abstract thinking
1 of 1 point
Abstractness (1/2 point)
  •  Abstract
  •  Concrete
Relevance (1/2 point)
  •  Relevant
  •  Not relevant
 Evaluated attention span
1 of 1 point
Serial 7s Test (1/1 point)
  •  Accurate
  •  Not accurate
 Evaluated comprehension
1 of 1 point
Observations (1/1 point)
  •  Able to follow instructions
  •  Unable to follow instructions
 Evaluated general knowledge
1 of 1 point
Accuracy (1/1 point)
  •  Accurate
  •  Not accurate
 Evaluated judgment
1 of 1 point
Observations (1/1 point)
  •  Intact
  •  Not intact
 Evaluated memory
1 of 1 point
Remote Memory (1/3 point)
  •  Intact
  •  Not intact
Immediate Memory (1/3 point)
  •  Intact
  •  Not intact
New Learning Ability (1/3 point)
  •  Accurate
  •  Not accurate
 Observed vocabulary
1 of 1 point
Complexity (1/1 point)
  •  Expected complex for patient’s age, education level, and general ability
  •  Not expected complexity
  • Tina Jones Neurological shadow health assessment Objective Data
 Observed articulation
1 of 1 point
Observations (1/1 point)
  •  No observed problems with pronunciation or expression
  •  Imprecise pronunciation of consonants
  •  Slurring
  •  Hesitation
  •  Stutter
 Tested olfactory nerve
1 of 1 point
Sense Of Smell (1/2 point)
  •  Able to discriminate
  •  Not able to discriminate
Symmetric (1/2 point)
  •  Symmetric bilaterally
  •  Asymmetric
 Tested visual acuity (optic nerve)
1 of 1 point
Right (1/2 point)
  •  20/100
  •  20/70
  •  20/50
  •  20/40
  •  20/30
  •  20/25
  •  20/20
  •  20/15
  •  20/13
  •  20/10
Left (1/2 point)
  •  20/100
  •  20/70
  •  20/50
  •  20/40
  •  20/30
  •  20/25
  •  20/20
  •  20/15
  •  20/13
  •  20/10
 Examined retina with ophthalmoscope (optic nerve)
0.75 of 1 point
Right: Fundus (No point)
  •  No visible abnormal findings
  •  Myelinated nerve fibers
  •  Papilledema
  •  Glaucomatous cupping
  •  Drusen bodies
  •  Cotton wool bodies
  •  Hemorrhage
Right: Disc Margin (1/4 point)
  •  Sharp
  •  Blurred
Left: Fundus (1/4 point)
  •  No visible abnormal findings
  •  Myelinated nerve fibers
  •  Papilledema
  •  Glaucomatous cupping
  •  Drusen bodies
  •  Cotton wool bodies
  •  Hemorrhage
Left: Disc Margin (1/4 point)
  •  Sharp
  •  Blurred
 Inspected pupils (optic and oculomotor nerves)
1 of 1 point
Observations With Penlight (1/1 point)
  •  No visible abnormal findings (PERRL)
  •  Unequal
  •  Irregular
  •  Miosis
  •  Mydriasis
  •  Non-reactive to light
 Tested extraocular eye movements (extraocular movements: oculomotor, trochlear, abducens nerves)
1 of 1 point
Cardinal Fields (1/2 point)
  •  No visible abnormal findings
  •  Nystagmus
  •  Fixed pupil
Convergence (1/2 point)
  •  No visible abnormal findings
  •  Unequal bilaterally
  •  Fixed pupil
 Tested facial sensation (trigeminal nerve)
1 of 1 point
Observations (1/1 point)
  •  Intact
  •  Unable to feel dull stimulus
  •  Unable to feel sharp stimulus
  •  Unable to feel soft stimulus
 Inspected head and face (facial nerve)
1 of 1 point
Skull Symmetry (1/2 point)
  •  Symmetric
  •  Asymmetric
Facial Feature Symmetry (1/2 point)
  •  Symmetric
  •  Asymmetric
 Performed Weber test (auditory nerve)
1 of 1 point
Results (1/1 point)
  •  Normal
  •  Conductive or sensorineural loss
 Performed Rinne test (auditory nerve)
1 of 1 point
Right (1/2 point)
  •  Normal
  •  Conductive loss
Left (1/2 point)
  •  Normal
  •  Conductive loss
 Tested gag reflex (glossopharyngeal, vagus nerves)
1 of 1 point
Observations (1/1 point)
  •  Intact
  •  Absent
  •  Hypersensitive
 Tested shoulder shrugging (accessory nerve)
1 of 1 point
Observations (1/2 point)
  •  Symmetric
  •  Asymmetric
Strength (1/2 point)
  •  0 – No evidence of movement
  •  1 – Trace of movement
  •  2 – Full range of motion with passive movement only
  •  3 – Full range of motion against gravity, with no resistance
  •  4 – Full but weak range of motion against gravity, with some resistance
  •  5 – Full range of motion against gravity, with resistance
  • Tina Jones Neurological shadow health assessment Objective Data
 Tested neck strength (accessory nerve)
1 of 1 point
Strength (1/1 point)
  •  0 – No evidence of movement
  •  1 – Trace of movement
  •  2 – Full range of motion with passive movement only
  •  3 – Full range of motion against gravity, with no resistance
  •  4 – Full but weak range of motion against gravity, with some resistance
  •  5 – Full range of motion against gravity, with resistance
 Inspected tongue (hypoglossal nerve)
1 of 1 point
Symmetry (1/2 point)
  •  Symmetric
  •  Asymmetric
Observations (1/2 point)
  •  No visible abnormal findings
  •  Fasciculations
  •  Deviation from midline
  •  Atrophy
 Tested deep tendon reflexes in triceps
1 of 1 point
Right (1/2 point)
  •  0 – No response
  •  1 – Diminished
  •  2 – Expected (active)
  •  3 – Hyperactive
  •  4 – Hyperactive, with clonus
Left (1/2 point)
  •  0 – No response
  •  1 – Diminished
  •  2 – Expected (active)
  •  3 – Hyperactive
  •  4 – Hyperactive, with clonus
 Tested deep tendon reflexes in biceps
1 of 1 point
Right (1/2 point)
  •  0 – No response
  •  1 – Diminished
  •  2 – Expected (active)
  •  3 – Hyperactive
  •  4 – Hyperactive, with clonus
Left (1/2 point)
  •  0 – No response
  •  1 – Diminished
  •  2 – Expected (active)
  •  3 – Hyperactive
  •  4 – Hyperactive, with clonus
 Tested deep tendon reflexes in brachioradialis
1 of 1 point
Right (1/2 point)
  •  0 – No response
  •  1 – Diminished
  •  2 – Expected (active)
  •  3 – Hyperactive
  •  4 – Hyperactive, with clonus
Left (1/2 point)
  •  0 – No response
  •  1 – Diminished
  •  2 – Expected (active)
  •  3 – Hyperactive
  •  4 – Hyperactive, with clonus
 Tested deep tendon reflexes in patellar tendon
1 of 1 point
Right (1/2 point)
  •  0 – No response
  •  1 – Diminished
  •  2 – Expected (active)
  •  3 – Hyperactive
  •  4 – Hyperactive, with clonus
Left (1/2 point)
  •  0 – No response
  •  1 – Diminished
  •  2 – Expected (active)
  •  3 – Hyperactive
  •  4 – Hyperactive, with clonus
 Tested deep tendon reflexes in Achilles tendon
1 of 1 point
Right (1/2 point)
  •  0 – No response
  •  1 – Diminished
  •  2 – Expected (active)
  •  3 – Hyperactive
  •  4 – Hyperactive, with clonus
Left (1/2 point)
  •  0 – No response
  •  1 – Diminished
  •  2 – Expected (active)
  •  3 – Hyperactive
  •  4 – Hyperactive, with clonus
 Tested point-to-point movements: Finger to nose
1 of 1 point
Right (1/2 point)
  •  Smooth and accurate
  •  Jerky
  •  Inaccurate
Left (1/2 point)
  •  Smooth and accurate
  •  Jerky
  •  Inaccurate
 Tested point-to-point movements: Heel to shin
Right (1/2 point)
  •  Smooth and accurate
  •  Jerky
  •  Inaccurate
Left (1/2 point)
  •  Smooth and accurate
  •  Jerky
  •  Inaccurate
 Tested coordination with rapid alternating hand movements
1 of 1 point
Observations (1/1 point)
  •  Able to perform without difficulty
  •  Performs but with difficulty
  •  Unable to perform
 Observed gait
1 of 1 point
Balance (1/2 point)
  •  Steady
  •  Unsteady
Gait (1/2 point)
  •  Continuous, symmetric steps
  •  Discontinuous steps
  •  Asymmetric steps
  •  Stagger
  •  Swaying
  •  Hesitancy due to injury
  •  Use of arms
 Tested graphesthesia
1 of 1 point
Right (1/2 point)
  •  Able to identify
  •  Unable to identify
Left (1/2 point)
  •  Able to identify
  •  Unable to identify
 Tested sensation in arms
1 of 1 point
Right: Dull Touch (1/6 point)
  •  Expected sensation in proximal and distal
  •  Decreased proximal sensation
  •  Decreased distal sensation
Left: Dull Touch (1/6 point)
  •  Expected sensation in proximal and distal
  •  Decreased proximal sensation
  •  Decreased distal sensation
  • Tina Jones Neurological shadow health assessment Objective Data
Right: Soft Touch (1/6 point)
  •  Expected sensation in proximal and distal
  •  Decreased proximal sensation
  •  Decreased distal sensation
Left: Soft Touch (1/6 point)
  •  Expected sensation in proximal and distal
  •  Decreased proximal sensation
  •  Decreased distal sensation
Right: Sharp Touch (1/6 point)
  •  Expected sensation in proximal and distal
  •  Decreased proximal sensation
  •  Decreased distal sensation
Left: Sharp Touch (1/6 point)
  •  Expected sensation in proximal and distal
  •  Decreased proximal sensation
  •  Decreased distal sensation
 Tested sensation in legs
1 of 1 point
Right: Dull Touch (1/6 point)
  •  Expected sensation in proximal and distal
  •  Decreased proximal sensation
  •  Decreased distal sensation
  • Tina Jones Neurological shadow health assessment Objective Data
Left: Dull Touch (1/6 point)
  •  Expected sensation in proximal and distal
  •  Decreased proximal sensation
  •  Decreased distal sensation
Right: Soft Touch (1/6 point)
  •  Expected sensation in proximal and distal
  •  Decreased proximal sensation
  •  Decreased distal sensation
Left: Soft Touch (1/6 point)
  •  Expected sensation in proximal and distal
  •  Decreased proximal sensation
  •  Decreased distal sensation
Right: Sharp Touch (1/6 point)
  •  Expected sensation in proximal and distal
  •  Decreased proximal sensation
  •  Decreased distal sensation
Left: Sharp Touch (1/6 point)
  •  Expected sensation in proximal and distal
  •  Decreased proximal sensation
  •  Decreased distal sensation
 Tested sensation in feet
1 of 1 point
Right (1/2 point)
  •  Expected sensation
  •  Decreased sensation
Left (1/2 point)
  •  Expected sensation
  •  Decreased sensation
 Tested position sense
1 of 1 point
Fingers (1/2 point)
  •  Intact
  •  Not intact
Toes (1/2 point)
  •  Intact
  •  Not intact
 Tested stereognosis
1 of 1 point
Right (1/2 point)
  •  Able to identify
  •  Unable to identify
Left (1/2 point)
  •  Able to identify
  •  Unable to identify
  • Tina Jones Neurological shadow health assessment Objective Data

Electronic Health Record (EHR)

Electronic Health Record (EHR)

Go to the Discussion Area and post responses to one discussion question as assigned by the facilitator. All responses should be posted to the appropriate topic in this Discussion Area. It is important to support what you say with relevant citations from both the course materials and outside resources. Include the South University Online Library in your research activities utilizing not only the nursing resource database, but also those pertaining to education, business, and human resources.

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Discussion Questions:

Review the Centers for Medicare and Medicaid Innovation. Identfiy the massive innovation funded by the Affordable Care Act and discuss a model that relies on technology to promote optimal patient centered outcomes.

Review the National Quality Forum measures that can be accessed and used in the Electronic Health Record (EHR) to ensure quality metrics from an EHR endorsed by the Centers for Medicare and Medicaid Services.

By Wednesday, September 27, 2017, comment on at least two of your peers’ responses. You can ask technical questions or respond generally to the overall experience of attempting the question. Be objective, clear, and concise. Always use constructive language. All comments should be posted to the appropriate topic in this Discussion Area.

Medical Education and the Changing Practice of Medicine

Medical Education and the Changing Practice of Medicine

Medical Education and the Changing Practice of Medicine

Answer the following questions:

  1. The Flexner Report of 1910 is described by the authors as “an accurate and searing description of abuses in the medical schools.” Describe some of the major shortcomings of medical education cited by the Flexner report and the corrective measures that resulted.  Medical Education and the Changing Practice of Medicine

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  2. Academic medical centers were formed by the union of medical schools through affiliations with hospitals that provided clinical experience for medical students. These affiliations were later broadened into academic health centers. Describe the components of the academic health centers and their significance to the evolution of the university-based health professional education complex.
  3. The health care delivery system now with ACA mandates, places increased emphasis on maintaining wellness and on promoting disease avoidance through healthy behaviors and lifestyles. What are some challenges this new orientation poses for our existing system of medical education and training?
  4. In what ways did physicians’ relationships with hospitals change as a result of health care industry reforms? Discuss the consequences of these changes for physicians’ roles and responsibilities in relationship to hospitals.
  5. The dispute over exposing the comparative performance of physicians on a wide spectrum of variables has been resolved in favor of the consumers of health care with requirements such as “Physician Compare.”  A number of states have passed legislation that gives the public access to physician information, including disciplinary records, malpractice actions, and whether a physician has lost hospital privileges. Are these fair and balanced bases on which consumers should make decisions about their choice of physicians?
  6. Given the new role of hospitalists in patient care, identify some issues raised by this new brand of physician for the primary physician and patient. Medical Education and the Changing Practice of Medicine

 

Pharmacotherapy Of ADHD Essay Paper

Pharmacotherapy Of ADHD Essay Paper

Formal recommendations, requirements – size: 50,000 – 100,000 characters (without spaces) = 30-40 pages (max. 50 pages with  title page and references) – Times New Roman 12 point, 1.5-line spacing, justified.  – Margins: 2 cm everywhere, excluding left (margin in book-binding): 3 cm. – Page numbering – Structure of the thesis: o title page (see above) o table of content o list of abbreviations o introduction o discussion (separate chapters, decimal numbering of the headings, e.g. 1.1.1) o summary o bibliography o declaration of originality and defense note (see below) – Figures: should be numbered and supplied with explaining legends and  references under the figure, with referring to the figure in the text. – Tables: should be numbered and supplied with title and references above the  table, with referring to the table in the text. Interpretation, if necessary, in the  footnotes. – Bibliography Referring in the text, numbering according to the occurrence or in alphabetic order of  the authors.  At most 25 references are allowed to cite. Primarily, the thesis should be based on  recent reviews, although citation of certain research articles may occasionally be  necessary.Pharmacotherapy Of ADHD Essay Paper.

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The style of citation should be prepared in a uniform manner; the use of a software  for reference listing (EndNote, Reference Manager) is recommended. Recommended format: Vancouver Style o article:  Russell FD, Coopell AL, Davenport AP. In vitro enzymatic processing of  radiolabelled big ET-1 in human kidney as a food ingredient. Biochem  Pharmacol 1998; 55: 679-701. o book:  DEPARTMENT OF  PHARMACODYNAMICS,  SEMMELWEIS UNIVERSITY 3 Lodish H, Baltimore D, Berk A, Zipursky SL, Matsudaira P, Darnell J.  Molecular cell biology. 3rd ed. New York: Scientific American; 1995. o book chapter:  Porter RJ, Meldrum BS. Antiepileptic drugs. In: Katzung BG, editor. Basic and  clinical pharmacology. 6th ed. Norwalk (CN): Appleton and Lange; 1995. p.  361-80. o internet: National Organization of Rare Diseases [online]. 1999 Aug 16 [cited 1999 Aug  21]; available from: URL:http://www.rarediseases.org/ Literature research Useful home pages: – Central Library of Semmelweis University: http://www.lib.sote.hu/ – PubMed: http://www.ncbi.nlm.nih.gov/pubmed/ – EMA and FDA pharmaceutical databases: http://www.ema.europa.eu/ema/index.jsp?curl=pages/medicines/landing/epar_search.j sp&mid=WC0b01ac058001d124 http://www.fda.gov/Drugs/default.htm – Medscape Pharmacist: http://www.medscape.com/pharmacists – Wikipedia: http://en.wikipedia.org/wiki/Main_Page – Google (to find figures and images as well – in appropriate resolution) Schedule of thesis preparation – The student is obligated to consult 3 times in both the 8 th and 9 th semester.  – Until the end of the 8 th semester, the student should come to know and study literature  on the subject intensively and on this basis should structure the thesis. – Until the end of the 9 th semester, the main parts of the thesis should be prepared.  – Thesis preparation must be signed in the index by the head of the department if work  on the thesis is verified by the tutor, although it can be rejected in case of  unaccomplished obligation.  – Deadline of thesis submission: 1 st March (covered, in two copies).  – Defense of thesis is in front of a three-member committee, until the 20th, March DEPARTMENT OF  PHARMACODYNAMICS,  SEMMELWEIS UNIVERSITY 4 Declaration of originality should be included into the diploma work and signed by the  author: DECLARATION I, name of the student hereby declare that this piece of written work is the result of my own  independent scholarly work, and that in all cases material from the work of others (in books,  articles, essays, dissertations, and on the internet) is acknowledged, and quotations and  paraphrases are clearly indicated. No material other than that listed has been used.  Budapest, Date  signature Appendix for defense should be included: DEFENSE OF DIPLOMA WORK This diploma work, entitled „Title” is prepared by student’s name (ID #: …) in the  Pharmacist Master Program of Faculty of Pharmacy, Semmelweis University. The student defended the thesis Pharmacotherapy Of ADHD Essay Paper.

Dorothea Orem and the theory of Self Care Essay

Dorothea Orem and the theory of Self Care Essay

Dorothea is one of the leading nursing theorists, and was an important influence in service, practice and education in nursing. In this paper, the focus will not be on who Dorothea was, but on the theory of Self Care and how it was formulated explicated in the professional field. The four main stages of the paper will involve steps in which theorizing occurs, syntax is developed, the theory is tested and lastly evaluation. Dorothea Orem and the theory of Self Care Essay

Stage One: Theorizing

The self-care theory is development at an early stage of a nurse’s career. When an individual is working at an administrative capacity in state health board, their thinking is most likely aligned to finding a solution to the changing needs of the state’s hospitals (Orem, 1991). The changing needs can be met through proper definition of nursing practice and self-care. The concept is developed in line with what is seen to be important elements of self-care.

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Stage Two: Development of Syntax

At this stage, the most important thing that is done is definition of concepts that are very critical to the theory. The most critical question that comes to one’s mind is related to definition of nursing (Taylor, 2006). Orem defined nursing as an act, which involves the process of assisting others in management and provision of self-care to improve the functioning of human at the level of being effective at home.

Another important concept that has to be defined in this case is the self-care. It is described as the practice and performance of certain activities initiated by an individual on their own behalf to ensure that they maintain proper life and health. The concept of nursing and self-care are about the existence of human beings (Orem, 1991). In the case of these theory human beings are defined as those with the ability to use and reflect on the symbols. The human is viewed as a total being that has developmental and universal needs and has the capacity to uphold self-care.

Third Stage: Theory Testing

The concept of nursing as defined by Orem has been split into three other important elements that include self-care, self-care deficit and theory of nursing system. Under the theory of self-care there is the understanding of what self-care means. The definition is that activity with is initiated by an individual in performing their own wellbeing and maintenance of life. The human ability to engage in self-care is what has been defined as the self-care agency. Such ability is conditioned through other elements such as state of development, age and life experience on sociocultural orientation and use of resources that are made available. The therapeutic self-care demand means the totality of self-care actions that are carried out for a given period of time to meet the requirements of self-care for a certain period of time and is related to a given set of actions and operations (Taylor, 2006). The self-care requisites make up part of the theory, and it means the actions that are carried out and directed towards giving of self-care.

The development of the theory also does involve making of certain assumptions that are very critical. The main assumption is that people are required to be self-responsible and reliant for their own health care and for the care of their family. In the theory, it is further assumed that the people are distinct individuals (Orem, 1991). Nursing is also defined through a given assumption which looks at the practice as a form of action that involves interaction between more than one individual. Meeting the needs of self-care is an important part of primary care and most importantly looks at prevention of ill health. Dorothea Orem and the theory of Self Care Essay

Fourth Stage: Evaluation

In the evaluation of the theory is a philosophical debate about how the theory is implemented. In this case the theory is looked at in terms of its strength and weaknesses when applied in nursing practice (George, 2012). The main strength is that it is a theory that offers comprehensive basis under which nursing practice is carried out. It provides utility for professional nursing in form of education, administration in nursing (Whelan, 2014). It is a theory that is contemporary and in line with the contemporary ideas of health maintenance and promotion.

The limitations to the theory also explain a better part of the philosophical application. The main shortcoming is based on the fact that health in most cases is seen as a dynamic and ever-changing concept. It cannot be viewed as a single element but as a whole with several parts. In general view, the theory can be said to be simple but it can be applied to variety of patients (Tomey & Alligood, 2002). It does provide an explanation of what nursing systems entail deficits in self-care and the terms under self-care. The theory is also an indication that patients are in need of taking care of themselves and that they are at a better position of getting better if they perform their personal self-care.

References

George B. J. (2012). Nursing Theories- The base for professional Nursing Practice, 3rd ed. Norwalk, Appleton & Lange.

Orem, D.E. (1991). Nursing: Concepts of practice (4th ed.). St. Louis, MO: Mosby-Year Book Inc.

Taylor, S.G. (2006). Dorthea E. Orem: Self-care deficit theory of nursing. In A.M.

Tomey, A. & Alligood, M. (2002). Significance of theory for nursing as a discipline and profession. Nursing Theorists and their work. Mosby, St. Louis, Missouri, United States of America.

Whelan, E. G. (2014). Analysis and application of Dorothea Orem’s Self-care Practice Model.

Dorothea Orem and the theory of Self Care Essay

 

Tina Jones Neurological shadow health assessment Lifespan & Review Questions

Tina Jones Neurological shadow health assessment Lifespan & Review Questions

LifespanActivity Time: 10 min

Tina’s three-year-old neighbor presents to the clinic with fever, neck pain, headache, and confusion. He has no symptoms of an upper respiratory infection. The parents mention that they do not believe in immunizations. Based on the information given, what diagnosis is of the greatest concern? What is your next action?

Student Response: Rule out bacterial meningitis, there was no immunizations to increase meningitis risk.

Model Note: Bacterial Meningitis needs to be ruled out immediately. He has not had immunizations which puts him at increased risk for meningitis from Haemophilus influenzae type B. Seizure disorder does not cause fever. Children with immunodeficiency syndrome are at increased risk for meningitis but this child has no previous history of chronic infections. Although children with strep throat can present with fever and neck pain, they are not confused. He needs an immediate spinal tap to determine the nature of the meningitis, and broad spectrum antibiotics should be started as soon as possible. He should be sent to the emergency room.

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Tina’s 83-year-old great uncle forgets where he is during his yearly check-up. He doesn’t remember if he’s had memory problems before and no family members came to your office with him. List your differential diagnosis. What assessments would you perform? Tina Jones Neurological shadow health assessment Lifespan & Review Questions

Student Response: Differential diagnosis include stroke, dementia, electrolyte imbalance, dehydration, infection and drug toxicity. An Neurological assessment can rule out stroke and transient ischemic attack. Urinalysis should rule out uti.

Model Note: Differential diagnosis includes stroke, transient ischemic attack, dementia, infection, electrolyte imbalance, dehydration and drug toxicity. The provider should do a neurological assessment to rule out stroke and TIA. Visualization of mucous membranes and skin assessment for tenting is indicated to rule out dehydration. A urinalysis should be performed to rule out a urinary tract infection which is a common cause of confusion in the elderly. He should be asked questions about his medication intake and medical history in case he retains some memory. If he is completely disoriented, family members should be contacted, if possible, to gain more information. Tina Jones Neurological shadow health assessment Lifespan & Review Questions

Review QuestionsActivity Time: 6 min

To assess spinal levels L2, L3 and L4 in Tina, which deep tendon reflexes would have to be tested?

 Correct: The patellar deep tendon reflex involves the sensory and motor nerve fibers associated with spinal segments L2, L3, and L4. Location of abnormal reflexes may be helpful in identifying neurological pathologies of the spine.
  • Achilles
  • Biceps
  • Patellar (Correct Response)
  • Triceps

Imagine that you were preparing to irrigate a Foley catheter of a patient with a spinal cord injury at T4 in a urology clinic. Upon moving the leg bag, the patient became suddenly flushed and diaphoretic above the nipple line. What would you suspect was happening?

 Correct: Autonomic dysreflexia is the sudden increase in blood pressure caused by dysregulation of sympathetic and parasympathetic nervous systems reacting to a noxious stimulus below the site of spinal injury. Other symptoms include bradycardia, anxiety, blurred vision, headache, flushing, and sweating Tina Jones Neurological shadow health assessment Lifespan & Review Questions. The noxious stimulus (pulling of the Foley catheter) should be alleviated to resolve the condition.
  • Odynophagia
  • Febrile reaction
  • Idiopathic spinal reaction
  • Autonomic dysreflexia (Correct Response)

Which of the following is not a common symptom of Parkinson’s disease?

 Correct: Parkinson’s disease is characterized by tremors at rest, bradykinesia, cogwheel rigidity, postural instability, festination, lack of facial expression, reduced arm swing, autonomic and neuroendocrine dysfunctions, and a variety of psychological issues such as depression, anxiety, and sleep disturbances.
  • Lack of facial expression
  • Festination
  • Cogwheel rigidity
  • Intention tremors (Correct Response)

Name at least three ways to assess cerebellar function during a physical exam.

Student Response: Test cerebellar function by assessing gait and instructing the patient to perform the finger-to-finger, finger-to-nose, heel-to-shin, rapid alternating movements Tina Jones Neurological shadow health assessment Lifespan & Review Questions

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Model Note: The cerebellum is responsible for smooth and accurate coordination of voluntary movements. You can test cerebellar function by assessing gait and by instructing the patient to perform the finger-to-finger, finger-to-nose, heel-to-shin, rapid alternating movements, and Romberg tests.

If Tina had a fever and photophobia, you would have had to test for meningitis. Describe how you would have tested for the Kernig’s sign.

Student Response: flex the knee and hip when the patient is supine,at a right angle with the flexed knee. Straighten the leg at knee.

Model Note: The test for Kernig’s sign is used to identify meningeal irritation. To perform the test, flex the leg at the knee and hip when the patient is supine, making a right angle with the flexed knee. Then attempt to straighten the leg at the knee. Resistance and pain in the lower back constitute a positive Kernig’s sign, indicating meningeal irritation.

Suppose you assessed pain sensation over Tina’s left foot, and noticed that she had decreased sensation. How would you have proceeded with your exam?

Student Response: Assess bilateral sensations from feet and up the legs since the client is at risk of diabetic nephropathy.

Model Note: Because Tina is at risk for diabetic neuropathy, it is important to assess bilateral sensations starting at her feet and proceeding up the legs. Sensation tests should include sharp and dull touch, light touch, vibration, temperature, point location, and positioning of joints. Superficial and deep tendon reflexes of the feet, ankles, and knees should also be assessed to determine the extent of her neuropathy. Tina Jones Neurological shadow health assessment Lifespan & Review Questions

The Future of Nursing: Leading Change, Advancing Health

The Future of Nursing: Leading Change, Advancing Health

Review the Institute of Medicine (IOM) report: “The Future of Nursing: Leading Change, Advancing Health,” focusing on the following sections: Transforming Practice, Transforming Education, and Transforming Leadership.

Write a paper of 750-1,000 words about the impact on nursing of the 2010 IOM report on the Future of Nursing. In your paper, include:

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The impact of the IOM report on nursing education.

The impact of the IOM report on nursing practice, particularly in primary care, and how you would change your practice to meet the goals of the IOM report.

The impact of the IOM report on the nurse’s role as a leader.

Cite a minimum of three references.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

https://lc-.gcu.edu/learningPlatform/externalLinks/externalLinks.html?operation=redirectToExternalLink&externalLink=http%3A%2F%2Fwww.nationalacademies.org%2Fhmd%2FReports%2F2010%2FThe-Future-of-Nursing-Leading-Change-Advancing-Health.aspx