OSU Medical Center Presentation

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Overview

You will create a short Power Point presentation teaching your audience how to put into practice the fundamental principles that influence transcultural interaction and communication. You will develop a 4-slide presentation, a title slide, presentation slides with narrative notes and a reference slide. Review the information below prior to starting your PowerPoint presentation.

Scenario:

Everyone entering a healthcare system should obtain evidence-based care that is culturally and linguistically appropriate. The U.S. Department of Health and Human Services’ Office of Minority Health developed the Culturally and Linguistically Appropriate Services Standards (CLAS Standards) to improve quality, advance health equity and help eliminate health care disparities (Andrews et al., 2020).

Utilizing 4 (2 from Communication and Language Assistance and 2 from other area of standards) of the National CLAS Standards, in your own words, build a 4 slide presentation teaching your peers how to address the standards at your work place.

The PowerPoint?presentation should be in APA format and include:

  • Title slide (include your name and section number) and brief introduction of project (1 slide – No narrative notes)
  • 4 total CLAS Standards (2 slides – Narrative notes in APA format with APA formatted citations)
    • Select 2 of the 4 Communication and Language Assistance Standards
    • Select 2 of any other standards from:
    • Governance, Leadership, and Workforce, or
    • Engagement, Continuous Improvement, and Accountability
  • References slide (2 references required: 1 course material and 1 peer-reviewed reference) (1 slide – No narrative notes)

You might consider using one of these templates for your presentation (you can use any PowerPoint template that you choose).?

Visit: https://thepoint.lww.com

Password- Fall2021@19

Think- Speak – Act Cultural Health

Think- Speak – Act Cultural Health: Part 2

https://journals.lww.com/naqjournal/Abstract/2019/…

  • QUESTION 2
  • PLEASE RESPOND TO 2 OF YOUR PEERS’ POSTINGS.
  • Peer Responses: Minimum of one (1) peer-reviewed reference. WEBSITES are NOT considered peer-reviewed.
  • Response posts: Minimum 150 words excluding references.

Sherry Anne Bengson

Transcultural Communication

COLLAPSE

Top of Form

Our obligation as nurses is to care for our patients, regardless of where they come from or what culture they inhabit. For this discussion we will address various cultures encountered within my workplace, education I have within communication whiled defining what communication is, how I meet the patients’ person a desires in combination with traditional/cultural needs within work, and what I feel is most challenging in regard to transcultural communication.

Working in a Los Angeles County hospital, I’m met with many different cultures in my workplace varying from Argentinian, Chinese, Hispanic to name a few. Unfortunately, I do not have an education in communication, although had I known how much nursing dealt with communication I wish I had obtained somewhat of an education in it. I think communication can best be defined by the ability to reciprocate needs and wants between two people by any means necessary. According to CLAS standards, not only does communication include verbal and physical, but print material and signage as well (Andrews et al., 2020).When my patients speak a different language from me, regardless of whether there is a family person who can help translate, I always try to utilize hospital resources in obtaining a professional translator. Within my work, I’m effort to meet the patients’ personal desires in combination with their cultural and traditional needs, I always try to include them in their care and ask them what works for them. For instance, because people’s tolerance to pain varies, I often get patients who tell me Motrin will work whereas Tylenol will not. I think the greatest challenge of transcultural communication is simply being able to communicate with others in a language that they would understand. It’s important to note that communication is key to truly providing proper and quality care (Larsen et al., 2020). We have to be able to see the person as a whole and not just treat them for their ailments and health disparities.

In conclusion, communication is just as important as nursing itself, if not more important. Without proper communication it is extremely difficult to provide care alone. From explaining what procedures are to be done to obtaining consent, it all requires communicating with the patient. Without communication our care becomes little to nothing.

References

Andrews, M. M., Boyle, J. S., & Collins, J. W. (2020). Transcultural Concepts in Nursing Care (8th ed.). Wolters Kluwer.

Larsen, R., Mangrio, E., & Persson, K. (2020). Interpersonal communication in transcultural nursing care in India: A descriptive qualitative study. Journal of Transcultural Nursing, 32(4), 310–317. https://doi.org/10.1177/1043659620920693

Bottom of Form

Jon Bezilla

Transcultural Communication

Top of Form

In this post, I will discuss the different cultures I encounter in the workplace, communication, how I communicate with patients who speak a different language from me, how I am able to meet my patients’ desires combined with their cultural or traditional needs, and what the greatest challenges are with transcultural communication.

In my hospital and on my unit, I have encountered multiple different cultures throughout my nursing career. Cultures ranging from Hispanic to African and Muslim to Jewish. Each of these patients required a unique form of care that was consistent with their culture. For example, any Jewish patients that I would encounter would require a kosher meal and I would always ensure that that was the case.

Being able to communicate with every culture is key to providing proper care for each individual patient. Communication is the ability to exchange information both verbally and nonverbally between individuals or groups (Brooks et al., 2019). When communication becomes a barrier, it is imperative to find a solution. For example, when a patient speaks a different language from me, I have utilized colleagues, family members, and translators to ensure that information was not getting misconstrued.

By being able to effectively communicate with my patients, I am also able to meet their personal desires in conjunction with their cultural and traditional needs. Asking questions and listening to the patient responses allows me the opportunity to work within my hospital setting to try and find a solution. For example, accommodating a patient’s gender preference with regards to a nurse or nursing assistant seems like a small ask, but when it comes to certain cultures it can be a big deal.

Although it may seem like I have all the answers, transcultural communication is not always so simple. There are many challenges to communicating and providing proper care to patients of different cultures. Some of these challenges include not only a language barrier, but the inability to educate patients to a desired level on their diagnosis and plan of care, not being able to communicate with a patient based on limited interpreter options, and the length of time needed to provide care for these patients (Betancur et al., 2020).

In conclusion, the ability to effectively communicate with patients of different cultures is key to providing the best possible care for every patient. There may be challenges to providing care in some instances but having a little patience and utilizing the resources within your hospital can illicit positive results for all.

References:

Betancur, S., Walton, A. L., Smith-Miller, C., Wiesen, C., & Bryant, A. L. (2020). Cultural Awareness: Ensuring high-quality care for limited English proficient patients. Clinical Journal of Oncology Nursing, 24(5), 530–537. https://doi-org.proxy.library.ohio.edu/10.1188/20….

Brooks, L. A., Manias, E., & Bloomer, M. J. (2019). Culturally sensitive communication in healthcare: A concept analysis. Collegian, 26(3), 383–391. https://doi-org.proxy.library.ohio.edu/10.1016/j.c…

NURS CU Managing Health Information and Technology Discussion

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Assessment 2 Instructions: Protected Health Information (PHI): Privacy, Security, and Confidentiality Best Practices

  • PRINT
  • Prepare a 2-page interprofessional staff update on HIPAA and appropriate social media use in health care.Introduction
    As you begin to consider the assessment, it would be an excellent choice to complete the Breach of Protected Health Information (PHI) activity. The activity will support your success with the assessment by creating the opportunity for you to test your knowledge of potential privacy, security, and confidentiality violations of protected health information. The activity is not graded and counts towards course engagement.Health professionals today are increasingly accountable for the use of protected health information (PHI). Various government and regulatory agencies promote and support privacy and security through a variety of activities. Examples include:
    • Meaningful use of electronic health records (EHR).
    • Provision of EHR incentive programs through Medicare and Medicaid.
    • Enforcement of the Health Insurance Portability and Accountability Act (HIPAA) rules.
    • Release of educational resources and tools to help providers and hospitals address privacy, security, and confidentiality risks in their practices.
    • Technological advances, such as the use of social media platforms and applications for patient progress tracking and communication, have provided more access to health information and improved communication between care providers and patients.At the same time, advances such as these have resulted in more risk for protecting PHI. Nurses typically receive annual training on protecting patient information in their everyday practice. This training usually emphasizes privacy, security, and confidentiality best practices such as:
    • Keeping passwords secure.
    • Logging out of public computers.
    • Sharing patient information only with those directly providing care or who have been granted permission to receive this information.
    • Today, one of the major risks associated with privacy and confidentiality of patient identity and data relates to social media. Many nurses and other health care providers place themselves at risk when they use social media or other electronic communication systems inappropriately. For example, a Texas nurse was recently terminated for posting patient vaccination information on Facebook. In another case, a New York nurse was terminated for posting an insensitive emergency department photo on her Instagram account.Health care providers today must develop their skills in mitigating risks to their patients and themselves related to patient information. At the same time, they need to be able distinguish between effective and ineffective uses of social media in health care.This assessment will require you to develop a staff update for the interprofessional team to encourage team members to protect the privacy, confidentiality, and security of patient information.Preparation
      To successfully prepare to complete this assessment, complete the following:
    • Review the infographics on protecting PHI provided in the resources for this assessment, or find other infographics to review. These infographics serve as examples of how to succinctly summarize evidence-based information.
      • Analyze these infographics and distill them into five or six principles of what makes them effective. As you design your interprofessional staff update, apply these principles. Note: In a staff update, you will not have all the images and graphics that an infographic might contain. Instead, focus your analysis on what makes the messaging effective.
    • Select from any of the following options, or a combination of options, the focus of your interprofessional staff update:
      • Social media best practices.
      • What not to do: social media.
      • Social media risks to patient information.
      • Steps to take if a breach occurs.
    • Conduct independent research on the topic you have selected in addition to reviewing the suggested resources for this assessment. This information will serve as the source(s) of the information contained in your interprofessional staff update. Consult the BSN Program Library Research Guide for help in identifying scholarly and/or authoritative sources.
    • Instructions
      In this assessment, assume you are a nurse in an acute care, community, school, nursing home, or other health care setting. Before your shift begins, you scroll through Facebook and notice that a coworker has posted a photo of herself and a patient on Facebook. The post states, “I am so happy Jane is feeling better. She is just the best patient I’ve ever had, and I am excited that she is on the road to recovery.”You have recently completed your annual continuing education requirements at work and realize this is a breach of your organization’s social media policy. Your organization requires employees to immediately report such breaches to the privacy officer to ensure the post is removed immediately and that the nurse responsible receives appropriate corrective action.You follow appropriate organizational protocols and report the breach to the privacy officer. The privacy officer takes swift action to remove the post. Due to the severity of the breach, the organization terminates the nurse.Based on this incident’s severity, your organization has established a task force with two main goals:
    • Educate staff on HIPAA and appropriate social media use in health care.
    • Prevent confidentiality, security, and privacy breaches.
    • The task force has been charged with creating a series of interprofessional staff updates on the following topics:
    • Social media best practices.
    • What not to do: Social media.
    • Social media risks to patient information.
    • Steps to take if a breach occurs.
    • You are asked to select one or more of the topics and create the content for a staff update containing a maximum of two content pages. This assessment is not a traditional essay. It is a staff educational update about PHI. Consider creating a flyer, pamphlet, or PowerPoint slide. Remember it should not be more than two pages (excluding a title and a reference page).The task force has asked team members assigned to the topics to include the following content in their updates in addition to content on their selected topics:
    • What is protected health information (PHI)?
      • Be sure to include essential HIPAA information.
    • What are privacy, security, and confidentiality?
      • Define and provide examples of privacy, security, and confidentiality concerns related to the use of technology in health care.
      • Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.
    • What evidence relating to social media usage and PHI do interprofessional team members need to be aware of? For example:
      • How many nurses have been terminated for inappropriate social media use in the United States?
      • What types of sanctions have health care organizations imposed on interdisciplinary team members who have violated social media policies?
      • What have been the financial penalties assessed against health care organizations for inappropriate social media use?
      • What evidence-based strategies have health care organizations employed to prevent or reduce confidentiality, privacy, and security breaches, particularly related to social media usage?
    • Notes
    • Your staff update is limited to two double-spaced content pages. Be selective about the content you choose to include in your update so you can meet the page length requirement. Include need-to-know information. Omit nice-to-know information.
    • Many times people do not read staff updates, do not read them carefully, or do not read them to the end. Ensure your staff update piques staff members’ interest, highlights key points, and is easy to read. Avoid overcrowding the update with too much content.
    • Also, supply a separate reference page that includes two or three peer-reviewed and one or two non-peer-reviewed resources (for a total of 3–5 resources) to support the staff update content.
    • Additional Requirements
    • Written communication: Ensure the staff update is free from errors that detract from the overall message.
    • Submission length: Maximum of two double-spaced content pages.
    • Font and font size: Use Times New Roman, 12-point.
    • Citations and references: Provide a separate reference page that includes 2–3 current, peer-reviewed and 1–2 current, non-peer-reviewed in-text citations and references (total of 3–5 resources) that support the staff update’s content. Current means no older than 5 years.
    • APA format: Be sure your citations and references adhere to APA format. Consult the Evidence and APA page for an APA refresher.
    • Competencies Measured
      By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
    • Competency 1: Describe nurses’ and the interdisciplinary team’s role in informatics with a focus on electronic health information and patient care technology to support decision making.
      • Describe the security, privacy, and confidentially laws related to protecting sensitive electronic health information that govern the interdisciplinary team.
      • Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.
    • Competency 2: Implement evidence-based strategies to effectively manage protected health information.
      • Identify evidence-based approaches to mitigate risks to patients and health care staff related to sensitive electronic health information.
      • Develop a professional, effective staff update that educates interprofessional team members about protecting the security, privacy, and confidentiality of patient data, particularly as it pertains to social media usage.

Rasmussen University Emergency Medical Treatment Prescription Medication Paper

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Description

The assignment: 

  1. Many people in the US, particularly the elderly, take more than one prescribed medication. CDC (2014) reported that between 2009 and 2012 nearly 48% of persons asked used at least one prescription drug, 22% used three or more prescription drugs, and nearly 11% used five or more.
  2. In a recent study published by the Mayo Clinic, seven out of 10 Americans take at least one prescription drug. The most commonly prescribed drug is antibiotics — taken by 17 percent of Americans — followed by antidepressants and opioids — each taken by 13 percent of Americans. In addition, findings showed that:

Even more staggering than the CDC findings, currently more than half of Americans take two prescription medications, and 20 percent of Americans are on at least five prescription medications.

More women than men receive prescription medications.

Antidepressant prescriptions are more common among women than men, and are most common among women ages 50 to 64.

When people take multiple medications, there is a greater risk for confusion about which medications are taken, when they are taken, and what they are being taken for. There is also a higher risk for drug interactions and increased side effects and adverse reactions.

Sometimes because of the sheer number of medications being prescribed, they may be forgotten, become too much of a bother, or a financial burden which can significantly impact client compliance and lead to poor health outcomes.

  • In this written assignment, you will be conducting an interview of a client who is taking multiple prescribed medications (three or more) and submitting a written paper describing the findings from the interview. You will then develop a Client Teaching Plan. Your instructor will assist you in the selection of the client. You must achieve a “pass” in this assignment to satisfactorily fulfill the requirements for the Pharmacology course.
  • The three parts of this assignment are:
  • Part 1: The interview 

Conduct an interview of a client who is taking multiple medications (polypharmacy). You must prepare the client before the interview by explaining why you are conducting the interview. You can say “my assignment is to find out about the medications you are taking so I can determine if you need more information about what you are taking”. You must always get permission from the client to conduct the interview and you must tell the client how the information will be used. You can say, “I will not be using your name in the information I share and I will be submitting it to my instructor only for this student assignment”. If there is important information that needs to be communicated to you, your doctor, family, or nurse, my instructor will assist me in following up on this”. Tell the client you will take no more than 30-45 minutes for the interview.

There may be a family member or significant other present during the interview. That is fine. Be sure to identify who answered a question and if possible always have the client answer first. Always thank the client (and others) when you complete the interview.

Do not use recording equipment for this interview. Have a notepad and pencil or pen and explain that you will be taking notes. When the interview is over, go to a quiet place and take some time to fill in any information you did not jot down. If you wait, you will not remember.

When setting the environment for the interview, make sure the client (and others) is comfortable and you are comfortably seated facing the client. If possible, do the interview in a quiet place. Ask questions slowly giving the client time to answer. Pay attention to the client’s hearing and ability to respond to the questions. Be sure your non-verbal communication demonstrates you are calm and relaxed.

Use the following interview question guidelines when conducting the interview. Be aware that the client may not be able to answer each of the questions with detailed information. Collect as much information as the client is able and willing to give you. Remember you are the interviewer so you will be collecting information and not making any comments about the information shared by the client except to ask for further clarification if you are not sure what was said or need more detail if it is available.

What medications are you taking?

1. Before the interview research each of the medications. 

2. In your paper include the reason for each medication, the drug classification, the route of administration, the dose, and possible side effects/adverse reactions.

For the following questions, paraphrase the client’s answers for your written paper.

1. How long have you taken each these medications?

2. Do you know why you are taking these medications?

3. Who told you about the medications and why you need to take them? Were you able to ask any questions about the medications and if so were they answered so you understood what was said?

  1. 4. How do you feel about taking these medications?

5. Are you taking other medication purchased “over the counter” such as in a drug store? If so, what is it and why are you taking it.

6. How and when do you take your medications?

7. Do you have any difficulty taking the medications? If so, what happens and how do you deal with any difficulties.

8. Have you ever felt any uncomfortable feelings and/or body reactions to taking these medications? If so, what were they and how were they handled?

9. If you had the above reaction, did they take you off the medication and/or replace it with another medication? Were you told why this happened?

10. Do you have any reason not to take the medications?

11. Have you ever not taken the medication? If so, what was the reason?

Ask a final question about whether the client would like to tell you anything further about their medications.

Part 2: Write a paper 

Write a paper describing your research and findings about the medications being taken and the results of the interview. Report your findings in a 3-5 page written paper. In your paper include the reason for each medication, the drug classification, the route of administration, the dose, and possible side effects/adverse reactions.

Use accurate and appropriate spelling and grammar and APA Editorial Format for sources used in your written paper.

Provide references and citations

Part 3: Create a teaching plan powerpoint (nurselabs will be a good source for this section)

Based on the findings from the interview, develop a teaching plan for this client based on your findings. The teaching plan should be 5 powerpoint slides and include the following:

1. Using the care plan template grid, state one goal for this teaching plan

2. Describe two to three teaching resources that might be used (what would you use to teach your patient–pamphlets, websites, other documents–be specific)

3. Identify two teaching strategies that can be used based on the client interviewed

4. List specific client instructions regarding the medications and what adverse reactions they should be aware of/and what to do

  1. 5. Identify at least one factor that may negatively influence adherence to the medications and how it can be overcome
  2. 6. If, appropriate, describe how the family might be involved in ensuring the client is on a proper and safe medication regime
  3. 7.Provide reference and citations

Rasmussen College Type 2 Diabetes Discussion

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Description

The Determinants of Anti-diabetic Medication Adherence Based on the Experiences of Patients with type 2-Diabetes is a study that investigated the reasons 26 patients with diabetes do not adhere to anti-diabetic medication. There are several determinants that must be factored in. However, the overall result of this study is that there are multiple factors that patients mentioned that keep them from taking medications as they are prescribed.

Strength-This study identified common reasons patients do not take anti-diabetic medication. The information in this article will help tailor the proposed practice change. One thing that can be addressed before it becomes a problem, is to give the patient resources in the community. Looking for discounts and programs to help reduce the cost of anti-diabetic medications.

Weakness-The population studied was in Iran. Cultural beliefs and the cost of health care along with health insurance may be quite different in the United States. The study does not include a variety in population; therefore, the results cannot be generalized.

As mentioned above this study was done on a limited population. This may not be useful enough to provide scholarly information on diabetes education. Culture, health care access, resource access (Dehdari & Dehdari, 2019) and general knowledge of diabetes may or may not be different than the community of focus in the change proposal.

The effect of education given to type 2-diabetic individuals on diabetes self-management and self-efficacy. A randomized controlled trial. Primary Care Diabetes is a study that is based on the belief that education about diabetes improves self-management and self-efficacy in patients with type 2 diabetes (Eroglu & Sabuncu, 2021). The participants in this study had to have been diagnosed with Type 2 diabetes within 6 months of the study, had to be literate, Had to have an A1c greater than 6.5 to be included. The experimental group was given diabetes education face to face, given an education booklet, followed up with a phone call. In the experimental group there was a significant improvement in their metabolic screening (Egoglu & Sabuncu, 2021).

One strength of this study is that it focused on new diabetics. This is the patient population my proposed change project will address. A weakness of this is that there was only 78 patients in total. There was not a big enough population in the study, therefore there may not be enough representation for the diverse population that we serve.

I believe this study will be useful to my project because it lists what the topics of education was taught to patients.

Study number three is Predictors of Adherence Toward Specific Domains of Diabetic Self-Care Among Type-2 Diabetes Patients. This study was conducted on 207 patients with type 2 diabetes to observe how well patients adhered to self-care and anti-diabetic treatments. The participants had varying degrees of adhering to self-care management (Degefa et al., 2021). One weakness of this study would be the cost of healthcare. Some participants received free care while others had to pay out of pocket. That could have eliminated patients who could not afford care, but did not qualify for free care.

A strength of this study was the number of patients in the study. It gives us an idea of where we need to target education for diabetic patients. Medication had the highest adherence rate, whereas physical activity has the lowest. I can include some information from this study to identify areas of education that may need to be addressed.

The article entitled Hemoglobin A1c and diagnosis of diabetes in the next article. This study discussed the need to be cautious when using hemoglobin A1c alone for the diagnosis of diabetes. It goes on to say that A1c was lower in anemic patients, and higher after iron treatments (Ding et al., 2018) That does represent a large number of patients that have primary care providers in my field experience clinic. One strength of this article is that it does ultimately conclude that A1c levels detected diabetes more frequently when BMI, waist circumference and cholesterol were factored in. A weakness of the study is that it does not offer a better way to diagnose diabetes. It does list the American Diabetes Association and World Health Organization criteria for diabetes diagnosis. I can use this article in the section that teaches patients what diabetes is and how it was diagnosed.

The study entitled Effectiveness of simplified diabetes nutrition education on glycemic control and other diabetes-related outcomes in patients with type 2 diabetes mellitus is a study that took 208 participants and randomly placed them in a control group and study group. Over 22 weeks, with a combination of classes and follow-ups, patients that received simplified diabetic nutrition had improvement in A1c and diabetic control (Hashim et al.,2021). One weakness of this study is it did not combine both the plate method and the eating vegetables before carbohydrates method. Both have produced improvements in other studies, but one method or another was used. The strength of this study is that it does discuss two methods to help simplify diabetic nutrition methods. This can be used in the change proposal as options for diet and optimal nutrition.

Finally, A Comparison of Two Diabetes Self-Management Education Programs for the Reduction of Participant A1c levels is a study that concluded that group-based interactive diabetes self-management programs may be useful in reducing A1c levels of participants (Sharpless et al., 2021) The participants were followed for 1 year and those that participated in the group education had improved A1c for longer periods of time. The weakness of this study would be that participants were not randomly selected. They signed up for the study. This may alter results. One strength is that it identifies a method that proved to be successful in improving patient A1c levels. This information can be used by encouraging group-based interactive education modules. Letting patients know there are many options to help them self-manage diabetes will be an important aspect of the change proposal.

Dehdari, L., & Dehdari, T. (2019) The determinants of anti-diabetic medication adherence based on the experiences of patients with type 2 diabetes. Archives of Public Health 77(1), 1-9 https://doi-org.lopes.idm.oclc.org/10.1186/s13690-019-0347

Eroglu, N., & Sabuncu, N. (2021). The effect of education given to type 2-diabetic individuals on diabetes self-management and self-efficacy. A randomized controlled trial. Primary Care Diabetes, 15(3), 451-458. https://doi.org/10.1016/j.pcd.2021.02.011

Degefa, G., Wubshet, K., Tesfaye, S., & Hirigo, A. T., 2020) Predictors of adherence toward specific domains of self-care among type-2 diabetes patients. Clinical Medicine Insights: Endocrinology & Diabetes, 1-12 https://doi-org.lopes.idm.oclc.org/10.1177/1179551420981909

Ding, L., Xu, Y., Liu, S., Bi, Y., & Xu, Y. (2018). Hemoglobin a1c and diagnosis of diabetes. Journal of Diabetes. 10(5), 365 https://doi-org.lopes.idm.oclc.org/10.111/1753-407.12640

Hashim, S., Mohd Yusof, B, Abu Saad, H., Ismail, S., Hamdy, O., & Mansour, A. (2021). Effectiveness of simplified diabetes nutrition education on glycemic control and other diabetes-related outcomes in patients with type 2 diabetes mellitus. Clinical Nutrition ESPEN, 45, 141-149 https://doi.org.lopes.idm.oclc.org/10.1016/j.clnesp.2021.07.024

Sharpless, E., Borkowski, N., O’Connor, S.J., Herald, L., & Szychowski, J. (2021). A comparison of two diabetes self-management education programs for the reduction of participant A1c levels. American Journal of Health Promotion, 35 (7), 998-990 https://doi-org.lopes.idm.oclc.org/1-.1177/089011712111003829

FPX 4040 Capella University Health Information and Technology Paper

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Description

Write a 4-5 page evidence-based proposal to support the need for a nurse informaticist in an organization who would focus on improving health care outcomes.

Introduction

As you begin to prepare this assessment, you are encouraged to complete the Team Perspectives of the Nurse Informaticist activity. Completion of this will help you succeed with the assessment as you explore the nurse informaticist’s role from the different perspectives of the health care team. Completing activities is also a way to demonstrate engagement.

Nurses at the baccalaureate level in all practice areas are involved in nursing informatics through interaction with information management and patient care technologies. Nurses must not only demonstrate knowledge of and skills in health information and patient care technologies, but also how to use these tools at the bedside and organizational levels. Moreover, nurses need to recognize how information gathered from various health information sources can impact decision making at the national and state regulatory levels.

Your Online ePortfolio

Creating an ePortfolio is not required in the BSN program, but you may find it helpful to create one to attach to your professional resume while job hunting. Online ePortfolios serve two key purposes: 1) to support learning and reflection, and 2) to be used as a showcase tool. Your learning journey can be documented, and ePortfolios contribute to lifelong learning and growth through reflection and sharing. Online ePortfolios can also be shared with employers and peers to present artifacts that demonstrate your accomplishments at Capella.

Using ePortfolio to Build Your Career

As you are preparing to tell your story in the professional world, leverage your ePortfolio artifacts to demonstrate the knowledge and competencies you have gained through your program in professional conversations, performance reviews, and interviews. To do that, reflect on the knowledge and skills you have gained from your courses and the elements you have put in your portfolio, along with how you have already applied these things to your professional life or how you might apply them in the future. Next, create your story or talking points to tell your professional story.

Privacy Statement

Capella complies with privacy laws designed to protect the privacy of personal information. While you may voluntarily share your own information publicly, you are obligated to protect the personal information of others that may be associated with your academic or professional development. Before sharing information and material in any ePortfolio that is set up to be shared externally to your program at Capella, please consider privacy obligations in relation to protected populations who may be included or referenced in your academic or clinical work. Refer to the Family Educational Rights and Privacy Act (FERPA) and/or the Health Insurance Portability and Accountability Act (HIPAA) if you have specific questions or concerns about your choices.

Scenario

For this assessment, assume you are a nurse attending a meeting of your state’s nurses association. A nurse informaticist conducted a presentation on her role and its impact on positive patient and organizational outcomes in her workplace. You realize that your organization is undergoing many technological changes. You believe this type of role could provide many benefits to your organization.

You decide to pursue proposing a nurse informaticist role in your organization. You speak to your chief nursing officer (CNO) and human resources (HR) manager, who ask you to prepare a 4–5 page evidence-based proposal to support the new role. In this way, they can make an informed decision as to whether the addition of such a role could justify the return on investment (ROI). They need your proposal before an upcoming fiscal meeting. This is not an essay, but instead, it is a proposal to create a new Nurse Informaticist position.

One important part of this assessment is the justification of the need for a nurse informaticist in a health care organization and references from relevant and timely scholarly or professional resources to support the justification for creating this nurse informaticist position. The term justify means to show or prove that the nurse informaticist position brings value to the organization. This justification must include evidence from the literature to support that this position will provide a return on investment for the organization.

Preparation

To successfully prepare for this assessment, you will need to complete these preparatory activities:

  • Review assessment resources and activities.
    • Conduct independent research on the nursing knowledge and skills necessary to interact with health information and patient care technology.
    • Focus your research on current resources available through peer-reviewed articles, professional websites, government websites, professional blogs, wikis, job boards, and so on.
  • Consult the BSN Program Library Research Guide for help in identifying scholarly and authoritative sources.
  • Interview peers in your network who are considered information technology experts.
    • Ask them about how information technology advances are impacting patient care at the bedside, at the organizational level, and beyond.

Proposal Format

The chief nursing officer (CNO) and human resources (HR) manager have asked you to include the following headings in your proposal and to be sure to address the bullets following each heading:

Nursing Informatics and the Nurse Informaticist
  • What is nursing informatics?
  • What is the role of the nurse informaticist?
Nurse Informaticists and Other Health Care Organizations
  • What is the experience of other health care organizations with nurse informaticists?
  • How do these nurse informaticists interact with the rest of the nursing staff and the interdisciplinary team?
Impact of Full Nurse Engagement in Health Care Technology
  • How does fully engaging nurses in health care technology impact:
    • Patient care?
    • Protected health information (security, privacy, and confidentiality)?
      • In this section, you will explain evidence-based strategies that the nurse informaticist and interdisciplinary team can use to effectively manage patients’ protected health information, particularly privacy, security, and confidentiality. Evidence-based means that they are supported by evidence from scholarly sources.
    • Workflow?
    • Costs and return on investment?
Opportunities and Challenges
  • What are the opportunities and challenges for nurses and the interdisciplinary team with the addition of a nurse informaticist role?
    • How can the interdisciplinary team collaborate to improve quality care outcomes through technology?
Summary of Recommendations
  • What are 3–4 key takeaways from your proposal about the recommended nurse informaticist role that you want the CNO and the HR manager to remember?
    • This is the section where the justification for the implementation of the nursing informaticist role is addressed. Remember to include evidence from the literature to support your recommendation.
Competencies Measured

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

  • Competency 1: Describe nurses’ and the interdisciplinary team’s role in informatics with a focus on electronic health information and patient care technology to support decision making.
    • Define nursing informatics and the role of the nurse informaticist.
    • Explain how the nurse collaborates with the interdisciplinary team, including technologists, to improve the quality of patient care.
    • Justify the need for a nurse informaticist in a health care organization.
  • Competency 2: Implement evidence-based strategies to effectively manage protected health information.
    • Explain evidence-based strategies that the nurse and interdisciplinary team can use to effectively manage patients’ protected health information (privacy, security, and confidentiality).
  • Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.
    • Follow APA style and formatting guidelines for citations and references.
    • Create a clear, well-organized, and professional proposal that is generally free from errors in grammar, punctuation, and spelling.

Mental Health Challenges Intervention Essay

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Description

INSTRUCTIONS: Intervention Presentation and Reflection Presentation

Present your approved intervention to the patient, family, or group and record a 10-15 minute video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program. Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form.

Introduction

Baccalaureate-prepared nurses have many opportunities to reflect on their contributions to patient care outcomes during clinical experiences. Research suggests that creating and sharing video reflections may enhance learning (Speed, Lucarelli, & Macaulay, 2018).

For this assessment, you’ll present your approved intervention to the patient, family, or group and reflect on various aspects of your capstone practicum experience. Such reflection will give you a chance to discuss elements of the project of which you are most proud and aspects of the experience that will help you grow in your personal practice and nursing career.

Reference

Speed, C. J., Lucarelli, G. A., & Macaulay, J. O. (2018). Student produced videos—An innovative and creative approach to assessment. Sciedu International Journal of Higher Education, 7(4).

Instructions

Complete this assessment in two parts: (a) present your approved intervention to the patient, family, or group and (b) record a video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program.

PART 1

Present your approved intervention to the patient, family, or group. Plan to spend at least 3 practicum hours exploring these aspects of the problem with the patient, family, or group. During this time, you may also consult with subject matter and industry experts of your choice. Be sure you’ve logged all of your practicum hours in CORE ELMS.

Use the Intervention Feedback Form: Assessment 5 [PDF] as a guide to capturing patient, family, or group feedback about your intervention. You’ll include the feedback as part of your capstone reflection video.

Part 2

Record a 10-15 minute video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program. INCLUDING A TRANSCRIPT

You’re welcome to use any tools and software with which you are comfortable, but make sure you’re able to submit the deliverable to your faculty. Capella offers Kaltura, a program that records audio and video. Refer to Using Kaltura for more information about this courseroom tool.

Requirements

The assessment requirements, outlined below, correspond to the scoring guide criteria, so address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for supporting evidence.

  • Assess the contribution of your intervention to patient or family satisfaction and quality of life.
    • Describe feedback received from the patient, family, or group on your intervention as a solution to the problem.
    • Explain how your intervention enhances the patient, family, or group experience.
  • Describe your use of evidence and peer-reviewed literature to plan and implement your capstone project.
    • Explain how the principles of evidence-based practice informed this aspect of your project.
  • Assess the degree to which you successfully leveraged health care technology in your capstone project to improve outcomes or communication with the patient, family, or group.
    • Identify opportunities to improve health care technology use in future practice.
  • Explain how health policy influenced the planning and implementation of your capstone project, as well as any contributions your project made to policy development.
    • Note specific observations related to the baccalaureate-prepared nurse’s role in policy implementation and development.
  • Explain whether capstone project outcomes matched your initial predictions.
    • Discuss the aspects of the project that met, exceeded, or fell short of your expectations.
    • Discuss whether your intervention can, or will be, adopted as a best practice.
    • Describe the generalizability of your intervention outside this particular setting.
    • Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form.
  • Assess your personal and professional growth throughout your capstone project and the RN-to-BSN program.
    • Address your provision of ethical care and demonstration of professional standards.
    • Identify specific growth areas of which you are most proud or in which you have taken particular satisfaction.
  • Communicate professionally in a clear, audible, and well-organized video.
Additional Requirements

Cite at least three scholarly or authoritative sources to support your assertions. In addition to your reflection video, submit a separate APA-formatted reference list of your sources.

Competencies Measured

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

  • Competency 2: Make clinical and operational decisions based upon the best available evidence.
    • Describe one’s use of evidence and peer-reviewed literature to plan and implement a capstone project.
  • Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
    • Explain whether capstone project outcomes matched one’s initial predictions and document the practicum hours spent with these individuals or group in the Core Elms Volunteer Experience Form.
  • Competency 4: Apply health information and patient care technology to improve patient and systems outcomes.
    • Assess the degree to which one successfully leveraged health care technology in a capstone project to improve outcomes or communication with a patient, family, or group.
  • Competency 5: Analyze the impact of health policy on quality and cost of care.
    • Explain how health policy influenced the planning and implementation of one’s capstone project, as well as any contributions the project made to policy development.
  • Competency 7: Implement patient-centered care to improve quality of care and the patient experience.
    • Assess the contribution of an intervention (capstone project) to patient, family, or group satisfaction and quality of life.
  • Competency 8: Integrate professional standards and values into practice.
  • Assess one’s personal and professional growth throughout a capstone project and the RN-to-BSN program.
  • Communicate professionally in a clear and well-organized video.

UMGC WK 6 Express and Address Concerns About Patient Care Discussion

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Description

Conflict management is a challenge in every work environment but can be even more challenging in the ever-changing chaos of the health care environment.

In your discussion response, please address the following prompt:

  • After reading the article by Joseph Grenny, Crucial Conversations: The Most Potent Force for Eliminating Disruptive Behavior, share two specific concepts that you found most beneficial.

Click here to access the article: Crucial Conversations: The Most Potent Force for Eliminating Disruptive Behavior. PDF attached to EMAIL

Please be sure to adhere to APA guidelines when citing sources.

Key Definition: Conflict

Conflict can be defined as the “clash, fight, battle or struggle” that occurs between two or more parties as a result of a real or perceived threat or difference exists in the desires, thoughts, attitudes, feelings, or behaviors of two or more parties (Tomey, 2009, p. 148).

Conflict is an inevitable part of everyday life; consequently, we must develop skills for conflict resolution and management. Is all conflict negative? No, conflict can be competitive or disruptive. What is the difference between organizational conflict and job conflict? When you consider the efforts of the organization to meets its mission, there are multiple daily conflicts occurring within different levels of the organization. Job conflict can be affected by role ambiguity, role overload, and role stress. In the health care environment, there is a constant struggle between limited resources (both fiscal and human) as well as values.

Conflict is constant and leaders and managers must be competent at managing conflict in a positive manner. The following figure provides the different types of conflict, such as intrapersonal, interpersonal, intragroup, and intergroup.

Types of Conflict

onflict management can be managed by using the steps of the nursing process: assess, analyze, plan, implement, and evaluate.

Conflict Resolution

Teams of employees use one of three primary approaches to conflict resolution: integrative, distributive, and mediating (Boundless Management, 2014).

  • Integrative approaches focus on the issue to be solved and aim to find a resolution that meets everyone’s needs. Success with this tactic requires the exchange of information, openness to alternatives, and a willingness to consider what is best for the group as a whole rather than for any particular individual.
  • Distributive approaches find ways to divide a fixed number of positive outcomes or resources in which one side comes out ahead of the other. Since team members have repeated interactions with each other and are committed to shared goals, the expectation of reciprocity can make this solution acceptable since those who don’t get their way today may end up “winning” tomorrow.
  • Mediating approaches bring in a third party to facilitate a non-confrontational, non-adversarial discussion to help the team reach a consensus about how to resolve the conflict. A mediator from outside the team brings no emotional ties or preconceived ideas to the conflict and can help the team identify a broader set of solutions that would be satisfactory to all.

Although these three approaches all bring the overt conflict to an end, team cohesion can suffer if members perceive the process itself as unfair, disrespectful, or overly contentious. The result can be resentment that festers and leads to subsequent additional conflict that a more conciliatory process might have avoided.

Conflict Management

Trust plays a major role in conflict resolution, as does the ability to effectively communicate and negotiate.

The primary aim of conflict management is to promote the positive effects and reduce the negative effects that disputes can have on team performance without necessarily fully resolving the conflict itself. Teams use one of three main tactics to manage conflict: smoothing, yielding, and avoiding (Boundless Management, 2014).

  • The smoothing approach attempts to minimize the differences among the people who are in conflict with each other. This strategy often focuses on reducing the emotional charge and intensity of how the people speak to each other by emphasizing their shared goals and commitments.
  • The yielding approach describes the choice some team members make to simply give in when others disagree with them rather than engage in conflict. This is more common when the stakes are perceived to be small or when the team member’s emotional ties to the issue at hand are not particularly strong.
  • In the avoiding approach, team members may choose to simply ignore all but the most contentious disagreements. While this can have short-term benefits and may be the best option when the team is under time pressure, it is the approach least likely to produce a sense of harmony among the team members.

While conflict can increase the engagement of team members, it can also create distractions and draw attention away from important tasks. Because conflict management seeks to contain such disruptions and threats to team performance, conflicts do not disappear so much as exist alongside the teamwork.

References

American Nurses Association. (2015). Joint ANA and National Council of State Boards of Nursing position statement—2005. Retrieved from http://nursingworld.org/MainMenuCategories/Policy-…

Boundless Management. (2014). Team conflict resolution and management. Boundless Management. Used under the terms of the Creative Commons Attribution-ShareAlike 4.0 International license. Retrieved from https://www.boundless.com/management/textbooks/bou…

Bradford, L. P. (1997). Group development (2nd ed.) San Francisco, CA: Jossey-Bass.

Chambers, C. (2008). Group leadership skills for nurses and health professionals (5th ed.). New York, NY: Springer Publishing.

Edmonson, C. (2010, September 30). Moral courage and the nurse leader. OJIN: The Online Journal of Issues in Nursing, 15(3), manuscript 5. Retrieved from http://www.nursingworld.org/MainMenuCategories/Eth…

Festinger, L. (1957). Theory of cognitive dissonance. Stanford, CA: Stanford University Press.

Grossman, S. C., & Valiga, T. M. (2013). The new leadership challenge: Creating the future of nursing. Philadelphia, PA: F.A. Davis Company.

Hackman, J. R., & Suttle, J. L. (Eds.). (1977). Improving life at work. Glenview, IL: Scott Foresman.

Janis, I. (1982). Groupthink (2nd ed.). Boston: Houghton Mifflin.

Kouzes, J., & Posner, B. (2012). The leadership challenge: How to make extraordinary things happen in organizations (5th ed.). San Francisco, CA: Jossey-Bass.

Porter-O’Grady, T., & Malloch, K. (2013). Leadership in nursing practice: Changing the landscape of health care. Burlington, MA: Jones & Bartlett Learning.

Schermerhorn Jr., J. R., Hunt, J. G., & Osborn, R. N. (2003). Organizational Behavior (8th ed.). New York, NY: John Wiley & Sons, Inc.

Tomey, A. M. (2009). Guide to nursing management and leadership (8th ed.). St. Louis, MO: Mosby Elsevier.

University of Maryland University College, BMGT 364 online course. Author: Murray D. Blank.

HWC How Certain Scientists Are Regarding Climate Change Question

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Description

from NCAR’s Uncertainty and the Nature of Science

Uncertainty differs in public and private discourse.  To many, uncertainty means not knowing.  To scientists, uncertainty means how well something is known.  

In the video below, NCAR senior scientist Linda Mearns, talks about scientific uncertainty and the fact that uncertainty is a given and familiar to us all. What we need to ask and quantify in the face of uncertainty is … when do we know enough to act. 

https://www.youtube.com/watch?v=IEkle7zh8Ys

Why is uncertainty a part of science?  How can we make sense of uncertainty?

From Sense about Science’s Making Sense of Uncertainty

Scientific uncertainty is prominent in research that has big implications for our society: could the Arctic be ice-free in summer by 2080? Will a new cancer drug be worth its side effects? Is this strain of flu going to be a dangerous epidemic?

Uncertainty is normal currency in scientific research. Research goes on because we don’t know everything. Researchers then have to estimate how much of the picture is known and how confident we can all be that their findings tell us what’s happening or what’s going to happen. This is uncertainty.

But in public discussion scientific uncertainty is presented as a deficiency of research. We want (even expect) certainty – safety, effective public policies, useful public expenditure. Uncertainty is seen as worrying, and even a reason to be cynical about scientific research – particularly on subjects such as climate science, the threat of disease or the prediction of natural disasters. In some discussions, uncertainty is taken by commentators to mean that anything could be true, including things that are highly unlikely or discredited, or that nothing is known.

Some clearer ideas about what researchers mean by scientific uncertainty – and where uncertainty can be measured and where it can’t – would help everyone with how to respond to the uncertainty in evidence.

In the areas of research that are most often in the public eye, uncertainty has become a big point of misunderstanding (even conflict) between scientists and commentators. A researcher presents his or her findings, the radio interviewer (or the politician, journalist or official) asks: ‘can you be certain?’. The researcher has to answer truthfully ‘no’ and then defend their findings, for fear they will be interpreted as meaningless. In fact, they have provided important limits to the uncertainty.

Researchers use uncertainty to express how confident they are about results, to indicate what scientists don’t yet know, or to characterize information that is by nature never black and white. But saying that something is ‘uncertain’ in everyday language has a negative connotation. When a researcher says ‘the predictions we made on the basis of our research have a margin of uncertainty’, they mean they are very confident that the outcome will fall within the predicted range. But a commentator is likely to understand from this ‘the piece of research is unreliable’.

This is the type of disconnection we see in media reports of global warming.

Read the article “https://senseaboutscience.org/wp-content/uploads/2016/11/Makingsenseofuncertainty.pdf” to get a better understanding of uncertainty in the sciences (Find also in “Read”).

Uncertainty and Climate Science

From the IPCC’s “Guidance Note for Lead Authors of the IPCC Fifth Assessment Report on Consistent Treatment of Uncertainties” (Find in “Read”)

The evolving nature of climate science, the long time scales involved, and the difficulties of predicting human impacts on and responses to climate change mean that many of the results presented in IPCC assessment reports have inherently uncertain components. To inform policy decisions properly, it is important for uncertainties to be characterized and communicated clearly and coherently. Since its second assessment, the IPCC has issued formal guidance for characterizing and communicating uncertainty in its reports. The guidance is intended to provide a common language for expressing confidence in the conclusions and in the likelihood that a particular event will occur.

Level of Confidence

Figure 1 explains the basis of confidence in terms of level of evidence and degree of agreement.  They used the following dimensions to evaluate the validity of a finding: the type, amount, quality, and consistency of evidence (summary terms: “limited,” “medium,” or “robust”), and the degree of agreement (summary terms: “low,” “medium,” or “high”). Generally, evidence is most robust when there are multiple, consistent independent lines of high-quality evidence. 

See attached document for table.

Figure 1.  A depiction of evidence and agreement statements and their relationship to confidence. The nine possible combinations of summary terms for evidence and agreement are shown, along with their flexible relationship to confidence. In most cases, evidence is most robust when there are multiple, consistent independent lines of high-quality evidence. Confidence generally increases towards the top-right corner as suggested by the increasing strength of shading.

A level of confidence provides a qualitative synthesis of an author team’s judgment about the validity of a finding; it integrates the evaluation of evidence and agreement in one metric. As the second step in determining the degree of certainty in a key finding, the author team decides whether there is sufficient evidence and agreement to evaluate confidence. This task is relatively simple when evidence is robust and/or agreement is high. For other combinations of evidence and agreement, the author team should evaluate confidence whenever possible. For example, even if evidence is limited, it may be possible to evaluate confidence if agreement is high. Evidence and agreement may not be sufficient to evaluate confidence in all cases, particularly when evidence is limited and agreement is low. In such cases, the author team instead presents the assigned summary terms as part of the key finding.

The qualifiers used to express a level of confidence are very low, low, medium, high, and very high. 

Likelihood of an Outcome

Likelihood, as defined in Table 1, provides calibrated language for describing quantified uncertainty. It can be used to express a probabilistic estimate of the occurrence of a single event or of an outcome (e.g., a climate parameter, observed trend, or projected change lying in a given range).  

The IPCC Authors characterized key findings regarding a variable using calibrated uncertainty language that conveys the most information to the reader, based on the criteria below (See Table 1). These criteria provided guidance for selecting among different alternatives for presenting uncertainty, while recognizing that in all cases it is important to include a traceable account of relevant evidence and agreement.

Table 1.Likelihood Scale (see attached document)

Read the https://www.ipcc.ch/site/assets/uploads/2018/05/uncertainty-guidance-note.pdf published by the IPCC regarding the treatment of Uncertainties.

STU Musculoskeletal Neurological and Sensory System Paper

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Description

Musculoskeletal Function:
G.J. is a 71-year-old overweight woman who presents to the Family Practice Clinic for the first time complaining of a long history of bilateral knee discomfort that becomes worse when it rains and usually feels better when the weather is warm and dry. “My arthritis hasn’t improved a bit this summer though,” she states. Discomfort in the left knee is greater than in the right knee. She has also suffered from low back pain for many years, but recently it has become worse. She is having difficulty using the stairs in her home. The patient had recently visited a rheumatologist who tried a variety of NSAIDs to help her with pain control. The medications gave her mild relief but also caused significant and intolerable stomach discomfort. Her pain was alleviated with oxycodone. However, when she showed increasing tolerance and began insisting on higher doses of the medication, the physician told her that she may need surgery and that he could not prescribe more oxycodone for her. She is now seeking medical care at the Family Practice Clinic. Her knees started to get significantly more painful after she gained 20 pounds during the past nine months. Her joints are most stiff when she has been sitting or lying for some time and they tend to “loosen up” with activity. The patient has always been worried about osteoporosis because several family members have been diagnosed with the disease. However, nonclinical manifestations of osteoporosis have developed.

Case Study Questions

  1. Define osteoarthritis and explain the differences with osteoarthrosis. List and analyze the risk factors that are presented on the case that contribute to the diagnosis of osteoarthritis.
  2. Specify the main differences between osteoarthritis and rheumatoid arthritis, make sure to include clinical manifestations, major characteristics, joints usually affected and diagnostic methods.
  3. Describe the different treatment alternatives available, including non-pharmacological and pharmacological that you consider are appropriate for this patient and why.
  4. How would you handle the patient concern about osteoporosis? Describe your interventions and education you would provide to her regarding osteoporosis.

Neurological Function:

H.M is a 67-year-old female, who recently retired from being a school teacher for the last 40 years. Her husband died 2 years ago due to complications of a CVA. Past medical history: hypertension controlled with Olmesartan 20 mg by mouth once a day. Family history no contributory. Last annual visits with PCP with normal results. She lives by herself but her children live close to her and usually visit her two or three times a week.
Her daughter start noticing that her mother is having problems focusing when talking to her, she is not keeping things at home as she used to, often is repeating and asking the same question several times and yesterday she has issues remembering her way back home from the grocery store.

Case Study Questions

  1. Name the most common risks factors for Alzheimer’s disease
  2. Name and describe the similarities and the differences between Alzheimer’s disease, Vascular Dementia, Dementia with Lewy bodies, Frontotemporal dementia.
  3. Define and describe explicit and implicit memory.
  4. Describe the diagnosis criteria developed for the Alzheimer’s disease by the National Institute of Aging and the Alzheimer’s Association
  5. What would be the best therapeutic approach

Integumentary Function

  1. K.B. is a 40-year-old white female with a 5-year history of psoriasis. She has scheduled an appointment with her dermatologist due to another relapse of psoriasis. This is her third flare-up since a definitive diagnosis was made. This outbreak of plaque psoriasis is generalized and involves large regions on the arms, legs, elbows, knees, abdomen, scalp, and groin. K.B. was diagnosed with limited plaque-type psoriasis at age 35 and initially responded well to topical treatment with high-potency corticosteroids. She has been in remission for 18 months. Until now, lesions have been confined to small regions on the elbows and lower legs

Case Study Questions

  • Name the most common triggers for psoriasis and explain the different clinical types.
  • There are several types of treatments for psoriasis, explain the different types and indicate which would be the most appropriate approach to treat this relapse episode for K.B. Also include non-pharmacological options and recommendations.
  • Included in question 2
  • A medication review and reconciliation are always important in all patient, describe and specify why in this particular case is important to know what medications the patient is taking?
  • What others manifestation could present a patient with Psoriasis

Sensory Function:
C.J. is a 27-year-old male who started to present crusty and yellowish discharged on his eyes 24 hours ago. At the beginning he thought that washing his eyes vigorously the discharge will go away but by the contrary increased producing a blurry vision specially in the morning. Once he clears his eyes of the sticky discharge her visual acuity was normal again. Also, he has been feeling throbbing pain on his left ear. His eyes became red today, so he decided to consult to get evaluated. On his physical assessment you found a yellowish discharge and bilateral conjunctival erythema. His throat and lungs are normal, his left ear canal is within normal limits, but the tympanic membrane is opaque, bulging and red.

Case Study Questions

  • Based on the clinical manifestations presented on the case above, which would be your eyes diagnosis for C.J. Please name why you get to this diagnosis and document your rational.
  • With no further information would you be able to name the probable etiology of the eye affection presented? Viral, bacterial, allergic, gonococcal, trachoma. Why and why not.
  • Based on your answer to the previous question regarding the etiology of the eye affection, which would be the best therapeutic approach to C.J problem.

Capella University Enhancing Quality and Safety Essay

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Description

For this assessment, you will develop a 3-5 page paper that examines a safety quality issue pertaining to medication administration in a health care setting. You will analyze the issue and examine potential evidence-based and best-practice solutions from the literature as well as the role of nurses and other stakeholders in addressing the issue.Health care organizations and professionals strive to create safe environments for patients; however, due to the complexity of the health care system, maintaining safety can be a challenge. Since nurses comprise the largest group of health care professionals, a great deal of responsibility falls in the hands of practicing nurses. Quality improvement (QI) measures and safety improvement plans are effective interventions to reduce medical errors and sentinel events such as medication errors, falls, infections, and deaths. A 2000 Institute of Medicine (IOM) report indicated that almost one million people are harmed annually in the United States, (Kohn et al., 2000) and 210,000–440,000 die as a result of medical errors (Allen, 2013).The role of the baccalaureate nurse includes identifying and explaining specific patient risk factors, incorporating evidence-based solutions to improving patient safety and coordinating care. A solid foundation of knowledge and understanding of safety organizations such as Quality and Safety Education for Nurses (QSEN), the Institute of Medicine (IOM), and The Joint Commission and its National Patient Safety Goals (NPSGs) program is vital to practicing nurses with regard to providing and promoting safe and effective patient care.You are encouraged to complete the Identifying Safety Risks and Solutions activity. This activity offers an opportunity to review a case study and practice identifying safety risks and possible solutions. We have found that learners who complete course activities and review resources are more successful with first submissions. Completing course activities is also a way to demonstrate course engagement.Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Analyze the elements of a successful quality improvement initiative. 

  • Explain evidence-based and best-practice solutions to improve patient safety focusing on medication administration and reducing costs.

Competency 2: Analyze factors that lead to patient safety risks. 

Explain factors leading to a specific patient-safety risk focusing on medication administration.

Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs. 

  • Explain how nurses can help coordinate care to increase patient safety with medication administration and reduce costs.

Identify stakeholders with whom nurses would need to coordinate to drive quality and safety enhancements with medication administration.

  • Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care. 
  • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar or punctuation, word choice, and spelling.

Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

  • References
    Allen, M. (2013). How many die from medical mistakes in U.S. hospitals? Retrieved from https://www.npr.org/sections/health-shots/2013/09/20/224507654/how-many-die-from-medical-mistakes-in-u-s-hospitals.Kohn, L. T., Corrigan, J., & Donaldson, M. S. (Eds.). (2000). To err is human: Building a safer health system. Washington, DC: National Academy Press.Professional Context
    As a baccalaureate-prepared nurse, you will be responsible for implementing quality improvement (QI) and patient safety measures in health care settings. Effective quality improvement measures result in systemic and organizational changes, ultimately leading to the development of a patient safety culture.Scenario
    Consider a previous experience or hypothetical situation pertaining to medication errors, and consider how the error could have been prevented or alleviated with the use of evidence-based guidelines.Choose a specific condition of interest surrounding a medication administration safety risk and incorporate evidence-based strategies to support communication and ensure safe and effective care.   For this assessment:
  • Analyze a current issue or experience in clinical practice surrounding a medication administration safety risk and identify a quality improvement (QI) initiative in the health care setting.

Instructions
The purpose of this assessment is to better understand the role of the baccalaureate-prepared nurse in enhancing quality improvement (QI) measures that address a medication administration safety risk. This will be within the specific context of patient safety risks at a health care setting of your choice. You will do this by exploring the professional guidelines and best practices for improving and maintaining patient safety in health care settings from organizations such as QSEN and the IOM. Looking through the lens of these professional best practices to examine the current policies and procedures currently in place at your chosen organization and the impact on safety measures for patients surrounding medication administration, you will consider the role of the nurse in driving quality and safety improvements. You will identify stakeholders in QI improvement and safety measures as well as consider evidence-based strategies to enhance quality of care and promote medication administration safety in the context of your chosen health care setting.Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so that you know what is needed for a distinguished score.

  • Explain factors leading to a specific patient-safety risk focusing on medication administration.
  • Explain evidence-based and best-practice solutions to improve patient safety focusing on medication administration and reducing costs.
  • Explain how nurses can help coordinate care to increase patient safety with medication administration and reduce costs.

Identify stakeholders with whom nurses would coordinate to drive safety enhancements with medication administration.