Nursing Informatics Policy

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As a professional nurse, you are expected to apply your expertise to patient care. On occasion, you will also be expected to share that expertise.

With evolving technology and continuous changes to regulations designed to keep up these changes, there is usually a need to share information and expertise to inform colleagues, leadership, patients, and other stakeholders.

In this Assignment, you will study a recent nursing informatics-related healthcare policy, and you will share the relevant details via a fact sheet designed to inform and educate.

To Prepare:

  • Review the Resources on healthcare policy and regulatory/legislative topics related to health and nursing informatics.
  • Consider the role of the nurse informaticist in relation to a healthcare organization’s compliance with various policies and regulations, such as the Medicare Access and CHIP Reauthorization Act (MACRA).
  • Research and select one health or nursing informatics policy (within the past 5 years) or regulation for further study.

The Assignment: (1 page)

Create a 1-page fact sheet that your healthcare organization could hypothetically use to explain the health or nursing informatics policy/regulation you selected. Your fact sheet should address the following:

  • Briefly and generally explain the policy or regulation you selected.
  • Address the impact of the policy or regulation you selected on system implementation.
  • Address the impact of the policy or regulation you selected on clinical care, patient/provider interactions, and workflow.
  • Highlight organizational policies and procedures that are/will be in place at your healthcare organization to address the policy or regulation you selected. Be specific.

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Literature Review

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  • Review the Resources and reflect on the impact of clinical systems on outcomes and efficiencies within the context of nursing practice and healthcare delivery.
  • Conduct a search for recent (within the last 5 years) research focused on the application of clinical systems. The research should provide evidence to support the use of one type of clinical system to improve outcomes and/or efficiencies, such as “the use of personal health records or portals to support patients newly diagnosed with diabetes.”
  • Identify and select 5 peer-reviewed articles from your research.

 

In a 4- to 5-page paper, synthesize the peer-reviewed research you reviewed. Be sure to address the following:

  • Identify the 5 peer-reviewed articles you reviewed, citing each in APA format.
  • Summarize each study, explaining the improvement to outcomes, efficiencies, and lessons learned from the application of the clinical system each peer-reviewed article described. Be specific and provide examples.

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Advocating for the Nursing Role in Program Design and Implementation

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As their names imply, the honeyguide bird and the honey badger both share an affinity for honey. Honeyguide birds specialize in finding beehives but struggle to access the honey within. Honey badgers are well-equipped to raid beehives but cannot always find them. However, these two honey-loving species have learned to collaborate on an effective means to meet their objectives. The honeyguide bird guides honey badgers to newly discovered hives. Once the honey badger has ransacked the hive, the honey guide bird safely enters to enjoy the leftover honey.

Much like honeyguide birds and honey badgers, nurses and health professionals from other specialty areas can—and should—collaborate to design effective programs. Nurses bring specialties to the table that make them natural partners to professionals with different specialties. When nurses take the requisite leadership in becoming involved throughout the healthcare system, these partnerships can better design and deliver highly effective programs that meet objectives.

In this Assignment, you will practice this type of leadership by advocating for a healthcare program. Equally as important, you will advocate for a collaborative role of the nurse in the design and implementation of this program. To do this, assume you are preparing to be interviewed by a professional organization/publication regarding your thoughts on the role of the nurse in the design and implementation of new healthcare programs.

To Prepare:

  • Review the Resources and reflect on your thinking regarding the role of the nurse in the design and implementation of new healthcare programs.
  • Select a healthcare program within your practice and consider the design and implementation of this program.
  • Reflect on advocacy efforts and the role of the nurse in relation to healthcare program design and implementation.
  • Review the User Guide for Uploading Media in your Blackboard Classroom by accessing the Kaltura Media Uploader on the Left Navigation Bar in preparation to record your narrated video or audio for this Assignment.

The Assignment: (2–3 pages)

In a 2- to 3-page paper, create an interview transcript of your responses to the following interview questions:

  • Tell us about a healthcare program, within your practice. What are the costs and projected outcomes of this program?
  • Who is your target population?
  • What is the role of the nurse in providing input for the design of this healthcare program? Can you provide examples?
  • What is your role as an advocate for your target population for this healthcare program? Do you have input into design decisions? How else do you impact design?
  • What is the role of the nurse in healthcare program implementation? How does this role vary between design and implementation of healthcare programs? Can you provide examples?
  • Who are the members of a healthcare team that you believe are most needed to implement a program? Can you explain why?

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Windshield Survey

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Community Assessment & Analysis

“Windshield Survey”

 

Purpose and Background Information

 

Nurses must be able to knowledgeably plan services for individuals, families and the community. In order to effectively plan, it is essential that you assess the current health status of the community and its resources.

 

Assessment may include the following strategies: Mining of health data bases, windshield or walking surveys, and more formal quantitative and qualitative research investigations involving community members and other stakeholders. A “windshield survey” is conducted from a car and provides a visual overview of a community (may also be done as a walking survey). Conditions and trends in the community that could affect the health of the population (social determinants) are noted. Most surveys of this type must be validated and expanded through data mining of available online and other databases of demographic and health-related statistics.

 

Evidence collected during a formal community assessment forms the basis for planning to improve the health status of the community, which impacts individuals’ health downstream.

 

Objectives:

At the end of this activity, the student will be able to:

1. Identify social determinants of health present in assigned community (socioeconomic status, education, neighborhood and physical environment, employment, social support networks).

2. Identify healthcare resources that are available in the community.

3. Analyze actual health of the assigned community, utilizing resources to gather vital statistics, such as morbidity and mortality data.

4. Create a list of strengths and weaknesses of the community.

5. Prioritize weaknesses to identify the highest priority need of the community.

6. Identify community resources (actual, available resources or proposed resources) to address the highest priority problem.

7. Share community assessment and analysis in a formal, group presentation.

 

Course Outcomes

This activity aligns with several of the course outcomes as stated below:

1. Examine health delivery systems and resources available at the global, national, state, and local levels.

2. Examine effective methods for health promotion and health maintenance for individuals, families, and communities at every stage of development.

3. Analyze the environmental, biological, and psychosocial risk factors for disease and disability.

 

 

 

General Directions

 

Working in a small team, you will conduct a formal assessment of a community to which you have been assigned. The assessment will involve a walking or windshield survey which is validated and expanded upon through a deeper dive into demographic and health-related databases/websites available here:

https://researchguides.uic.edu/c.php?g=252323&p=1683295

 

 

Items Needed

 

· Digital camera/phone

· Map or layout of the neighborhood/community

· Mode of transportation (not needed if conducting walking survey)

· Masks if unable to practice social distancing

 

Part 1: Assessment

 

1. Your clinical group will be assigned a neighborhood to survey.

2. Review the Windshield Survey Components handout and PowerPoint (see Brightspace Lecture PPTS).

3. Review Community Tool Box resources for Windshield Survey:

https://ctb.ku.edu/en/table-of-contents/assessment/assessing-community-needs-and-resources/windshield-walking-surveys/main

4. Use Google Maps (or other navigation software) to identify boundaries of assigned area.

5. Collect assessment data on essential demographic and other aspects of the community using the guidelines below: [Support your assessment data with actual images/videos taken with your camera or available online]

 

The essential components of the Community Assessment are listed below:  

 

Race and Ethnicity: Data and/or a description of the community demographics for the community. Be sure to identify any specific data that helps support the existence of your identified health problem or that may impact your health promotion project. Evaluate the racial identity of the community (e.g. is the area well integrated?) Consider the following questions. Are there indices of ethnicity, various types of ethnic food stores, ethnic churches, private schools related to ethnicity, signs and information in a language other than English?

 

Culture : Analyze the cultural data and assess the cultural dynamics within the community that influence the community’s health beliefs or health status.

 

Religion :  Include the various types of churches and places of worship.  It would be beneficial to learn the number of available churches in the area, all of the different denominations and representation of differing religions, and the number of churches in a ratio comparison to the number of people in the community.

Politics :  Determine if the community is very swayed politically or is predominantly of one party affiliation.  Identify evidence of political activism, such as campaign signs, political billboards, or other evidence of political influence.

 

Boundaries:   You may include the street boundaries for the community, as well as any physical demarcation that defines the community boundaries:

· Is it a natural boundary such as a river or a lake?

· Is it a man-made boundary such as train tracks?

· Is there a noticeable difference in the socioeconomic level in comparison to neighboring communities?  Do the individual neighborhoods vary in socioeconomic status?

 

Housing and zoning:   You may want to evaluate the typical single family, multi-family, alternative housing, and assisted living type homes for the area.  A visual map showing the boundaries of the community is always helpful.  Make a note of whether or not the residences have a large number of real estate signs on them.  Supportive data could also include:

· any specific areas (and the size of the area) in which houses were in disrepair,

· how many homes were for sale

· how many single-family homes in comparison to multi-family dwellings or senior living complexes,

· average home market price,

· any data regarding proportion of young families with children compared to retirees

· any changes in residency, recent trends in real estate (are the new construction homes build where previous existing homes were torn down? Or was there still available space in this established community?)

 

Open Space:  Determine the open spaces throughout the community, including vacant lots, green spaces, undeveloped areas, nature areas, and parks.  Supportive data could also include:

· How many open spaces, parks, or green spaces are available?

· Does the community appear to be focused on open space availability, parks, divided streets with trees or landscapes parkways?

· Are there minimum lot sizes?

· How many of these parks and green spaces are park district owned?

· How many of these are City owned?

· How many of these are State owned? Forest preserve district owned?

· Are the people really utilizing the available spaces?

 

“Commons”:   Commons refers to areas or establishments in which people gather, socialize, spend leisure time, or use for recreation (e.g. walking, biking, and walking their dogs).  What are the most popular neighborhood hangouts and what subgroup(s) of the population are drawn to those particular places to hang out? Supportive data may include:

· The “closed” hang out places that may be unfriendly to strangers or newcomers?

· Is there any gang activity?

· Popular bars or nightlife?

· Places that draw younger people (Jr. High, high school)?

 

Safety: Is the community safe? Environmental aspects or physical aspects that may compromise safety (e.g. community decay, traffic safety issues, road and sidewalk accessibility and quality, crime rates, lighting, safe drinking water, air quality). How do the community safety issues impact your identified community problem or issue?

Signs of community decay:  Identify any areas of the community in which there is evidence of decline of resources, or community decay?

· Abandoned cars,

· Visible trash in the street,

· Levels of noticeable pollution,

· Abandoned houses, businesses, and unfinished structures (boarded up buildings),

· Increased numbers of homeless or panhandlers

 

Media: Identify the types of local media available for the community residents.  Does the town have its own paper?  Does the area have its own cable television station?  What types of magazines and print materials are circulated?  (These types of things you will usually find in the front of cafes and stores). Are they bilingual to needs of community?   Do you notice outdoor antennas or dishes?

 

Stores, Services and Service Centers:   Evaluate the service industry in the area including various stores and businesses within the community, social service agencies, community outreach programs, recreation centers, e.g. a local YMCA, and other service industries. The community health nurse should analyze access to food, fitness, and health services availability.

· What is your evaluation of the availability of resources/stores?

· Are there many fast food restaurants in comparison to healthier restaurants?

· Is this considered a food desert?

· Are there significantly more entertainment options (movie theaters, bowling alleys, etc.) than green space?

· Are there a high number of fitness and exercise service centers?

· What is your evaluation of the services available?

 

Schools: Describe the educational system for the community including public, private, and alternative schools. Supportive evidence is helpful for the community nurse to make assessments about the community.  Remember schools range from pre-schools to colleges and universities. Supportive data may include:

· How many schools are in the area and which level of student to they serve?

· How many private school options are there in this community? What types of private institutions are represented (religious affiliation, Montessori, academic driven)?

· What are the public schools rating/ranking?

· What is the high school graduation rate? How does it compare to the state or national averages?

 

Transportation: Include photos of cars, buses, trains, ferries, trolleys, bicycles, and pedestrians.  Photos of people utilizing the various types of transportation would be appropriate for your windshield survey.  Noting the safety measures (bike lanes, safe crosswalks, etc.) is helpful.   Which type(s) of transportation seems to be the most predominant in the community?

· Is the public transportation accessible and provide good transportation options for community residents?

· Where is the closest/local airport?

· What are the major highways that are close to the area?

 

Health Status of the Community : Evaluate the vital health statistics for the area. For example, note what mortality rates are. And morbidity rates for chronic conditions in particular.  Is there a specific health problem with a high incidence/prevalence rate in the community or a health problem within the community related to the environment (e.g. a problem of air pollution and high community rates of respiratory infection)? Is there high risk of non -communicable disease (e.g. Lead exposure)? Are there high risks of communicable diseases? (e.g. Tuberculosis; Covid-19)

 

Case Management: How is the community health presently being monitored? What current collaboration is taking place and what is required to provide continuity of care in the community treatment plan? What stakeholders can you identify? Include Federal, State, local, and private agencies that may be involved. Include the major hospitals and identified that medical/dental/vision/addiction services were readily available. Are there any collected statistics and data to show how readily available healthcare services are in the community? How are people with minimal or no insurance provided care or access to care?

 

Part 2: Analysis of Assessment Data

 

1. Based on your observations from the windshield survey, identify strengths of the community.

2. List and prioritize 5 potential community risk factors (weaknesses).

3. Identify community resources that may help address the highest priority weakness (either currently in existence or something you propose to help address this problem).

 

Part 3: Presentation

 

Create a presentation of your findings using the rubric below. The presentation should be visually appealing and well delivered, utilizing technology and media to convey the material.

 

Part 4: Peer Review/Compare and Contrast

1. BEFORE the due date, review the presentation of the other students in your clinical group.

2. Critically assess each other’s presentation and offer suggestions for improvement to meet all elements of rubric.

3. Compare your results with the results from the other section of your clinical group. Notice similarities and differences in categories assessed. Pay special attention to health outcomes (morbidity, mortality, incidence of disease) and demographic differences (race, ethnicity, income levels).

4. Summarize your comparison and provide a reflection on this experience (2 paragraphs minimum) to identify lessons learned.

5. Submit ALL sections (Parts 1-4) by assignment due date.

 

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Psychopathology

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Respond to this discussion post. Do not argue. Just add points to either agree or disagree to the already made points. Do not repeat what is already said. 1 page is good. Learning materials and instructions for the discussion is below the discussion. 

DISCUSSION POST.
Biological (Genetic & Neuroscientific) Factors that Influence the Development of Psychopathology   Biological factors greatly influence the development of psychopathology. One main biological factor is the role of neurotransmitters. Neurotransmitters are used in chemical intraneuronal communication. Neurotransmitters influence thoughts, feelings, and behaviors. Another biological factor is the role of genetics. Genetic factors have been implicated in the etiology of schizophrenia, alcoholism, anxiety disorder, and attention deficit disorder (Nicol & Erlenmeyer-Kimling, 2010). For example, patients who have first-degree relatives that have schizophrenia are three times more likely to develop schizophrenia. Another example of how biological factors influences psychopathology is neurodevelopmental disorders such as Autism. There is clear evidence that the biology of the brain has alterations in specific cellular and molecular neurodevelopmental pathway that cause this disorder (Sadock et al., 2015).  Psychological, Social, Cultural & Interpersonal Factors that Influence the Development of Psychopathology   According to Dr. Kalin, (2020), during early life development, environmental influences affect rapid brain development that can change behavioral, emotional, and cognitive abilities. For example, when individuals are exposed to adversity and trauma, they are at greater risk of developing a form of psychopathology (Kalin, 2020). Social, cultural, and interpersonal factors can influence the development of psychopathology. Studies have shown that certain psychopathology surrounds a certain gender, sexual orientation, and migration process because there is an increase in vulnerability and are often exposed to higher psychological distress (Moleiro, 2018). For example, when individuals face socio-economic adversities such as poverty, they have low life satisfaction leading to the onset of psychopathology. Another social or interpersonal influence that aids in the development of psychopathology is negative peer interactions. Bullying and harassment from peers increase an individual’s risk of drug use, behavioral and mental health problems.  Conclusion   In conclusion, the development of psychopathology is a product of complex neurobiological processes that are influenced by a wide variety of biological factors, physical and social environmental factors, and psychological factors. From brain development to sleep and nutrition, all factors of an individual’s life can change the way an individual thinks, feels, and behaves. As a nurse practitioner, it’s important to understand how all these factors shape an individual’s development so that treatment can be individually tailored.       References  Kalin, N. H. (2020). Early-life environmental factors impacting the development of  psychopathology. American Journal of Psychiatry, 177(1), 1–3. https://doi.org/10.1176/appi.ajp.2019.19111181  Moleiro, C. (2018). Culture and psychopathology: new perspectives on research, practice, and  clinical training in a globalized world. Frontiers in Psychiatry, 9. https://doi.org/10.3389/fpsyt.2018.00366  Nicol, S. E., & Erlenmeyer-Kimling, L. (2010). Genetic factors in psychopathology. Handbook  of Prevention, 21–41. https://doi.org/10.1007/978-1-4684-5044-6_2  Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan & Sadock’s synopsis of psychiatry (11th  ed.). Wolters Kluwer

Week 1:   History and Theories of Psychopathology  The history of the diagnosis of mental disorders is fraught with examples of how cultural norms and prejudices interfere with and warp a diagnosis. The result is that normal behavior and orientations have been pathologized as an illness or disease. An example of this would be the story of Alan Turing, the famous British computer scientist of the 20th century, who was instrumental in inventing modern computers and deciphering German code in World War II. He was convicted in 1952 in England of gross indecency for being gay. Turing was forced by the courts to undergo 12 months of hormone therapy and could no longer work for the British government. At the time, homosexuality was pathologized as a mental disorder in the Diagnostic and Statistical Manual of Mental Disorders and was criminalized in most Western countries. It was not until 1973 that the American Psychiatric Association (APA) finally removed homosexuality from the DSM.  Historically, the process of rendering a diagnosis has been used to pathologize those who fell outside what was considered the cultural norm of human behavior. This process often marginalized diagnosed populations and prevented individuals from receiving appropriate care. It is of utmost importance to consider cultural issues that influence how you as a clinician interpret a client’s behavior and how cultural issues influence how a client may express behavior. This week, you explore the history of psychopathology and the evolution of theoretical perspectives in the field.     Learning Objective  Students will:   Analyze historical and currently recognized biological, psychological, and sociocultural factors that inform the expression, course, and prevalence of psychopathology               Discussion: Factors That Influence the Development of Psychopathology  In many realms of medicine, objective diagnoses can be made: A clavicula is broken.  An infection is present. TSH levels meet the diagnostic criteria for hypothyroidism. Psychiatry, on      the other hand, deals with psychological phenomena and behaviors. Can these, too, be “defined objectively and by scientific criteria (Gergen, 1985), or are they social constructions?” (Sadock et al., 2015).      Thanks to myriad advances during recent decades, we know that psychopathology is caused by many interacting factors. Theoretical and clinical contributions to the field have come from the neural sciences, genetics, psychology, and social-cultural sciences. How do these factors impact the expression, classification, diagnosis, and prevalence of psychopathology, and why might it be important for a nurse practitioner to take a multidimensional, integrative approach?  To Prepare:  Review this week’s Learning Resources, considering the many interacting factors that contribute to the development of psychopathology.  Consider how theoretical perspective on psychopathology impacts the work of the PMHNP.   By Day 3 of Week 1  Explain the biological (genetic and neuroscientific); psychological (behavioral and cognitive processes, emotional, developmental); and social, cultural, and interpersonal factors that influence the development of psychopathology.   Reading:      Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan & Sadock’s synopsis of psychiatry (11th ed.). Wolters Kluwer.    Chapter 1, Neural Sciences     Chapter 2, Contributions of the Psychosocial Sciences    Chapter 3, Contributions of the Sociocultural Sciences    Chapter 4, Theories of Personality and Psychopathology    Chapter 31.17c, Child Psychiatry: Other Conditions: Identity Problem      Butcher, J. N., & Kendall, P. C. (2018). Introduction to childhood and adolescent psychopathology. In J. N. Butcher & P. C. Kendall (Eds.), APA handbook of psychopathology: Child and adolescent psychopathology., Vol. 2. (pp. 3–14). American Psychological Association. https://doi-org.ezp.waldenulibrary.org/10.1037/0000065-001    Cheung, F. M., & Mak, W. W. S. (2018). Sociocultural factors in psychopathology. In J. N. Butcher & J. M. Hooley (Eds.), APA handbook of psychopathology:    Psychopathology: Understanding, assessing, and treating adult mental disorders., Vol. 1. (pp. 127–147). American Psychological Association. https://doi-org.ezp.waldenulibrary.org/10.1037/0000064-006    Jackson, C. E., & Milberg, W. P. (2018). Examination of neurological and neuropsychological features in psychopathology. In J. N. Butcher & J. M. Hooley (Eds.), APA handbook of psychopathology: Psychopathology: Understanding, assessing, and treating adult mental disorders., Vol. 1. (pp. 65–90). American Psychological Association. https://doi-org.ezp.waldenulibrary.org/10.1037/0000064-004    Masten, A. S., & Kalstabakken, A. W. (2018). Developmental perspectives on psychopathology in children and adolescents. In J. N. Butcher & P. C. Kendall (Eds.), APA handbook of psychopathology: Child and adolescent psychopathology., Vol. 2. (pp. 15–36). American Psychological Association. https://doi-org.ezp.waldenulibrary.org/10.1037/0000065-002

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Environmental Factors and Health Promotion Presentation

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You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

The growth, development, and learned behaviors that occur during the first year of infancy have a direct effect on the individual throughout a lifetime. For this assignment, research an environmental factor that poses a threat to the health or safety of infants and develop a health promotion that can be presented to caregivers.

Create a 10-12 slide PowerPoint health promotion, with speaker notes, that outlines a teaching plan. For the presentation of your PowerPoint, use Loom to create a voice over or a video. Include an additional slide for the Loom link at the beginning, and an additional slide for references at the end.

In developing your PowerPoint, take into consideration the health care literacy level of your target audience, as well as the demographic of the caregiver/patient (socioeconomic level, language, culture, and any other relevant characteristic of the caregiver) for which the presentation is tailored.

Include the following in your presentation:

  1. Describe the selected environmental factor. Explain how the environmental factor you selected can potentially affect the health or safety of infants.
  2. Create a health promotion plan that can be presented to caregivers to address the environmental factor and improve the overall health and well-being of infants.
  3. Offer recommendations on accident prevention and safety promotion as they relate to the selected environmental factor and the health or safety of infants.
  4. Offer examples, interventions, and suggestions from evidence-based research. At least three scholarly resources are required. Two of the three resources must be peer-reviewed and no more than 6 years old.
  5. Provide readers with two community resources, a national resource, and a Web-based resource. Include a brief description and contact information for each resource.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

Refer to the resource, “Loom,” located in the Student Success Center, for additional guidance on recording your presentation.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

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Essentials of Maternity, Newborn, and Women’s Health Nursing

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Chapter 14: Nursing Management During Labor and Birth

1.  Desiree, a 28-year-old G2P1, is admitted to the labor and birth unit. Her birth plan indicates that she is planning natural childbirth without pharmacological interventions. She has attended childbirth education classes. Desiree is considered low risk based on her personal and family health history and physical exam. Her pregnancy has progressed without complications. She is approximately 38 weeks pregnant. Vaginal assessment reveals cervical dilation at 10 cm, 100% effaced, and +1 station. Position of the fetus is LOA. The external fetal monitor indicates a reassuring fetal heart rate at 130 beats per minute. Maternal status is stable. (Learning Objectives 1, 2, 6, and 9)

  1. Based on the vaginal assessment, identify the stage of labor and appropriate nursing interventions for this stage of labor.
  2. Explain how the nurse determined that the external fetal monitor would be appropriate for Desiree. What factors would necessitate a change to internal fetal monitoring during labor?
  3. Desiree says, “I’m not sure I can cope with the pain much longer.” How would you respond, considering her birth plan, stage of labor, and assessment data?

2.  Emily, a 26-year-old G3P2, has been in labor for 5 hours and is 7 cm, 90% effaced and +2 station.  She has external fetal monitoring in place, which reveals a baseline fetal heart rate of 120 bpm, minimal variability, and occasional variable decelerations.  Suddenly, as a contraction is beginning to subside, the fetal heart rate drops to a low of 80 bpm and has a slow return to the baseline 1 minute after the contraction has ended.  (Learning Objectives 4 and 5)

A.  What is happening to Emily’s baby at this point in time?  What does this mean?

B.  What role do you, as the nurse, play regarding fetal assessment and what interventions do you need to implement/recommend at this point in time?

Chapter 15: Postpartum Adaptations

1.     You are caring for Linda, who has just delivered her first baby. You are responsible for assessing Linda’s condition during recovery and for doing patient teaching when the opportunity arises. (Learning Objectives 2 and 3)

  1. While she is recovering, you keep checking her fundal height. Linda asks you how her uterus will go back to the way it was before she had the baby. How would you explain this physiologic process? What could impede the process?
  2. Linda wants to know how long she should expect to bleed. What would you tell her?
  3. The next day Linda appears very passive and you have overheard her telling everyone who will listen about her labor experience. What phase of adjustment is Linda going through? What other stages should she go through while adjusting to her new role?

2.     Gretta and Sam just had their first child. Gretta is excited and talkative about her birth experience and wants to keep her baby with her constantly. She tells you his name is Joseph and they will call him “Joey” for short. Gretta is breast-feeding and is attentive to Joey’s needs. You observe that Sam does not initiate contact with the baby but when Gretta insists that he hold Joey, he picks him up slowly and awkwardly and stares at his face for a long period of time. When Joey cries, he immediately returns him to Gretta’s arms. (Learning Objective 4)

A.   Based on your observations of Sam’s interactions with Joey, relate where Sam is developmentally in the process of paternal attachment and bonding.

B.    What nursing interventions could you implement that would assist Sam in the transition to fatherhood?

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S.O.A.P NOTES for PHYSICAL THERAPY ASSISTANT

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Complete a full-page SOAP Note Involving a hip involvement.

Formated in a Subjective Objective Assessment and Plan for each section. The hip scenario will be attached and a sample of a soap note. Can use as many PTA/PT (physical therapy assistant/ physical therapy) abbreviations.

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Iturralde v. Hilo Medical Center USA

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Determine ethical theories and decision-making models appropriate for healthcare providers to use for providing a safe, quality healthcare experience for the patient  Analyze the role of professional regulation, the standard of care, and codes of ethics in determining healthcare providers’ wide-ranging accountability to self, their profession, their patients, and the public

 

Prompt In this project, you will analyze a court case involving medical malpractice. Using your analysis of the case, you will address the facts pertaining to the medical standard of care, breach of care, and causation. Further, you will use the facts from the original case to identify an ethics issue, determine an ethical theory that would help provide a safe and quality healthcare experience for the patient, apply a clinician–patient shared decision-making model, and augment or vary the facts of the case to change the outcome.

 

You will use the following case to analyze for Final Project I:

 

 Surgery: Iturralde v. Hilo Medical Center USA

 

Specifically, your case study must address the following critical elements:

 

I. Introduction: A. Summarize the selected case, including information on the stakeholders involved, the problem, and the time period the incident occurred.

 

II. Medical Malpractice Component: In this section, you will evaluate the case to address the legal components, the malpractice policies similar to this case, and the standard of care given to the patient and how it was breached. Then, you will draw connections to how this malpractice case impacted stakeholders and healthcare consumers outside of the case. A. Explain the key legal components of the case, including the nature of the issue and the rules that applied. B. Determine relevant malpractice policies in place for addressing the issues within the case. C. Analyze the malpractice case for the standard of care provided to the victim. Be sure to apply what the law states about standard of care to support whether or not it was breached in the case. D. Analyze how the malpractice case would impact healthcare consumers from different cultural backgrounds. For example, would this case have a similar impact on a person from a culture different from the one in the case? How could this incident change the views of these healthcare consumers toward the healthcare system? E. Assess the malpractice case for accountability based on its severity. To what extent was the healthcare provider held accountable?

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III. Ethical Component: In this section, you will evaluate the case to identify the specific ethical issues and determine ethical theories and shared decision- making models that would help resolve the issue and provide a safe, quality healthcare experience. Then, you will propose and defend ethical guidelines for healthcare providers to follow in order to avoid future incidents. A. Describe the ethical issues that led to the malpractice case and explain why the issues are credited with causing the incident. Support your response with research and relevant examples from the case. B. Describe an ethical theory that would help resolve the issue and provide a safe, quality healthcare experience for the patient. Support your response with research and relevant examples from the case. C. Select a physician–patient shared decision-making model and explain how it would provide a safe, quality healthcare experience for the patient D. Propose ethical guidelines that would have helped prevent the incident and would help the organization prevent future incidents. E. Defend how your proposed ethical guidelines will hold healthcare providers accountable to themselves, their profession, their patients, and the public.

 

II. Recommendations: In this section, you will utilize the knowledge you gained from your malpractice and ethical analyses to recommend and defend strategies that would help improve medical practices and avoid future liability. A. Recommend preventative strategies the healthcare provider could implement to avoid liability in the future. B. Defend how your recommended preventative strategies would assist the healthcare provider in avoiding liability and provide a safe, quality healthcare experience for the patient.

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Capstone Project Change Proposal Presentation for Faculty Review and Feedback

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Create a professional presentation of your evidence-based intervention and change proposal to be disseminated to an interprofessional audience of leaders and stakeholders. Include the intervention, evidence-based literature, objectives, resources needed, anticipated measurable outcomes, and how the intervention would be evaluated. Submit the presentation in LoudCloud for feedback from the instructor.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

You are not required to submit this assignment to LopesWrite.

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