NR 509 Week 6 Quiz Latest /NR 509 Week 6 Quiz Latest /NR 509 Week 6 Quiz Latest

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Question

1. A woman has come to the clinic to seek help with a substance-abuse problem. She admits to using cocaine just before arrival. Which of these assessment findings would the FNP expect to find when examining the woman?

Dilated pupils, pacing, and psychomotor agitation
Dilated pupils, unsteady gait, and aggressiveness
Pupil constriction, lethargy, apathy, and dysphoria
Constricted pupils, euphoria, and decreased temperature

2. A 63-year-old Chinese American man enters the office with complaints of chest pain, shortness of breath, and palpitations. Which statement most accurately reflect the FNPs best course of action?

The nurse should focus on performing a full cardiac assessment.

The nurse should focus on psychosomatic complaints because he has just learned that his wife has cancer.
This patient is not in any danger at present, so the nurse should send him home with instructions to contact his physician.

It is unclear what is happening with this patient, so the nurse should perform an assessment in both the physical and the psychosocial realms.

3. The FNP is planning to assess new memory with the patient. The best way for the FNP to do this would be

Administer the FACT test.
Ask him to describe his first job.
Give him the Four Unrelated Words Test.
Ask him to describe what television show he was watching before coming to the clinic.

4. During the health history the FNP asks a female patient “how many alcoholic drinks do you have a week?” Which answer by the patient would indicate at risk drinking?

I may have one or two drinks a week.
I usually have three or four drinks a week.
Ill have a glass or two of wine every now and then.

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NURS 6051 Week 3 Assignment The Impact of Nursing Informatics on Patient Outcomes and Patient Care Efficiencies

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In a 4- to 5-page project proposal written to the leadership of your healthcare organization, propose a nursing informatics project for your organization that you advocate to improve patient outcomes or patient-care efficiency. Your project proposal should include the following:

  • Describe the project you propose.
  • Identify the stakeholders impacted by this project.
  • Explain the patient outcome(s) or patient-care efficiencies this project is aimed at improving and explain how this improvement would occur. Be specific and provide examples.
  • Identify the technologies required to implement this project and explain why.
  • Identify the project team (by roles) and explain how you would incorporate the nurse informaticist in the project team.
  • Use APA format and include a title page and reference page.

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Infant and toddler Research

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48 CARING RITUALS www.ChildCareExchange.com

EXCHANGE JULY/AUGUST 2017

Copyright © Dimensions Educational Research Foundation All rights reserved. A single copy of these materials may be reprinted for noncommercial personal use only. Visit us at www.ChildCareExchange.com or

call (800) 221-2864.

The Invisible Curriculum of Care by Carol Garboden Murray

“We sometimes speak as if caring did not require knowledge,

as if caring for someone, for example, were simply a matter of

good intentions or warm regard. But to care I must understand the other’s needs and I must be able to

respond properly to them, and clearly good intentions do not guarantee this. To care for someone,

I must know many things.”

— Milton Mayeroff

“I didn’t get a master’s degree to change diapers!”

Nicole, a speech therapist who I worked with for many years, taught me a great deal about language development. We worked with toddlers in an integrated program. Nicole was not the type of therapist who came into the classroom to do a ‘speech lesson’; instead, she worked alongside me and embedded therapy naturally into every activity.

Carol Garboden Murray has been 

working with young children and families

for many years. She is a credentialed Early

Learning Trainer in New York State

(NYSAEYC), the director of Bard College

Nursery School, and the founder of the

Early Childhood Institute of the Hudson River Valley www.earlychildhoodhudsonriver.com/. Carol is currently writing a book about cultures of caring and the pedagogy of care.

While the children ate snacks, she ate with them and helped them learn to communicate using sign language, gestures, and words. We did therapy on the playground, and discovered the swings and slides were perfect tools for social pragmatic language. Nicole was my partner in just about every aspect of our work, except for diaper changes. When she was working with a toddler who had a dirty diaper, she would deliver the child to me. One day I said, “Nicole, it’s okay if you want to change diapers, too; the kids love you and trust you. Besides, it is an opportunity for reciprocal language and purposeful vocabulary.” Nicole turned to me, shook her head and said, “No thanks, I didn’t get a master’s degree in speech and language pathology to change diapers!”

Nicole’s comment got me thinking. When I got my degree, I did not foresee the amount of time I would spend in caring rituals either. It took me many years to see caring as the core of curriculum excellence. The deep assumption about caring is that it is something anyone can do, but we do not take care of human beings the same way we take care of a house or a lawn. In childhood, the sensations of the body are the pathways to the child’s intellect and emotions. Caring routines involve engagement around bodily functions

(elimination, cleaning, eating, sleeping) and therefore they hold the most inti mate importance. The way we touch children increases or diminishes their self-worth. Our care of children’s bodies is directly connected to the care of their minds.

The ‘Pedagogy of Care’ breaks down the false dichotomy that there is a difference between early education and care. In the past, caring tasks may have been viewed as custodial. In the emerging future, care is viewed as an honorable teaching prac tice that requires specialized knowledge

about human development.

The pedagogy of care is an applied science. Now more than ever, we possess the brain research that demon strates children are learning from the moment they are born and the most meaningful lessons are embedded in care. Nothing drives learning as powerfully as eye contact, touch, and voice — the essential elements in caring. Responsive care grows healthy brains. As Ron Lally tells us in For Our Babies, thanks to nonintrusive imaging, it is possible to watch the brain grow and we have evidence that brains are shaped by the quality of interactions children have with those who provide their early care.

As we view care through the lens of science, we continually evaluate our

www.ChildCareExchange.com CARING RITUALS 49 JULY/AUGUST 2017 EXCHANGE

practices to align with research. When

care isn’t viewed as education, it is common to rely upon personal child rearing experiences to shape caring practices, conversations around care can become emotionally charged because the way we care for children is laden with personal stories and cultural beliefs. For example, during discussions about meals and feeding I present the research of nutritionist, Ellyn Satter, who gives us extensive resources for feeding young children. Her Division of Responsibility Model calls into question some of the traditional ways of being with children at meals, such as praising children who eat everything on their plate, making picky eaters take just one bite, not allowing toddlers to play with their food, or withholding dessert from children who do not eat their vegetables first. Satter’s work emphasizes joy, competency, and trust, and it aligns with our educational philosophy that children are capable and whole, so it is a perfect example of the integration of early learning and caring rituals. I’ve found that when we describe care as educational and discuss it as a peda gogy, we elevate our practice beyond the confines of personal histories and embrace care as a new science.

Pedagogy of Care as an

Expressive Art

Early childhood teachers practice slowing down and creating respectful, intelligent care partnerships throughout the day. In daily rituals such as hand washing, serving meals, diapering babies, and zipping coats, we transform mundane tasks into educational prac tices that build relationships.

Several years ago at a training insti tute, I had an opportunity to mentor Tanya, a new teacher. My goal was to use video of her teaching as a reflection tool for naming dispositions, skills, and attitudes that are part of the hidden

Principles of Authentic Care for Early Education

Partnership: When we see the other as competent and capable, we practice caring as a conversation — a reciprocal exchange. Following one of Emmi Piker’s principles, we find ourselves doing things “with” children instead of doing them “to” children. Following the advice of Ron Lally, we engage in relationship planning rather than lesson planning.

Growth and Independence: We view care as a teaching practice that nurtures another’s development, actualization, and self-sufficiency. This is the opposite of caring in a way that creates helplessness, frustration, dependency, or entanglement. Within an educational framework, caring is associated with strength and power — not passivity or weakness. The other feels his or her wholeness in our caring response.

Science and Art: The practice of authentic care is both an applied science and an expressive art. Within the pedagogy of care, we name care as educational and we make it visible. Approaches are aligned with current research about child development and teachers express the art of care through their unique gifts and perspectives. Research also includes knowing the individual child well. Through defining care as a pedagogy, we name the tangible tools that are needed in care such as low sinks, lovely dishes, comfortable spaces, and natural light. We also name the teaching tools we cultivate that are essential, but often invisible: time, pace, touch, voice, tone, volume, and listening (among others).

A Curriculum of Care: We offer children opportunities to care for materials, small animals, plants, and one another. Children have opportunities to experience the joy of belonging and being known through care. Teaching the caring response has everything to do with learning to read social cues, develop empathy, and become emotionally intelligent. In her book, Starting at Home: Caring and Social Policy, Nel Noddings offers an interesting analogy. She describes how educators are trying hard to increase participation in mathematics and science for girls. The rationale is that women have been deprived opportunities by their lack of preparation in these subjects and it worries our society that women lag young men in skills that are so highly valued. She elaborates that it is unfortunate society does not seem to worry that young men lag behind women in caring — in preparation for nursing, early childhood education and parenting — because these traditionally female occupations are not highly valued. Noddings makes the point that men have “long been deprived of many of the joys that accompany everyday caring and have not been encouraged to develop the skills and attitudes that make life deeply satisfying.” She challenges us with the question, ‘How will we make caring attractive in our society?’

50 CARING RITUALS www.ChildCareExchange.com EXCHANGE JULY/AUGUST 2017

Photograph by Scott Bilstad

or implicit curriculum. I began by 

reviewing a video of Tanya engaged in

lunch with a group of toddlers.

Tanya sat in the low chairs with the

children. The youngest child, who was

tired and clingy, sat on her lap to eat

while Tonya orchestrated lunch rituals

with the other four toddlers who were

happily eating. One boy spilled his

small glass of water and Tanya smiled

and calmly but swiftly retrieved a paper

towel to help him wipe the spill. He got

up from his seat and threw the towel in

the garbage. She balanced herself with a

child on her lap and she reached out to

assist the other toddlers as they served

noodles on their own plates. One child

played with her bracelet while he ate

an apple and in-between bites he asked

questions about the colorful gems she

wore. She responded by taking off the bracelet so he could look at it more closely and included the other toddlers in a conversation about colors.

When I reviewed the video with Tanya, she was at first embarrassed. She questioned why I had chosen lunch time as an opportunity to observe her teaching. She suggested I could have recorded the morning curriculum block — her sensory activity had been carefully planned. I explained that the lunch experience provided an excellent example of her teaching. I noticed her thoughtful organization, the materials she had prepared that she and the children could easily access, and the environment where children could “do it by themselves.” She revealed her belief in the children as competent and capable as she encouraged them use the utensils, and I observed her smart judg ment to at first withhold her assistance and then to step in with prompts at just the right time to scaffold the toddlers’ growing independence in an encour aging way.

The clip also showed her connection. I pointed out how she listened, asked

open-ended questions, and laughed with the children. We talked about the intel ligence of her hands and body language — knowing just when to gently touch or glance in response to the children’s needs. Upon hearing this evaluation, Tonya began to cry. She was moved to tears and explained that she had not realized how caring for children during lunchtime was part of the curriculum. Caring was so close to her, she couldn’t see it. It was the invisible curriculum, but naming it as educational gave it power and visibility.

How do we create the highest quality program possible by practicing the pedagogy of care? For a starting point, we can engage in a self-study by looking closely at transitions, meals, sleeping, toileting, and dressing routines and reflecting upon our practices through the lens of the Principles of Authentic Care (see box).

Resources and References

Pikler, Emmi (8 guiding principles) http://thepiklercollection.weebly.com/ pikler-principles.html

Lally, J. Ronald, Ed.D.

https://www.pitc.org/pub/pitc_docs/ home.csp

Curriculum and Lesson Planning: A Responsive Approach. © WestEd, The Program for Infant/Toddler Care.

Lally, J. R., Ed.D. (2013). For our babies: Ending the invisible neglect of America’s infants. New York: Teachers College Press, Columbia University. WestEd.org

Mayeroff, M. (1971). On caring. Harper Collins Publishers, 10 East 53rd Street, New York, NY 10002.

Nodding, N. (2002). Starting at home: Caring and social policy. Berkeley: Univer sity of California Press, Berkeley and Los Angeles, CA.

Satter, E., MS, RDN, MSSW

www.ellynsatterinstitute.org

— n —

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What is moral distress?

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  1. Follow instructions attached on the instruction attachment. One is the article called What is moral distress, the other is the template that must be used and the other is the instructions.

PLEASE MAKE SURE THIS  IS PLAGARISM FREE AS IT WILL BE UPLOAD IT AND CHECKED BY TURN IT IN

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Respiratory/Cardiovascular Case study

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Difficulty: Intermediate

Setting: Hospital

Index Words: asthma, status asthmaticus, assessment, prioritization of nursing care, education

Giddens Concepts: Caregiving, Development, Gas Exchange, Patient Education

HESI Concepts: Assessment, Caregiving, Developmental, Gas Exchange, Oxygenation, Patient

Education

Scenario

 

L.S. is a 7-year-old who has been brought to the emergency department (ED) by his mother. She

immediately tells you he has a history of ED visits for his asthma. He uses an inhaler when he

wheezes, but it ran out a month ago. She is a single parent and has two other children at home with

a babysitter. Your assessment finds L.S. alert, oriented, and extremely anxious. His color is pale,

and his nail beds are dusky and cool to the touch; other findings are heart rate 136 beats/min, R

(RR) 36 breaths/min regular and even, oral temperature T 99.1°F (37.3°C), Spo2 89%, breath

sounds decreased in lower lobes bilaterally and congested with inspiratory and expiratory wheezes,

prolonged expirations, and a productive cough. As you ask L.S.’s mother questions, you note that

L.S.’s respiratory rate is increasing; he is sitting on the side of the bed, leaning slightly forward, and

having difficulty breathing. You are concerned that he is experiencing status asthmaticus.

 

1. You check the orders and need to decide which interventions are the priority at this time. Select all

that apply and explain the rationale.

a. Have L.S. lie flat.

b. Have L.S. perform incentive spirometry.

c. Administer oxygen via face mask to keep his Spo2 above 90%.

d. Administer albuterol (Proventil) and ipratropium bromide (Atrovent) via hand-held

nebulizer (HHN) STAT.

e. Reassess in 20 minutes, and if no improvement, administer salmeterol (Serevent

Diskus) via dry-powder inhaler (DPI).

f. Reassess in 20 minutes, and if no improvement, administer albuterol (Proventil)

and ipratropium (Atrovent) via hand-held nebulizer again.

g. Start IV normal saline (NS) at 15 mL/hr and administer methylprednisolone 2 mg/kg

IV STAT × 1 dose.

 

2. Explain what the nurse will assess before, during, and after the nebulizer treatment with albuterol.

 

CASE STUDY PROGRESS

You give L.S. the albuterol and Atrovent twice. His O2 saturation does not improve and remains at

88% with oxygen at 6 L/min via face mask. He says he “does not feel any better.” He is retracting

and his respiration rate remains 34 breaths/minute. You have started his IV infusion and

administered the methylprednisolone. L.S.’s mother is pacing and tells you she very upset and

worried. You overhead page the attending ED resident to assess, and you notify the patient-family

advocate. The ED resident, Dr. S., arrives within 2 minutes to assess L.S. and to speak to L.S.’s

mother. New orders are pending.

 

3. Chart your actions and the patient’s response using the SBAR

(Situation, Background, Assessment, and Recommendation) forma

 

 

CASE STUDY PROGRESS

L.S. is admitted to the pediatric intensive care unit (PICU) for close monitoring. His condition

improves, and 24 hours later he is transferred to the floor. Asthma teaching is ordered. You assess

Ms. S.’s understanding of asthma and her understanding of the disorder.

4. Which statement by Ms. S. would indicate a need for further teaching? Explain your answer.

a. “If he takes medications for a while, he will outgrow his asthma.”

b. “Part of his treatment should be avoiding things that irritate his lungs.”

c. “If I recognize early warning signs, he might be able to take medicine and not go to

the ED.”

d. “He should go to the doctor regularly to make sure his asthma is being treated

correctly.”

 

5. You are educating L.S. and his mother on possible asthma triggers in their environment. They live

in public housing in an apartment without air conditioning. Which statements indicate possible

asthma triggers? Select all that apply.

 

a. “We have a pet fish.”

b. “L. collects stuffed animals.”

c. “There are hardwood floors.”

d. “Our visitors smoke outside.”

e. “The building has copper pipes.”

f. “There are dark stains in our bathroom.”

g. “We had to get the housing authority to treat for bugs.”

h. “He coughs when we have cold nights after a warm day.”

6. Discuss strategies to avoid the triggers you identified in the previous question.

 

CASE STUDY PROGRESS

The following day, L.S. gets the discharge orders shown in the chart.

Chart View

Discharge Orders

Discharge to home

Follow up with primary care provider in 3 days for evaluation

Albuterol (Proventil HFA) MDI: 2 puffs with spacer every 4 hours prn

Prednisolone (Prelone) 1 mg/kg PO every day for 5 days (L.S. weighs 23 kg.)

Fluticasone (Flovent HFA) MDI: 1 puff with spacer twice a day

Montelukast (Singulair) 5 mg every evening PO

Provide peak flow meter

Regular diet

 

7. Ms. S. asks why she will use the spacer with the medicine L.S. inhales. Explain the purpose of

using a spacer with the metered-dose inhaler (MDI).

8. Place the steps of using the MDI with the spacer in the correct order (1 = first step, 5 = last step)

a. ___ Depress the top of the inhaler to release medication, and breathe in slowly for

3 to 5 seconds, holding the breath for 5 to 10 seconds at the end of inspiration.

b. ___ Shake the inhaler well, 10 to 15 times, and attach to the spacer.

c. ___ Wait 1 to 2 minutes between puffs if more than one puff of the quick-relief

medication is ordered.

d. ___ Remove and exhale slowly through the nose.

e. ___ At the end of expiration, place mouthpiece into the mouth, forming an airtight

seal.

f. ___ Tilt the head back and exhale completely.

9. During your medication teaching session with Ms. S. and L.S., you ask Ms. S. to teach back what

she has learned about taking two different inhalers. Ms. S. makes this statement: “So, if he has to

take both inhalers at the same time, he should take the Flovent first, then the albuterol. Right?” Is

this statement true or false? Explain your answer.

 

10. Ms. S. then asks, “How long should we wait between giving the two inhalers if they are both due

at the same time? Can we just give them one after the other?” What is your response?

 

11. As you continue your medication teaching, you explain the difference between long-term

controllers and quick relief medications. Place a C beside the controller medication(s) and

an R beside the quick relief medication(s).

_____ a. Albuterol

_____ b. Prelone

_____ c. Flovent

_____ d. Singulair

 

12. After L.S. takes a dose of the inhaled corticosteroid Flovent, what is the most important action he

should do next? Explain your answer.

a. Hold his breath for 45 seconds.

b. Rinse out his mouth with water.

c. Repeat the dose in 5 minutes if he feels short of breath.

d. Check his PFM reading for an improvement of function.

 

13. Ms. S. comes back from the pharmacy with the Prelone and asks you to show her how much to

give. Prelone is dispensed as 15 mg/5 mL. You give her a 10-mL oral dosage syringe. How much

will she draw up for this dose? (Round to tenths.)

 

 

14. During the teaching session, you give L.S. a peak flow meter (PFM) and provide teaching for him

and Ms. S. But L.S. looks puzzled and asks you, “Is this another medicine I have to take?” How

would you explain the purpose of a peak flow meter to L.S.?

 

 

15. L.S. tells you that he loves to play basketball and football and asks you whether he can still do

these activities. How will you respond?

 

 

16. Discuss the points to include in your discharge teaching regarding prevention of acute asthmatic

episodes and symptom management.

 

17. List three Internet sites to which you can refer them for further information.

CASE STUDY OUTCOME

L.S. is discharged to home and has a follow-up appointment scheduled in 2 weeks. His mother has

arranged for swimming lessons, and he plans to try out for his school’s swim team.

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Dashboard Benchmark Evaluation

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Assessment 1 Instructions: Dashboard Benchmark Evaluation

Top of Form

Bottom of Form

· PRINT

· Write a 4-6-page report for a senior leader that communicates your evaluation of current organizational or interprofessional team performance, with respect to prescribed benchmarks set forth by government laws and policies at the local, state, and federal levels. In addition, advocate for ethical action to address benchmark underperformance and explain the potential for improving the overall quality of care and performance, as reflected on a performance dashboard.

Introduction

In the era of health care reform, many of the laws and policies set forth by government at the local, state, and federal levels have specific performance benchmarks related to care delivery outcomes that organizations must achieve. It is critical for organizational success that the interprofessional care team is able to understand reports and dashboards that display the metrics related to performance and compliance benchmarks.

Maintaining standards and promoting quality in modern health care are crucial, not only for the care of patients, but also for the continuing success and financial viability of health care organizations. In the era of health care reform, health care leaders must understand what quality care entails and how quality in health care connects to the standards set forth by relevant federal, state, and local laws and policies. An understanding of relevant benchmarks that result from these laws and policies, and how they relate to quality care and regulatory standards, is also vitally important.

Health care is a dynamic, complex, and heavily regulated industry. For this reason, you will be expected to constantly scan the external environment for emerging laws, new regulations, and changing industry standards. You may discover that as new policies are enacted into law, ambiguity in interpretation of various facets of the law may occur. Sometimes, new laws conflict with preexisting laws and regulations, or unexpected implementation issues arise, which may warrant further clarification from lawmakers. Adding partisan politics and social media to the mix can further complicate understanding of the process and buy-in from stakeholders.

Note: Your evaluation of dashboard metrics for this assessment is the foundation on which all subsequent assessments are based. Therefore, you must complete this assessment first.

Write a report for a senior leader that communicates your evaluation of current organizational or interprofessional team performance with respect to prescribed benchmarks set forth by government laws and policies at the local, state, and federal levels. In addition, advocate for ethical action to address benchmark underperformance and explain the potential for improving the overall quality of care and performance, as reflected on a performance dashboard.

Review the performance dashboard metrics, as well as relevant local, state, and federal laws and policies. Consider the metrics that are falling short of the prescribed benchmarks. Structure your report so that it will be easy for a colleague or supervisor to locate the information they need, and be sure to cite the relevant health care policies or laws when evaluating metric performance against established benchmarks.

Note: Remember that you can submit all, or a portion of, your draft report to Smarthinking for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

Preparation

Choose one of the following three options for a performance dashboard to use as the basis for your evaluation:

Option 1: Dashboard Metrics Evaluation Simulation

Use the data presented in the Dashboard and Health Care Benchmark Evaluation multimedia activity as the basis for your evaluation.

Note: The writing that you do as part of the simulation could serve as a starting point to build upon for this assessment.

Option 2: Actual Dashboard

Use an actual dashboard from a professional practice setting for your evaluation. If you decide to use actual dashboard metrics, be sure to add a brief description of the organization and setting that includes:

· The size of the facility that the dashboard is reporting on.

· The specific type of care delivery.

· The population diversity and ethnicity demographics.

· The socioeconomic level of the population served by the organization.

Note: Ensure your data are Health Insurance Portability and Accountability Act (HIPAA) compliant. Do not use any easily identifiable organization or patient information.

Option 3: Hypothetical Dashboard

If you have a sophisticated understanding of dashboards relevant to your own practice, you may also construct a hypothetical dashboard for your evaluation. Your hypothetical dashboard must present at least four different metrics, at least two of which must be underperforming the prescribed benchmark set forth by a federal, state, or local laws or policies. In addition, be sure to add a brief description of the organization and setting that includes:

· The size of the facility that the dashboard is reporting on.

· The specific type of care delivery.

· The population diversity and ethnicity demographics.

· The socioeconomic level of the population served by the organization.

Note: Ensure your data are HIPAA compliant. Do not use any easily identifiable organization or patient information.

Instructions

Note: Your evaluation of dashboard metrics for this assessment is the foundation on which all subsequent assessments are based. Therefore, you must complete this assessment first.

Write a report for a senior leader that communicates your evaluation of current organizational or interprofessional team performance with respect to prescribed benchmarks set forth by government laws and policies at the local, state, and federal levels. In addition, advocate for ethical action to address benchmark underperformance and explain the potential for improving the overall quality of care and performance, as reflected on a performance dashboard.

Review the performance dashboard metrics, as well as relevant local, state, and federal laws and policies. Consider the metrics that are falling short of the prescribed benchmarks. Structure your report so that it will be easy for a colleague or supervisor to locate the information they need, and be sure to cite the relevant health care policies or laws when evaluating metric performance against established benchmarks.

Requirements

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

· Evaluate dashboard metrics associated with benchmarks set forth by local, state, or federal health care laws or policies.

9. Which metrics are not meeting the benchmark for the organization?

9. What are the local, state, or federal health care policies or laws that establish these benchmarks?

9. What conclusions can you draw from your evaluation?

9. Are there any unknowns, missing information, unanswered questions, or areas of uncertainty where additional information could improve your evaluation?

2. Analyze one challenge that meeting prescribed benchmarks can pose for a heath care organization or interprofessional team.

10. Consider the following examples:

1. Strategic direction.

1. Organizational mission.

1. Resources.

1. Staffing.

1. Financial: Operational and capital funding.

1. Logistical considerations: Physical space.

1. Support services (any ancillary department that gives support to a specific care unit in the organization, such as pharmacy, cleaning services, dietary, et cetera).

1. Cultural diversity in the organization and community.

1. Procedures and processes.

10. Address the following:

2. Why do the challenges you identified contribute, potentially, to benchmark underperformance?

2. What assumptions underlie your conclusions?

2. Evaluate a benchmark underperformance in a heath care organization or interprofessional team that has the potential for greatly improving overall quality or performance.

11. Focus on the benchmark you chose to target for improvement. Which metric is underperforming its benchmark by the greatest degree?

11. State the benchmark underperformance that is the most widespread throughout the organization or interprofessional team.

11. State the benchmark that affects the greatest number of patients. Which benchmark affects the greatest number of staff?

11. Include how this underperformance affect the community that the organization serves.

11. Include the greatest opportunity to improve the overall quality of care or performance of the organization or interpersonal team and, ultimately, to improve patient outcomes, as you think about the issue and the current poor benchmark outcomes.

2. Advocate for ethical action, directed toward an appropriate group of stakeholders, to address a benchmark underperformance.

12. Who would be an appropriate group of stakeholders to act on improving your identified benchmark metric?

12. Why should the stakeholder group take action?

12. What are some ethical actions the stakeholder group could take that support improved benchmark performance?

2. Organize content so ideas flow logically with smooth transitions.

13. Proofread your report, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your evaluation and analysis.

2. Support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence.

14. Be sure to apply correct APA formatting to source citations and references.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

2. Assessment 1 Example [PDF].

Report Format and Length

Format your report using APA style.

2. Use the APA Style Paper Template [DOCX]. An APA Style Paper Tutorial [DOCX] is also provided to help you in writing and formatting your report. Be sure to include:

16.  A title page and references page. An abstract is not required.

16. A running head on all pages.

16. Appropriate section headings.

2. Be sure your report is 4–6 pages in length, not including the title page and references page.

Supporting Evidence

Cite 4–6 credible sources from peer-reviewed journals or professional industry publications to support your analysis of challenges, evaluation of potential for improvement, and your advocacy for ethical action.

Note: Faculty may use the Writing Feedback Tool when grading this assessment. The Writing Feedback Tool is designed to provide you with guidance and resources to develop your writing based on five core skills. You will find writing feedback in the Scoring Guide for the assessment, once your work has been evaluated.

Portfolio Prompt: You may choose to save your report to your ePortfolio.

Competencies Measured

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

2. Competency 1: Analyze relevant health care laws, policies, and regulations; their application; and their effects on organizations, interprofessional teams, and professional practice.

18. Analyze challenges that meeting prescribed benchmarks can pose for a heath care organization or interprofessional team.

2. Competency 2: Lead the development and implementation of ethical and culturally sensitive policies that improve health outcomes for individuals, organizations, and populations.

19. Advocate for ethical action, directed toward an appropriate group of stakeholders, to address a benchmark underperformance.

2. Competency 3: Evaluate relevant indicators of performance, such as benchmarks, research, and best practices, to inform health care laws and policies for patients, organizations, and populations.

20. Evaluate dashboard metrics associated with benchmarks set forth by local, state, or federal health care laws or policies.

20. Evaluate a benchmark underperformance in a heath care organization or interprofessional team that has the potential for greatly improving overall quality or performance.

2. Competency 5: Produce clear, coherent, and professional written work, in accordance with Capella’s writing standards.

21. Organize content so ideas flow logically with smooth transitions.

21. Support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence.

 

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Meta-Analyses

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In epidemiology, meta-analyses are becoming a common research design. They are also “the most frequently cited form of clinical research,” and as such are an important type of study for the advanced practice nurse to be familiar with (Haidich, 2010).

For this Assignment, you will analyze a meta-analysis article and consider the implications of this research design for nursing practice, building on this week’s Discussion.

Reference:
Haidich, A. B. (2010). Meta-analysis in medical research. Hippokratia, 14(Suppl. 1), 29–37. https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf

Photo Credit: Getty Images/Cultura RF

To prepare:

  • Using the Walden Library, locate a peer-reviewed article that utilizes a meta-analysis design and examines a population health topic that interests you. Your article must be a meta-analysis specifically, not just a systematic review.

The Assignment:

In 2–3 pages, not including title page and references, address the following:

  • Identify your selected article. Explain what characteristics make this a meta-analysis.
  • Were the inclusion and exclusion criteria clearly stated? How were the articles that were included selected? Do you agree with the researchers’ approach? Explain why or why not.
  • Do you agree with the conclusions? Explain why or why not.
  • Explain how you could apply implications from the study to your nursing practice.

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full spectrum blake

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Full-Spectrum Nursing Model With Blake

Instructions

Using the client information provided, respond to the critical thinking questions. Each response should be original (in your own words) and a minimum of three sentences in length.

Client Information

Meet your client, Blake.

You have just received a report from the emergency department (ED) on a client named Blake. According to the ED report, Blake is being admitted due to chronic renal failure. He is married and an employed 58-year-old man, and he has a long-standing history of Type 2 diabetes mellitus (DM). During the past three days, he reports that he has developed swelling and decreased sensation in his legs and has difficulty walking, which he describes as “slight loss of mobility.”

Blake: Admitting medical diagnosis: chronic renal failure, 58-year-old male, long-standing history of type 2 diabetes mellitus (DM)

Critical Thinking Questions

  1. List five questions that will help you assess and plan immediate and long-term care for Blake.
  2. Based on the information provided and the questions listed, what are the priority problems?
  3. Identify at least two resources you can use to find out more about the pathophysiology of renal failure. How do you know the sources are credible? As you are assessing Blake, who is your best source and why?
  4. Write one collaborative problem statement for Blake. If you do not know the potential complications of chronic renal failure, look them up in a medical-surgical or pathophysiology resource. Explain why you would not use a nursing diagnosis to describe the problem.
  5. Aside from his physical condition, what is at least one psychosocial concern Blake might have right now? In other words, what else might Blake want to have resolved that could–for him–be more important than his chronic renal failure?

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Nursing homework help

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Develop a 10-slide business PowerPoint for the economic issue you have been working with as your topic in the previous assessment. You will then present this PowerPoint using Kaltura and submit the video.

TOPIC- RISING COST IN HEALTH CARE LEADING  DIFFICULTY TO RECRUIT AND RETAIN QUALIFIED MEDICAL STAFF

Introduction

Note: Each assessment in this course builds upon the work you have completed in previous assessments. Therefore, you must complete the assessments in the order in which they are presented.

As a master’s-level health care practitioner, you are expected to consider a number of factors when supporting change by analyzing the feasibility of a new initiative or identifying an issue within your organization. For example, you must take into consideration the various types of risk (such as patient safety, physical plant, financial, or reputation), as well as the present and future value of the service line or economic opportunity you are invested in. Additionally, you must also balance your ethical and moral responsibility to provide quality care to patients and populations while protecting your organization’s assets and economic viability in the near and long terms.

Background and Context

As a master’s-level health care practitioner, you are expected to consider a number of factors when supporting change by analyzing the feasibility of a new initiative or identifying an issue within your organization. For example, you must take into consideration the various types of risk (such as patient safety, physical plant, financial, or reputation), as well as the present and future value of the service line or economic opportunity you are invested in. Additionally, you must also balance your ethical and moral responsibility to provide quality care to patients and populations while protecting your organization’s assets and economic viability in the near and long terms.

Instructions

For this assessment, you will develop a 10-slide business PowerPoint for the economic issue you have been working with as your topic in the previous assessment. You will then present this PowerPoint using Kaltura and submit the video.

This presentation asks you to examine the feasibility and cost-benefit considerations of implementing a proposed solution for your chosen issue, as well as analyze ways to mitigate risks.

Be sure to address each main point. Review the assessment instructions and scoring guide, including performance-level descriptions for each criterion, to ensure you understand the work you will be asked to complete and how it will be assessed. In addition, note the requirements for document format and length and for supporting evidence.

You may also wish to consult the Guidelines for Effective PowerPoint Presentations [PPTX] if you need additional guidance as you are assembling your presentation.

Overall, your assessment submission will be assessed on the following criteria:

  • Summarize the problem and the potential impact the health care economic issue has on you, your colleagues, your organization, and the community at large.
    • This is an opportunity to tell your story and what the initiative means to you as a health care practitioner. Remember, this is a presentation. So, you want to be engaging and persuasive in order to build support for what you will be proposing to do later in the presentation.
  • Explain the feasibility and cost-benefit considerations of your health care economic issue, as well as three ways to mitigate risks to the financial security of your organization or health care setting.
    • Make sure to present at least an overview of the data and numbers you are basing your cost-benefit analysis on.
    • Touch upon the ways in which potential risks could pose a threat to the financial security of your organization or care setting while you are addressing the ways to mitigate risk.
    • Support your explanation with evidence-based research or scholarly sources.
  • Describe the changes or solution that you propose be implemented in order to address the economic issue.
    • Include the potential benefits of implementation to your organization, your colleagues, or the community at large.
    • Support your initiative with evidence-based research or scholarly sources.
  • Explain how your proposed solution is culturally sensitive, ethical, and equitable within the context of the community and health care setting it will be implemented.
    • Make sure that your changes or solution are not unfairly burdening or disadvantaging any specific groups.
    • Double check that your changes or solution do not pose any ethical issues and are not culturally insensitive.
    • Ensure that both access and cost are equitable across all groups in the community that the proposed solution will be affecting.
  • Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly communication standards.

If you need more guidance on recording a video with Kaltura, refer to the audio and video information in Using Kaltura.

Additional Requirements

  • Length of Presentation: The PowerPoint presentation should be 10 slides in length and presented orally using Kaltura to record and share the video. The video itself should not exceed 10 minutes.
  • Number of Resources: Include at least five scholarly sources to support your work and meet scholarly expectations for supporting evidence. Apply APA formatting to in-text citations and references in the PowerPoint.
  • Technology Used: Record yourself presenting your PowerPoint using Kaltura, and submit it for review. You must also submit the PowerPoint file for review.

Note: As you revise your writing, check out the resources listed on the Writing Center’s Writing Support page.

Competencies Measured

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

  • Competency 1: Analyze the effects of financial and economic factors (such as cost-benefit, supply and demand, return on investment, and risks) in a health care system on patient care, services offered, and organizational structures and operation.
    • Summarize the problem and the potential impact the health care economic issue has on you, your colleagues, your organization, and the community at large.
  • Competency 2: Develop ethical and culturally equitable solutions to economic problems within a health care organization in an effort to improve the quality of care and services offered.
    • Explain how your proposed solution is culturally sensitive, ethical, and equitable within the context of the community and health care setting it will be implemented.
  • Competency 4: Develop ethical and culturally equitable economic strategies to address dynamic environmental forces and ensure the future security of an organization’s resources and its ability to provide quality care.
    • Explain the feasibility and cost-benefit considerations of your health care economic issue, as well as three ways to mitigate risks to the financial security of your organization or health care setting.
    • Describe the changes or solution that you propose be implemented in order to address the economic issue.
  • Competency 5: Produce clear, coherent, and professional written work, in accordance with Capella writing standards.
    • Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly communication standards.

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LDR 432 discussion post 5

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Sara is overwhelmed and struggling with her confidence as a leader. Based on your readings about the servant leadership approach, discuss the ripple effect that both examples shown could have on her team. Describe what that might look like. What characteristics and behaviors of a servant leader is Sara showing

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