What is a workaround? Identify a workaround (specific to technology used in a hospital setting) that you have used or perhaps seen someone else use, and analyze why you feel this risk-taking behavior was chosen over behavior that conforms to a safety culture.

  1. What is a workaround? Identify a workaround (specific to technology used in a hospital setting) that you have used or perhaps seen someone else use, and analyze why you feel this risk-taking behavior was chosen over behavior that conforms to a safety culture. What are the risks? Are there benefits? Why or why not?
  2. Discuss the current patient safety characteristics used by your current workplace or clinical site. Identify at least three aspects of your workplace or clinical environment that need to be changed with regard to patient safety (including confidentiality), and then suggest strategies for change.

1-2 paragraphs

Analyzing Parametric Statistics

Week 5: Analyzing Parametric Statistics

As a practice scholar, you are searching for evidence to translate into practice. In your review of evidence, you locate a quasi-experimental research study as possible evidence to support a practice change. You notice that the study aims to make a prediction that relates to correlation between study variables. The study sample size is large and normally distributed. Reflect upon this scenario to address the following.

· In your appraisal of the evidence, you note that an independent variable is not present and that a Spearman’s ranked correlation is used to analyze data. Is this the correct level of correlational analysis? Explain your rationale.

· Are association and correlational analysis equivalent in determining relationships between variables?

· Do these findings impact your decision about whether to use this evidence to inform practice change? Why or why not?

 Diabetes and Drug Treatments

    Diabetes and Drug Treatments

 

Each year, 1.5 million Americans are diagnosed with diabetes (American Diabetes Association, 2019). If left untreated, diabetic patients are at risk for several alterations, including heart disease, stroke, kidney failure, neuropathy, and blindness. There are various methods for treating diabetes, many of which include some form of drug therapy. The type of diabetes as well as the patient’s behavior factors will impact treatment recommendations.

For this Discussion, you compare types of diabetes, including drug treatments for type 1, type 2, gestational, and juvenile diabetes.

Reference: American Diabetes Association. (2019). Statistics about diabetes. Retrieved from http://diabetes.org/diabetes-basics/statistics/

 

                                                 To Prepare

Review the Resources for this module and reflect on differences between types of diabetes, including type 1, type 2, gestational, and juvenile diabetes.

Select one type of diabetes to focus on for this Discussion.

Consider one type of drug used to treat the type of diabetes you selected, including proper preparation and administration of this drug.

Then, reflect on dietary considerations related to treatment.

Think about the short-term and long-term impact of the diabetes you selected on patients, including effects of drug treatments.

Post a brief explanation of the differences between the types of diabetes, including type 1, type 2, gestational, and juvenile diabetes.

Describe one type of drug used to treat the type of diabetes you selected, including proper preparation and administration of this drug.

Be sure to include dietary considerations related to treatment.

Then, explain the short-term and long-term impact of this type of diabetes on patients. including effects of drug treatments.

Be specific and provide examples.

NOTE: THIS IS THE LINK TO DOWNLOAD THE BOOK

https://www.sendspace.com/file/llbyl3

Select Grid View or List View to change the rubric’s layout.

Rubric Detail

 

Select Grid View or List View to change the rubric’s layout.

Name: NURS_6521_Week5_Discussion_Rubric

 

· Grid View

· List View

 ExcellentGoodFairPoor
Main Posting45 (45%) – 50 (50%)

Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

40 (40%) – 44 (44%)

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

35 (35%) – 39 (39%)

Responds to some of the discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors.

0 (0%) – 34 (34%)

Does not respond to the discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style.

Main Post: Timeliness10 (10%) – 10 (10%)

Posts main post by day 3

0 (0%) – 0 (0%)0 (0%) – 0 (0%)0 (0%) – 0 (0%)

Does not post by day 3

First Response17 (17%) – 18 (18%)

Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. . Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.

15 (15%) – 16 (16%)

Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. . Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.

13 (13%) – 14 (14%)

Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 (0%) – 12 (12%)

Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.

Second Response16 (16%) – 17 (17%)

Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. . Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.

14 (14%) – 15 (15%)

Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.

12 (12%) – 13 (13%)

Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. . Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 (0%) – 11 (11%)

Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.

Participation5 (5%) – 5 (5%)

Meets requirements for participation by posting on three different days.

0 (0%) – 0 (0%)0 (0%) – 0 (0%)0 (0%) – 0 (0%)

Does not meet requirements for participation by posting on 3 different days

Total Points: 100

Name: NURS_6521_Week5_Discussion_Rubric

Exit

NURSING COURSEWORKS

NURSING COURSEWORKS

MSN572: Advanced Physical Assessment Across the Lifespan

MSN570: Advanced Pathophysiology Across the Lifespan

MSN571: Advanced Pharmacology Across the Lifespan

FNP 591: Common Health Illness Across the Lifespan

MSN564: Culture and Spiritual Care Across the Lifespan

MSN 563: Evidence-Based Practice for Scholarship and Practice

FNP590: Health Promotion, Education and Disease Prevention Across the Lifespan

MSN 565: Nursing Leadership and Health Policy

FNP 593: Primary Health of Acute Clients/Families Across the Lifespan

FNP 594: Primary Health of Acute Illness Across the Lifespan- Clinical Practicum

FNP595: Primary Health of Chronic Illness Across the Lifespan

MSN 561: Theoretical Foundation of Advanced Practice Nursing

MSN 560: Transitions in Practice: The Role of the Advanced Practice Nurse

Project management allows for a clear and focused workflow to approach an issue or task. These approaches streamline a process, allow for checks and balances, and ensure all stakeholders are active participants in the process. Project management approaches often utilize SMART objectives to define and set the objectives for the project. 

Project management allows for a clear and focused workflow to approach an issue or task. These approaches streamline a process, allow for checks and balances, and ensure all stakeholders are active participants in the process. Project management approaches often utilize SMART objectives to define and set the objectives for the project.

 

Each letter of the acronym SMART defines a different criterion for the objective. A SMART objective is specific, measurable, assignable, realistic, and timely. These objectives help to steer the work and direct the stakeholders to the completion of the project.

For this Assignment, you will reflect on project management approaches that could be used to address a quality improvement practice gap. You will develop SMART objectives for the planning and execution of a quality improvement project, and will consider potential project management approaches or activities that could be used in executing this project.

To Prepare:

  • Review the Learning Resources for this week, and consider the approaches of project management.
  • Refer to the Week 3 Discussion, and reflect on the quality improvement practice gap you identified.
  • Consider how you might apply the project management approaches examined this week to address the quality improvement practice gap you identified.
  • Think about how you might develop SMART objectives for the planning and execution of a project to address the quality improvement practice gap you identified.
  • Consider any other project management approaches or activities you might recommend using for your project that will address the quality improvement practice gap you identified.

The Assignment: (2–3 pages)

  • Briefly describe the quality improvement practice gap you identified in your nursing practice or organization. Be specific.
  • Develop at least two SMART objectives you might apply in the project planning phase or execution phase to address the quality improvement practice gap you identified.
  • Recommend at least two project management activities you would use for your project, addressing the quality improvement practice gap you identified. Explain your justification for why these activities would provide the best support. Be specific and provide examples.

What is a workaround?

  1. What is a workaround? Identify a workaround (specific to technology used in a hospital setting) that you have used or perhaps seen someone else use, and analyze why you feel this risk-taking behavior was chosen over behavior that conforms to a safety culture. What are the risks? Are there benefits? Why or why not?
  2. Discuss the current patient safety characteristics used by your current workplace or clinical site. Identify at least three aspects of your workplace or clinical environment that need to be changed with regard to patient safety (including confidentiality), and then suggest strategies for change.

1-2 paragraphs

   Diabetes and Drug Treatments

   Diabetes and Drug Treatments

 

Each year, 1.5 million Americans are diagnosed with diabetes (American Diabetes Association, 2019). If left untreated, diabetic patients are at risk for several alterations, including heart disease, stroke, kidney failure, neuropathy, and blindness. There are various methods for treating diabetes, many of which include some form of drug therapy. The type of diabetes as well as the patient’s behavior factors will impact treatment recommendations.

For this Discussion, you compare types of diabetes, including drug treatments for type 1, type 2, gestational, and juvenile diabetes.

Reference: American Diabetes Association. (2019). Statistics about diabetes. Retrieved from http://diabetes.org/diabetes-basics/statistics/

 

                                                 To Prepare

Review the Resources for this module and reflect on differences between types of diabetes, including type 1, type 2, gestational, and juvenile diabetes.

Select one type of diabetes to focus on for this Discussion.

Consider one type of drug used to treat the type of diabetes you selected, including proper preparation and administration of this drug.

Then, reflect on dietary considerations related to treatment.

Think about the short-term and long-term impact of the diabetes you selected on patients, including effects of drug treatments.

Post a brief explanation of the differences between the types of diabetes, including type 1, type 2, gestational, and juvenile diabetes.

Describe one type of drug used to treat the type of diabetes you selected, including proper preparation and administration of this drug.

Be sure to include dietary considerations related to treatment.

Then, explain the short-term and long-term impact of this type of diabetes on patients. including effects of drug treatments.

Be specific and provide examples.

NOTE: THIS IS THE LINK TO DOWNLOAD THE BOOK

https://www.sendspace.com/file/llbyl3

Read Case Study and submit APA Paper.

Read Case Study and submit APA Paper.

Instructions: Read CASE STUDY: BEWARE: One Emergency May Hide Another! and submit APA Paper, write a paper addressing the following:

a.      Which nursing standards were violated in this case study?

b.      What could have been done to avoid the problem?

Paper must be at least 1 page, excluding title page and reference page. (at least 1 reference no more than 5 years old), make sure to reference the article.

CASE STUDY—BEWARE: One Emergency May Hide Another!

A hospital submitted a report to the State Board of Nursing reporting that an RN had been terminated after the death of a patient following surgery for a tubal pregnancy.

THE NURSE’S STORY—SALLY SIMMS, RN

I had worked the medical-surgical units at the General Hospital ever since graduating from my nursing program 4 years before. This was the worst night, the worst shift, of my nursing career.

I was assigned to care for eight patients that night, which is not an unusual number of patients, but they all were either fresh post-ops or so very sick. Four patients had just had surgery that day. One patient was on a dopamine drip to maintain his blood pressure, so he needed frequent monitoring. One patient was suspected to have meningitis, one patient had pneumonia, and a patient with suspected histoplasmosis completed my assignment.

One of my post-op patients was Betty Smith, a young woman in her early thirties who had laparoscopic surgery late in the day. She had been transferred from the recovery room late in the evening shift and was very uncomfortable when I first made my rounds. At 12:05 am, I called Betty’s physician because she was vomiting and thrashing in bed. Per his order, I medicated the patient with Phenergan.

The next time I checked on Betty, she seemed to be more comfortable, but I realized that her IV had infiltrated. I was really overwhelmed with meeting the needs of all my patients, so I asked Joan Jones, the charge nurse, to restart Betty’s IV. It was about 2:00 am when Nurse Joan restarted the IV.

I had been able to pretty much stay on top of everything at that point in the shift, and by 2:30 am I had assessed all my patients, given pain medications, and called four physicians to update them regarding their patients and for various orders. I thought things were settling down. I thought wrong.

Mrs. Holmes, the patient with histoplasmosis, seemed a bit off from when I had cared for her the previous two nights. Mrs. Holmes’ vital signs were unstable and her O2 saturation was only 80%. I notified her physician and he ordered stat arterial blood gases. The lab called with the results, and they were alarming. Mrs. Homes was losing ground, and her physician ordered us to transfer her to the ICU. I was preoccupied with accomplishing the transfer and accompanied Mrs. Holmes to the unit. I returned from the ICU at about 3:50 am.

On my return, I first checked the patient who was on dopamine, medicated another patient for pain, and did visual checks on the rest of the patients who all seemed to be sleeping. I began my charting.

At 6:05 am, I went to start IV antibiotics on Betty’s roommate, and to my horror discovered Betty was not breathing. I called the code. The first time I discovered that Betty had had a low blood pressure and elevated pulse was when I checked the vital signs sheet when the ER physician (who responded to the code) asked how Betty’s vital signs had been during the shift. The nurse’s aide who was assigned to monitor Betty had not informed me, and I had not checked the vital signs sheet.

It was such a terrible night; I was so busy with the transfer and caring for the other patients. Betty just had an outpatient procedure; if she had been earlier on the surgical schedule, they would have sent her home. I did not physically check her vital signs, and the aide did not report the elevated pulse and low blood pressure. I depended on the aide—my mistake. I know I was responsible.

I was terminated from employment and reported to the board of nursing. I have taken myself out of nursing; something died in me when I found my patient.

EMPLOYMENT EVALUATIONS

An evaluation conducted a few weeks before the incident showed mostly good ratings (11) with three excellent ratings. The hospital would consider reemployment if Ms. Simms improved her critical thinking skills.

PATIENT MEDICAL RECORD

Surgery Notes—Laparoscopy to remove unruptured ectopic pregnancy from distal portion of the fimbriae with estimated blood loss of 150 cc, three references to homeostasis, two references to cautery, patient “… to recovery room in excellent condition.”

Recovery Room Nurse’s Notes—In recovery 2110 to 2300, initial post-op flow sheet noted at 2210 BP 124/74, pulse 94; at 2225 BP 123/65; at 2240 BP 107/85, pulse 123. Assessment signed at 2220 “abdomen distended with few faint bowel sounds … patient shivering, c/o [complained of] abdominal pain, medicated ×3 [three times] with IVP Demerol, total of 50 mg. Patient awake, three dressings dry. No c/o N/V/D.” [No complaints of nausea, vomiting or diarrhea.]

Medication Record—Patient received Demerol 50 mg. with 25 mg Phenergan IM at 2215 and 0200.

Cardiopulmonary Resuscitation Record—Compressions noted at 6:08 am. [RN had initiated code at 5:55 am], MD arrived at 6:15 am, patient intubated at 6:20 am, patient administered atropine ×3, Eppy [epinephrine] ×5 [five times], bicarbonate [of sodium] ×2 [two times]. Pacemaker never captured. Patient never had return of spontaneous pulses and pronounced dead at 6:38 am.

Death Certificate—Immediate cause of death was hemoperitoneum due to postoperative hemorrhage of placental tissues after salpingotomy for a right tubal ectopic pregnancy.

BOARD ACTION

Ms. Simms entered into a consent agreement with the board of nursing, admitting that her conduct constituted a failure to practice in accordance with acceptable and prevailing standards of safe nursing care. Nursing standards cited were failure to assess and document the health status of the patient, failure to provide ongoing patient monitoring, and failure to communicate appropriately with members of the health care team.

Ms. Simms’ license was probated with stayed suspension for 2 years, with requirements for successful completion of ordered education including an advanced assessment course at an educational/collegiate institution, continuing education hours in risk management/legal issues in nursing (in addition to continuing education hours required for license renewal). Order noted RN’s voluntary evaluation by a mental health care professional and her compliance with all aspects of the treatment plan. Other terms included quarterly reports from nursing employer and self-reports. Ms. Simms was required to appear in person (as requested) for an interview with the Board or a board-designated representative.

COMMENTARY

This case example illustrates a cascade of clinical events that caused errors in clinical judgment, all of which are related to work overload and consequent lack of surveillance and monitoring of the patient. Nurse Simms made faulty assumptions that the young patient with a tubal pregnancy was her least acute patient. Of course the patient is the primary victim, but Nurse Simms also suffered greatly from this tragic incident, which was precipitated by a collection of untoward events and work overload.

Describe how you spend most of your time. Is this what you expected? Why or why not?

Description

Describe how you spend most of your time. Is this what you expected? Why or why not?
How will you rearrange these items to dedicate enough time to your schoolwork?
What changes do you want to make? What professional resources are available to help with those changes?

YOU DON’T HAVE TO LIST ANY SOURCES, NONE IS NEEDED BECAUSE IT’S FOR A DISCUSSION POST. THANK YOU.

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