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.

Format:

Health Informatics: An Interprofessional Approach.

Prior to beginning work on this discussion forum,

  • Read Chapters 5, 7 ,8 , and 9 of Health Informatics: An Interprofessional Approach.
  • Analyze the Wire diagram of healthcare supply chain information systems in Chapter 7 of your text (Figure 7.5).

Using the scenario below respond to the discussion question provided to you by your instructor. Based on your Ashford University major of study (e.g., Health Information Management, Nursing, Health Administration, Health and Human Services or Public Health) analyze benefits, risks, and operational issues associated with these informatics systems and exchange of data in these settings. Evalute the role of the HL7 (Health Level Seven standard as discussed in Chapter 5 of your text) interface standard in data exchange between these informatics systems. Specifically, analyze your response from the standpoint of the Wire diagram of healthcare supply chain information systems in Chapter 7 of your text (Figure 7.5).

Scenario

As health consumers flow through the processes of being evaluated for a surgical procedure, (i.e., being admitted to the hospital, having surgery, recovering post operatively in the hospital and discharged to recover at home) there are a variety of informatics systems, processes, and data involved. These informatics systems exchange data with each other using computer programs called system interfaces. In order to provide care to customers as part of the surgical flow process, numerous informatics systems that share data must be utilized for both clinical and administrative functions.

Initial Post: Your initial post should be a minimum of 350 words. Utilize a minimum of three unique credible or scholarly sources (excluding the textbook or other course provided resources) cited in APA format, as outlined in the Ashford Writing Center’s Citing Within Your Paper (Links to an external site.) resource. Keep in mind that scholarly sources include peer-reviewed articles and non-commercial websites. Review the Ashford University Library’s Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) tip sheet for more information about sources. Multiple pages from the same scholarly website will be counted as one scholarly source.

Compare and contrast the differences in purpose and data analysis methods between quantitative and qualitative nursing research.  Provide two examples of a research question, one question for each type of research, that you might wish to investigate in your future advanced nursing role.  

Compare and contrast the differences in purpose and data analysis methods between quantitative and qualitative nursing research.  Provide two examples of a research question, one question for each type of research, that you might wish to investigate in your future advanced nursing role.

  • Length: A minimum of 300 words, not including references
  • Citations: At least one high-level scholarly reference in APA format from within the last 5 years

Quality and Safety Gap Analysis

CU_Horiz_RGB

CU_Horiz_RGB Assessment 1 Guiding Questions

Guiding Questions

Quality and Safety Gap Analysis

This document is designed to give you questions to consider and additional guidance to help you successfully complete the Quality and Safety Gap Analysis assessment. You may find it useful to use this document as a pre-writing exercise, an outlining tool, or as a final check to ensure that you have sufficiently addressed all the grading criteria for this assessment. This document is a resource to help you complete the assessment. Do not turn in this document as your assessment submission.

Conducting the Gap Analysis

Criterion.

Identify a systemic problem in your organization, practice setting, or area of interest that contributes to adverse quality and safety outcomes.

What is the nature and extent of the problem?

How does this problem contribute to adverse quality and safety outcomes?

What are the consequences of not addressing the problem?

Propose specific practice changes that will improve quality and safety outcomes and bridge the gap between current and desired performance.

What is the performance gap? How does it relate to quality and a safety concerns?

Why will your proposed changes result in improved outcomes?

Prioritize proposed practice changes.

Which changes are most important in relation to quality and safety and organizational outcomes?

What are your reasons or criteria for determining the order of priority? How does your rationale relate organization’s strategic plan?

Determine how proposed practice changes will foster a culture of quality and safety.

What effects will your proposed changes have on attitudes and behaviors within your practice setting?

As you think about the current culture in the organization, what is most complex about initiating a change?

Determine how a particular organizational culture and hierarchy might affect quality and safety outcomes.

What are the defining characteristics of the culture, hierarchy and leadership?

How might the culture or hierarchy shape either positive or negative outcomes?

Justify necessary changes with respect to functions, processes, or behaviors, specific to your organization.

For example, consider such functions, processes, and behaviors as leadership practices, communications, quality processes, financial management, safety and risk management, interprofessional collaboration, strategic planning, using the best available evidence, and questioning the status quo on all levels.

What is theoretical or evidenced-based information supports the proposed changes?

Why are these changes necessary?

How will each change correct or mitigate adverse quality and safety outcomes?

Writing, Supporting Evidence, and APA Style

Communicate analysis data and information clearly and accurately, using correct grammar and mechanics.

Be clear and concise in your analysis.

Express your main points and conclusions coherently.

Proofread your writing to minimize errors that could distract readers and make it more difficult to focus on the substance of your analysis.

Integrate relevant and credible sources of evidence to support your assertions, correctly formatting citations and references using APA style.

Integrate relevant evidence from 3–4 scholarly or professional sources.

Submission Reminders

Have you adequately addressed a systemic problem that adversely affects quality and safety outcomes?

Have you proposed specific practice changes that will effectively close performance gaps?

Have you prioritized proposed practice changes nd justified the order of priority?

Have you determined how your proposed changes will affect attitudes and behaviors within your practice setting?

Are you confident in your rationale for proposing necessary changes in organizational functions, processes, or behaviors?

Are your claims and conclusions well supported by 3–4 sources of credible evidence?

Is your analysis properly formatted and 4–5 pages in length, including the title page and reference page?

Have you proofread your writing to minimize errors that could distract the audience and make it more difficult to focus on the substance of your presentation?

1

2

Imagine that you are a leadership consultant.

Imagine that you are a leadership consultant.

1. Use your example of conflict in your professional practice (from the Conflict resolution assignment you did last week) and build on the readings, videos, and peer input you received. (See attachments)

2. Critically analyze the situation and create a plan that would have helped to resolve the conflict and promote collaboration among the group.

3. Your plan should include 7 to 10 scholarly references, and be seven to eight pages long (page count does not include the cover or references list). Review your conflict scenario and include the following

– Comprehension: Review the details of the conflict scenario, identifying the type and effects of the conflict.

– Application: Relate course content on delegation, empowerment, group dynamics, and constructive group roles and behaviors to the identified conflict scenario.

– Analysis/Synthesis: Clarify understanding of the internal and external variables contributing to the conflict. Create a plan that would have helped to resolve the conflict and promote a high functioning health care team.

– Evaluation: Summarize the value of effective conflict resolution skills for the nurse leader.

FREE OF PLAGIARISM
APA STYLE 6th EDITION (Seven to eight pages long)

7 to 10 scholarship references.

Peer comments on my Conflict resolution assignment:

Peer comments on my Conflict resolution assignment:

 

1.

 

Thank you for sharing your experience. Racial discrimination complaints are common in the emergency department.  I see them all the time as charge and supervisor I am sad to say. Racism in health care should surprise no one; it exists in all domains of contemporary life (Garran &Rasmussen, 2019).   What is surprising how little racism is formally addressed in medicine.  Racial discrimination is a hot topic in healthcare right now. There is a lot of conversation about reverse discrimination against health care professionals of color and how organizations should ethically mediate this conflict.  I just thought that was worth mentioning, I feel like in the next year, or so we will start seeing conflict resolution training and how to handle racial disparity.

 

2.

 

I can see how that would alarm others that they asked whites and black to separate as that reminds me of what happened in our history. A better approach would have been being assigning everybody a number, and had odds and evens stand in two different lines. Overtown (2017) states, “the negative consequences include dysfunctional teamwork, decreased patient satisfaction, and increased employee turnover. Research demonstrates that training in conflict resolution skills can result in improved teamwork, productivity, and patient and employee satisfaction” ( pg 2). Im glad your nurse leader addressed the situation where the patients felt like they were a target. In fact, we have signs in our unit that states nobody will be discriminated by gender and nationality. Matters like this need to deal with, “conflict is a normal part of any social and organizational setting, the challenge of conflict lies in how one chooses to deal with it. Concealed, avoided or otherwise ignored, conflict will likely fester only to grow into resentment, create withdrawal or cause factional infighting within an organization (Mayatt). When conflict escalates without mediation, intense situations may arise between organization members. It’s unfortunate, but organizational conflicts may cause violence among members, resulting in legal problems for members and possibly the organization. We have to be very cautious when it comes to nationally, as it is a serious offense. I understand where the patients came from, and happy it did not escalate how it could have been.

Important: Complete this assessment first and complete all other assessments in the order they are presented.

Use a provided template to develop a 2-4 page submission in which you research and define a patient, family, or population health problem relevant to personal practice.

Important: Complete this assessment first and complete all other assessments in the order they are presented.

In this assessment, you will lay the foundation for the work that will carry through your capstone experience and guide the practice hours to complete the work in this course. The purpose of this assessment is to allow you to define a patient, family, or population health problem that is relevant to your personal practice and to begin building a body of evidence that will inform your approach to your practice hours, the intervention you design, and the professional product you will deliver.

Demonstration of Proficiency

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

  • Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
    • Define a patient, family, or population health problem that is relevant to personal practice.
  • Competency 2: Make clinical and operational decisions based upon the best available evidence.
    • Analyze evidence from the literature and professional sources to define and guide nursing actions related to a health problem.
  • Competency 7: Implement patient-centered care to improve quality of care and the patient experience.
    • Propose strategies to improve patient or population outcomes related to a health problem.
  • Competency 8: Integrate professional standards and values into practice.
    • Reflect on state board nursing practice standards relevant to a selected health problem.
    • Communicate professionally in writing that is clear and logically organized, with correct grammar, spelling, and use of APA style.

Important: Complete this assessment first and complete all other assessments in the order they are presented.

Professional Context

Nurses are leaders in problem identification and solution, planning and implementing patient care strategies to address problems in the home, hospital, and community. This assessment will help you develop a problem statement for a patient, family, or population health concern.

Instructions

Throughout this capstone course, you will be investigating a patient, family, or population health problem relevant to your practice. For this assessment, you will identify the problem that you will address throughout your clinical practicum in this course, as well as begin to establish your evidence and research base to plan, implement, and share findings related to your project. The Problem Identification Template [DOC] will guide you through development of a problem statement, evidence collection and analysis, and best practices to help you create your implementation plan for the second assessment in this course.

Your submission for this assessment will be the completed template. When working through the template, you may use the resources provided in this course; however, most of your research and search for evidence will be conducted by you. Use the Capella University Library, professional organization and government resources, and relevant organizational best practices as sources of evidence. This is the capstone course for your BSN degree; your goal is to demonstrate your achievement of the program outcomes through your work on this project.

The following are some health issues that would be appropriate for your project:

  • Diabetes self-management.
  • Hypertension management and prevention.
  • Medication reconciliation within a family or group.
  • Parkinson’s disease support group.
  • Patient family education communication improvements.
  • Postoperative home care.

This list is by no means exhaustive. You should choose a patient, family, or population health issue that is relevant to your practice and organization; you must be able to study the problem in your clinical practicum effectively.

Scoring Guide Criteria

Your submission will be assessed based on the following criteria:

  • Define a patient, family, or population health problem that is relevant to personal practice.
  • Analyze evidence from the literature and professional sources to define and guide nursing actions related to a health problem.
  • Propose strategies to improve patient or population outcomes related to a health problem.
  • Reflect on state board nursing practice standards relevant to a selected health problem.
  • Communicate professionally in writing that is clear and logically organized, with correct grammar, spelling, and use of APA style.

Please identify your relationship to the patient (friend and family) and how you made contact with the individual. Remember to only use the individual’s initials in your assessment to protect privacy.

CORE ELMS

Completion of this course requires a remote rather than a face-to-face clinical practicum. You are required to log your time in the CORE ELMS system just as you have for past courses with clinical interaction. The CORE ELMS link is located in the left-hand navigation pane.

Additional Requirements

  • Length of submission: Use the provided template. Most submissions will be 2 to 4 pages. You do not need to include a title page. Be sure to complete the reference page at the end of the template.
  • Number of references: Cite a minimum of 5 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old.
  • APA formatting: Make sure that in-text citations and reference list follow current APA style.

Portfolio Prompt: Remember to save the assessment to your ePortfolio. After you complete your program you may want to consider leveraging your Portfolio as part of a job search or other demonstration of your academic