Tag Archive for: nursing

Respiratory Alterations

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Respiratory Alterations

Scenario

Kevin is a 6-year-old boy who is brought in for evaluation by his parents. The parents are concerned that he has a really deep cough that he just can’t seem to get over. The history reveals that he was in his usual state of good health until approximately 1 week ago when he developed a profound cough. His parents say that it is deep and sounds like he is barking. He coughs so hard that sometimes he actually vomits. The cough is productive for mucus, but there is no blood in it. Kevin has had a low-grade temperature but nothing really high. His parents do not have a thermometer and don’t know for sure how high it got. His past medical history is negative. He has never had childhood asthma or RSV. His mother says that they moved around a lot in his first 2 years and she is not sure that his immunizations are up to date. She does not have a current vaccination record.

To Prepare

– Review Chapter 27 and Chapter 28 in the Huether and McCance text.

– Identify the pathophysiology of the alteration that you associated with the cough.

– Reflect on how genetics and age factors might impact the disorder.

Post a description of the disorder and underlying respiratory alteration (Croup known as Laryngotracheobronchitis) associated with the type of cough in your selected scenario. Then, explain the pathophysiology of the respiratory alteration. Finally, explain how age and genetics factors might impact the disorder.

**This paper should have Introduction (with a purpose statement) and Conclusion

LEARNING RESOURCES

Huether, S. E., & McCance, K. L. (2017). Understanding pathophysiology (6th ed.). St. Louis, MO: Mosby.

  • Chapter 26, “Structure and           Function of the Pulmonary System”

This chapter provides information relating to the structure and function of the pulmonary system to illustrate normal pulmonary function. It focuses on gas transport to build the foundation for examining alterations of pulmonary function.

  • Chapter 27, “Alterations of           Pulmonary Function”

This chapter examines clinical manifestations of pulmonary alterations and disorders of the chest wall and pleura. It covers the pathophysiology, clinical manifestations, evaluation, and treatment of obstructive lung diseases such as asthma, chronic obstructive pulmonary disease (COPD), chronic bronchitis, and emphysema.

  • Chapter 28, “Alterations of           Pulmonary Function in Children”

This chapter focuses on alterations of pulmonary function that affect children. These alterations include disorders of the upper and lower airways.

Hammer, G. G., & McPhee, S. (2014). Pathophysiology of disease: An introduction to clinical medicine. (7th ed.) New York, NY: McGraw-Hill Education.

  • Chapter 9, “Pulmonary           Disease”

This chapter begins with an overview of normal structure and function of the lungs to provide a foundation for examining various lung diseases such as asthma and chronic obstructive pulmonary disease (COPD).

** American Lung Association. (2012). Retrieved from http://www.lung.org/ 

** Asthma and Allergy Foundation of America. (2012). Retrieved from http://www.aafa.org 

** Cystic Fibrosis Foundation. (2012). Retrieved from http://www.cff.org/ 

Instructor Requirements

As advanced practice nurses, we are scholars, nurse researchers and scientists. As such, please use Peer-Reviewed scholarly articles and websites designed for health professionals (not designed for patients) for your references. Students should be using the original citation in up to Date and go to that literature as a reference. The following are examples (not all inclusive) of resources/websites deemed inadmissible for scholarly reference:

1. Up to Date (must use original articles from Up to Date as a resource)

2. Wikipedia

3. Cdc.gov- nonhealthcare professionals section

4. Webmd.com

5. Mayoclinic.com

– This work should have Introduction and Conclusion

– It should have at least 3 current references (2013 and up)

– APA format

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“knowledge worker

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The term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book, The Landmarks of Tomorrow (1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar?

Nurses are very much knowledge workers. What has changed since Drucker’s time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways.

In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a PowerPoint presentation with an infographic (graphic that visually represents information, data, or knowledge. Infographics are intended to present information quickly and clearly.) to educate others on the role of nurse as knowledge worker.

Reference: Drucker, P. (1959). The landmarks of tomorrow. New York, NY: HarperCollins Publishers.

To Prepare:

  • Review the concepts of informatics as presented in the Resources.
  • Reflect on the role of a nurse leader as a knowledge worker.
  • Consider how knowledge may be informed by data that is collected/accessed.

The Assignment:

  • Explain the concept of a knowledge worker.
  • Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
  • Develop a simple infographic to help explain these concepts.

    NOTE: For guidance on infographics, including how to create one in PowerPoint, see “How to Make an Infographic in PowerPoint” presented in the Resources.

  • Your PowerPoint should Include the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ responses.

hypothetical scenario originally shared in the discussion forum is:

Nursing, as with all other professional fields, has seen an amazing speed in which technological changes in the last 25 years.  Information systems provide limitless possibilities for learning and exploring, connecting and bringing the world to within reach.  For nursing, the widening range of available technology enables the opportunities for research and reform unproven clinical practices to evidence-based practices.  Nursing informatics is synthesis of nursing science, information science, computer science, and cognitive science for the purpose of managing, disseminating, and enhancing healthcare data, information, knowledge, and wisdom to improve collaboration and decision making provide high quality patient care; and advance the profession of nursing.( McGonigle & Mastrian, 2017).

Nursing Informatics also needs to stay updated on policies and processes, so they know how to correctly build them in the systems. Technology in hospitals are ever growing, which means that nursing informatics is just scratching the surface and will continue to grow over the year.

Sweeny, 2017 define informatics as “the integration of healthcare sciences, computer science, information science and cognitive science to assist in the management of healthcare information” (p. 223). The future development of nursing capabilities in data science will essentially lead to an entirely new cadre of nursing informatics specialists whose work will focus on deriving new nursing knowledge from not only electronic health record data, but also the data from sensor and remote monitoring technologies, patient portals and mobile apps described above. The implications of omics data such as genomics, metabolomics, and proteomics, being included as part of the electronic health record in the near future, should be taken into account. Nurse informatics specialists will be pivotal in assisting to identify potential ethical and practice implications in the use of these data. The future development of nursing capabilities in data science will essentially lead to an entirely new cadre of nursing informatics specialists whose work will focus on deriving new nursing knowledge from not only electronic health record data, but also the data from sensor and remote monitoring technologies, patient portals and mobile apps described above. The implications of omics data such as genomics, metabolomics, and proteomics, being included as part of the electronic health record in the near future, should be taken into account.

According to Nagle et al,(2017) Nurse informatics specialists will be pivotal in assisting to identify potential ethical and practice implications in the use of these data. Using The future development of nursing capabilities in data science will essentially lead to an entirely new cadre of nursing informatics specialists whose work will focus on deriving new nursing knowledge from not only electronic health record data, but also the data from sensor and remote monitoring technologies, patient portals and mobile apps described above. The implications of omics data such as genomics, metabolomics, and proteomics, being included as part of the electronic health record in the near future, should be taken into account. Nurse informatics specialists will be pivotal in assisting to identify potential ethical and practice implications in the use of these data.

A clarified scenario is patient admission to the hospital, patients with a medical or surgical condition may not be identified as having a substance abuse problem. Nurses need to be able to recognize alcohol withdrawal syndrome and start appropriate interventions within the first 24 hours. Otherwise, such complications as seizures and substance withdrawal delirium may arise.  Most hospitals have implemented this practice by including it in initial nursing assessments by checking the vital signs every three hours. But because not all patients are identified on admission as having the potential for alcohol withdrawal, you must stay alert for signs and symptoms. These may arise 4 to 12 hours after the patient’s last drink and may emerge while the patient’s still intoxicated. Many patients with long-term alcohol dependence don’t allow their blood alcohol level (BAL) to drop below a comfortable level, so withdrawal may begin when BAL is still in the intoxication range.autonomic hyperactivity (such as sweating or a pulse faster than 100 beats/minute), increased hand tremor, insomnia, nausea or vomiting transient visual, tactile, or auditory hallucinations or illusions, psychomotor agitation, anxiety, grand mal seizures. Consider the rapid action on the patient, nurses relied on the immediate data and information that the patient as shown during the initial rapid assessment to deliver appropriate care to the patient. Message send to on call- doctors via telehealth. Using the technology like the pulse oximeter and blood pressure machine and breathalyzer with assist with the support of the delivery care.

References:

McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.

National Institute on Alcohol Abuse and Alcoholism; National Institutes of Health. Helping Patients Who Drink Too Much: A Clinician’s Guide and Related Professional Support Resources. www.niaaa.nih.gov/Publications/EducationTrainingMaterials/Pages/guide.aspx. Accessed May 15, 2012.

Nagle, L. M., Sermeus, W., & Junger, A. (2017). Evolving Role of the Nursing Informatics Specialist. Studies In Health Technology And Informatics, 232, 212–221. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=mnh&AN=28106600&site=eds-live&scope=site

Sweeney, J. (2017). Healthcare informatics.(1)Online Journal of Nursing Informatics, 21

Resources:

McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.

  • Chapter 1, “Nursing Science and the Foundation of Knowledge” (pp. 7–19)
  • Chapter 2, “Introduction to Information, Information Science, and Information Systems” (pp. 21–33)
  • Chapter 3, “Computer Science and the Foundation of Knowledge Model” (pp. 35–62)

Sweeney, J. (2017). Healthcare informatics. Online Journal of Nursing Informatics, 21(1).

Note: You will access this article from the Walden Library databases.

Rubric:

 

Develop a 5- to 6-slide PowerPoint presentation that addresses the following:

·   Explain the concept of a knowledge worker.
·   Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.–

Levels of Achievement:Excellent 32 (32%) – 35 (35%) The presentation clearly and accurately explains the concept of a knowledge worker.

The presentation clearly and accurately defines and explains nursing informatics with a detailed explanation of the role of the nurse leader as a knowledge worker.

Includes: 3 or more peer-reviewed sources and 2 or more course resources.Good 28 (28%) – 31 (31%) The presentation explains the concept of a knowledge worker.

The presentation defines and explains nursing informatics with an explanation of the role of the nurse leader as a knowledge worker.

Includes: 2 peer-reviewed sources and 2 course resources.Fair 25 (25%) – 27 (27%) The presentation inaccurately or vaguely explains the concept of a knowledge worker.

The presentation inaccurately or vaguely defines and explains nursing informatics with an inaccurate or vague explanation of the role of the nurse leader as a knowledge worker.

Includes: 1 peer-reviewed sources and 1 course resources.Poor 0 (0%) – 24 (24%) The presentation inaccurately and vaguely explains the concept of a knowledge worker or is missing.

The presentation inaccurately and vaguely defines and explains nursing informatics with an inaccurate and vague explanation of the role of the nurse leader as a knowledge worker or is missing.

Includes:  1 or fewer resources.Feedback:

·   Develop a simple infographic to help explain these concepts.–

Levels of Achievement:Excellent 14 (14%) – 15 (15%) The presentation provides an accurate and detailed infographic that helps explain the concepts related to the presentation.Good 12 (12%) – 13 (13%) The presentation provides an infographic that helps explain the concepts related to the presentation.Fair 11 (11%) – 11 (11%) The presentation provides an infographic related to the concepts of the presentation that is inaccurate or vague.Poor 0 (0%) – 10 (10%) The infographic provided in the presentation related to the concepts of the presentation is inaccurate and vague, or is missing.Feedback:

·   Present the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data you could use, how the data might be accessed/collected, and what knowledge might be derived from the data. Be sure to incorporate feedback received from your colleagues’ replies.–

Levels of Achievement:Excellent 32 (32%) – 35 (35%) The presentation clearly and thoroughly includes the hypothetical scenario originally shared in the Discussion Forum, including a detailed and accurate examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data.Good 28 (28%) – 31 (31%) The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an accurate examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data.Fair 25 (25%) – 27 (27%) The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data that is vague or inaccurate.Poor 0 (0%) – 24 (24%) The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data that is vague and inaccurate, or is missing.Feedback:

Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance.–

Levels of Achievement:Excellent 5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity.Good 4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.Fair 3.5 (3.5%) – 3.5 (3.5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.Poor 0 (0%) – 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.Feedback:

Written Expression and Formatting – English writing standards:

Correct grammar, mechanics, and proper punctuation–

Levels of Achievement:Excellent 5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors.Good 4 (4%) – 4 (4%) Contains a few (1-2) grammar, spelling, and punctuation errors.Fair 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) grammar, spelling, and punctuation errors.Poor 0 (0%) – 3 (3%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.Feedback:

Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.–

Levels of Achievement:Excellent 5 (5%) – 5 (5%) Uses correct APA format with no errors.Good 4 (4%) – 4 (4%) Contains a few (1-2) APA format errors.Fair 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) APA format errors.Poor 0 (0%) – 3 (3%) Contains many (≥ 5) APA format errors.Feedback: Total Points: 100

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Collaborative Learning Community

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This is a Collaborative Learning Community (CLC) assignment.

An important role of nursing is to provide health promotion and disease prevention. Review the 2020 Topics and Objectives on the Healthy People website. Choose a topic of interest that you would like to address, in conjunction with a population at-risk for the associated topic. Submit the topic and associated group to your instructor for approval.

Create a 15-20-slide PowerPoint presentation for your topic and focus group. Include speaker notes and citations for each slide, and create a slide at the end for References.

Address the following:

  1. Describe the approved topic and associated population your group has selected. Discuss how this topic adversely affects the population. How does health disparity affect this population?
  2. Explain evidence-based approaches that can optimize health for this population. How do these approaches minimize health disparity among affected populations?
  3. Outline a proposal for health education that can be used in a family-centered health promotion to address the issue for the target population. Ensure your proposal is based on evidence-based practice.
  4. Present a general profile of at least one health-related organization for the selected focus topic. Present two resources, national or local, for the proposed education plan that can be utilized by the provider or the patient.
  5. Identify interdisciplinary health professionals important to include in the health promotion. What is their role? Why is their involvement significant?

Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria and public health content.

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

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

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

You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center

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, Screencast -O-Matic

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**Must be a female since this assignment is a voice recording**

For this Assignment you will create a 3 to 5 minute guided imagery session using one PowerPoint® slide and a guided imagery script.

You will create this presentation using a free online recording software compatible with PC and MAC computers, Screencast -O-Matic©.  Follow these instructions to download and use this software to create your presentation.

  1. Access Screencast-O-Matic homepage clicking on the box in the upper right hand corner titled, “Sign Up” to create your free account.
  2. Create a free account (be sure to write down the email and password created for account access.)
  3. Once logged in click on the  “Tutorials” link at the top of the homepage and view 1. Recorder Intros
  4. Create your guided imagery presentation clicking on the “Start Recorder” box.
  5. Once finished recording click on the “Done” button.
  6. Next, choose, “Upload to Screencast-O-Matic.”
  7. Select “Publish”.
  8. Choose “Copy Link”
  9. place link in word document to submit.

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professional nursing organization

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Choose a professional nursing organization that relates to the nursing profession or your clinical practice area. Assuming that you are the chairperson of membership for the organization, create a full page flyer designed to recruit new members to the professional organization. In your flyer,include:

1.function of the organization,its mission and vision.

2.Potential advantages of membership in the organization.

3.Provide resource information for new members, including contact information,membership requirements, and organizational endorsements(i.e what other members or other organizations saying about the selected organizations)

4.Create a topic for upcoming meeting that would appeal to your target audience.

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community or national resources

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Study the resources in your community related to the illness group chosen in Week 1. In a Microsoft Word document of 4-5 pages formatted in APA style, describe the resources, including the following information:

Identify and discuss a minimum of three community or national resources for your illness group preferably in your community.

Include in your response all the information the patient should know about the services.

Benefits

Specific services they offer.

Fee schedules, if and when appropriate.

Criteria for eligibility.

Application process.

Availability of transportation.

Discuss integration of these resources into a plan of care.

Discuss potential advantages and disadvantages for vulnerable populations in seeking these resources.

Support your responses with examples and information from library resources, textbook and lectures.

On a separate references page, cite all sources using APA format. Please note that the title and reference pages should not be included in the total page count of your paper.

Use this APA Citation Helper as a convenient reference for properly citing resources.

This handout will provide you the details of formatting your essay using APA style.

You may create your essay in this APA-formatted template.

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Communication in Project Management

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Week 4: Collaboration Cafe: Communication in Project Management (graded)

44 unread replies.44 replies.

Communication in Project Management

Think about all of the stakeholders and colleagues that must be kept up to date on the status of your project. The recipient of your communication may be upstream (higher on the organizational chart), lateral (an equal organizationally), or downstream (i.e. end user) in relation to the project. A student in a prior CGE course compared communication in project management to the five rights of medication administration…we need to give:

  • The right person
  • The right information
  • (via) the right route
  • (at) the right time
  • (in) the right dose

Identify two people, at two different levels (upstream, lateral, downstream) that you need to communicate with for your project and compare/contrast your communication with them based on each of the five rights of communication.

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hospital policy

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Read the case study presented at the end of Chapter 17 (Guido, p. 362)

Judy, age 20, was admitted to an inpatient psychiatric facility for acute depression and suicidal ideation. She had gone to the local police station the previous afternoon, stating that she was suicidal. The police transported her to the emergency center, and Judy was admitted on a 24-hour emergency mental health hold. O n admission, Judy was obviously depressed and stated that she was still tormented with thoughts about killing herself. Later that evening, the nurses heard a crash from Judy’s room and, upon investigation, found her sitting on the bed with an overturned chair next to the bed. She had torn her robe, tied the pieces together as a rope, and fell from the chair as she was attempting to tie the homemade rope to the ceiling. Judy was immediately placed on a 15-minute observation protocol. The following morning, the patient was still on observation every 15 minutes. The nurse at that point determined that Judy was more coherent and noted that Judy was disturbed by her appearance as she had not bathed in some days. The nurse unlocked the bathroom door so that Judy could shower. S oon after the bathroom door was unlocked, Judy’s psychiatrist came to speak with her. She remained with Judy for about 45 minutes, left the room, and entered a charting area next

to the nurses’ station. The nurse caring for Judy did not see the psychiatrist leave Judy’s room, nor did the psychiatrist inform the nurse that Judy was now alone in her room. The nurse checked on Judy approximately 15 minutes later. She found Judy hanging by the belt of her bathrobe from the shower rod. Judy was in full cardiac and respiratory arrest, a code was called, and Judy now has severe and permanent anoxic brain injury. Her parents have brought this lawsuit alleging breach of the standard of nursing care.

Was the nurse negligent for unlocking the bath-room door and allowing Judy to shower by herself?

Was it below the standard of care for the nurse to leave the bathroom door unlocked when the psychiatrist came to see Judy?

How significant are the hospital policy and procedures in this instance?

How would you decide this case?

Read the case study presented at the end of Chapter 18 (Guido, p. 393)

Gonzales was admitted to a surgical center for a routine colonoscopy during which three polyps were removed. The procedure began at 11:00 a.m. and he was released at 12:30 p.m. The patient began experiencing abdominal pain the following day. He tried to phone the attending physician at 2:00 p.m. and later called the physician’s nurse at 5:00 p.m. Mr. Gonzales told the nurse he was experiencing severe abdominal pain and that he was flushed and felt he had a fever. The nurse told Mr. Gonzales that everyone had gone home for the day, and she advised him to take aspirin for the fever and call back in the morning. Mrs. Gonzales drove her husband to the hospital the following morning at 10:00 a.m. He was placed on antibiotics, which did not resolve the problem, and he had surgery on the fifth day following the original colonoscopy. At that time, it was determined that the patient’s intestine was perforated at the time of the

polyp removal, and Mr. Gonzales now has a permanent colostomy. The patient has now filed a lawsuit against the nurse and physician for malpractice.

Was the nurse negligent in the advice she gave Mr. Gonzales concerning his condition?

Did the nurse exceed her scope of practice in the advice she gave the patient?

Should the nurse have instructed Mr. Gonzales to go immediately to the local emergency center?

How would you decide this case? Who, if anyone, is liable in this case?

Read the case study presented at the end of Chapter 20 (Guido, p. 439)

Aburu, 81, with a history of cerebral vascular accidents, was hospitalized as an outpatient for a surgical procedure to incise and drain a skin lesion on his chest. After the procedure, he returned to the long-term care facility with sterile packing in the partially sutured incision site. The packing was to remain for 3 days, then be removed, and the wound covered with a dry dressing. The risk of complications for this type of surgery was considered quite low, and both the nursing home administrator and the attending surgeon saw no reason why the patient could not be adequately cared for in the nursing home immediately after surgery. A pproximately 5 hours after Mr. Aburu returned to the nursing home, blood was observed at the incision site. He was transferred back to the acute care hospital, where he died the following day. E vidence at trial showed that for the 5 hours that Mr. Aburu was at the nursing home, several licensed and unlicensed personnel attended to him. At lunchtime, two aides escorted Mr. Aburu to the dining room; lunch was about 3 hours after his return to the

nursing home. None of the personnel examined his dressing until an aide noticed that he was bleeding though his bed sheets. Shortly after discovering the bleeding, the patient was transferred by ambulance to the hospital. His family has filed a lawsuit for the wrongful death of their father, alleging that the care given to the patient after surgery fell below the acceptable standards of care.

What should the standards of care be for such a patient?

Even though the nursing care plan did not specify that the wound should be checked hourly, how should the prudent nurse have acted?

Should the lawsuit center primarily on the surgeon for allowing this patient to be sent back to the nursing home for post- operative care rather than insisting he be kept for 24 hours in an acute care facility post-operatively?

How would you decide this case?

Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.

Create an APA essay with 1200-1500words, complete the following questions using 4 scholarly sources to support your perspective. please an introduction and conclusion needed.

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Alcoholics Anonymous meeting

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In this assignment, you will conduct a discrete and respectful community observation of an Alcoholics Anonymous meeting. Locate and attend a local Alcoholics Anonymous meeting in your area. Explain to the meeting leader that you are a nursing student studying community resources. Write a two-page summary of your experience describing the clientèle (be sure to respect members’ anonymity), the meeting, and the topics discussed. Apply your nursing knowledge to evaluate the quality and effectiveness of this particular resource. You will be graded on the comprehensiveness of your observations, how well you apply your nursing knowledge to evaluate the quality and effectiveness of this resource, and on your use of APA style and formatting, spelling, and grammar. Please make certain your work is well-written and meets the requirements.

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Application of Quality and Safety Concepts

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Please, No Plagiarized Work

Topic: Case Report: Application of Quality and Safety Concepts

In this assignment, learners are required to write a case report addressing the personal knowledge and skills gained in this course and potentially solving an identified practice problem.

General Guidelines:

Use the following information to ensure successful completion of the assignment:

· Doctoral learners are required to use APA style for their writing assignments.

· This assignment requires the inclusion of at least three additional scholarly research sources related to this topic, and at least one in-text citation from each source.

· You are required to submit this assignment to LopesWrite.

Directions:

Construct a case report (2,500-3,000 words/approximately 10-12 pages) that includes a problem or situation consistent with a DNP area of practice.

1. Review the AHRQ and the IOM report (“To Err Is Human” and “Crossing the Quality Chasm”) to develop the case report.

2. Apply quality and/or safety concepts to describe the understanding of the problem or situation of focus.

3. Apply one or more quality and/or safety concepts to the recommended intervention or solution being proposed.

4. Develop the case report across the entire scenario from the identification of the clinical or health care problem through the proposal for an intervention, implementation, and evaluation using an appropriate research instrument.

5. Describe the evaluation of the selected research instrument in the case report.

6. Lastly, explain in full the tenets, rationale for selection (empirical evidence), and clear application using the language of quality and/or safety within the case report.

Case Report Requirements:

In addition, your case report must include the following:

1. Introduction with a problem statement.

2. Brief literature review.

3. Description of the case/situation/conditions explained from a theoretical perspective.

4. Discussion that includes a detailed explanation of the synthesized literature findings.

5. Summary of the case.

6. Proposed solutions to remedy gaps, inefficiencies, or other issues from a theoretical approach.

7. Identification of a data collection instrument to evaluate the proposed solution along with a description of how the instrument could be evaluated.

8. Conclusion.

You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course. The culmination of your assignment must present a viable application in a current practice setting. For more information on parameters for practice immersion hours, please refer to the DNP resources in the DC Network.

Study Materials

Read Chapter 6 in Outcome Assessment in Advanced Practice Nursing 4e.

https://www.gcumedia.com/digital-resources/springer-publishing-company/2017/outcome-assessment-in-advanced-practice-nursing_4e.php

Tucker, C., Arthur, T., & Roncoroni, J. (2013). Patient-centered, culturally sensitive health care. American Journal of Lifestyle Medicine, 9(1), 63-77. doi:10.1177/1559827613498065

https://journals-sagepub-com.lopes.idm.oclc.org/doi/full/10.1177/1559827613498065

Park, Y., & Martin, E. G. (2018). Geographic disparities in access to nursing home services: Assessing fiscal stress and quality of care. Health Services Research, 53, 2932-2951. doi:10.1111/1475-6773.12801

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=130899122&site=ehost-live&scope=site

Barsell, J., Everhart, R. S., Miadich, S. A., & Trujillo, M. A. (2018). Examining health behaviors, health literacy, and self-efficacy in college students with chronic conditions. American Journal of Health Education, 49(5), 305-311.

https://doi-org.lopes.idm.oclc.org/10.1080/19325037.2018.1486758

Nguyen, T. H., Park, H., Han, H-R., Chan, K. S., Paasche-Orlow, M. K., Haun, J., & Kim, M. T. (2015). State of the science of health literacy measures: Validity implications for minority populations. Patient Education & Counseling, 98(12), 1492-1512. doi:10.1016/j.pec.2015.07.013

https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0738399115300215?via%3Dihub

Pronovost, P. J., Cleeman, J. I., Wright, D., & Srinivasan, A. (2016). Fifteen years after To Err is Human: A success story to learn from. BMJ Quality & Safety, 25(6), 396. doi:10.1136/bmjqs-2015-004720

https://lopes.idm.oclc.org/login?url=https://search-proquest-com.lopes.idm.oclc.org/docview/1793871405?accountid=7374

Mitchell, I., Schuster, A., Smith, K., Pronovost, P., & Wu, A. (2016). Patient safety incident reporting: A qualitative study of thoughts and perceptions of experts 15 years after “To Err is Human.” BMJ Quality & Safety, 25(2), 92. doi:10.1136/bmjqs-2015-004405

https://lopes.idm.oclc.org/login?url=https://search-proquest-com.lopes.idm.oclc.org/docview/1778837381?accountid=7374

Califf, R. M., Robb, M. A., Bindman, A. B., Briggs, J. P., Collins, F. S., Conway, P. H., & Sherman, R. E. (2016). Transforming evidence generation to support health and health care decisions. The New England Journal of Medicine, 375(24), 2395-2400. doi:10.1056/NEJMsb1610128

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AHRQ: Agency for Healthcare Research and Quality. (n.d.). Health literacy measurement tools (revised).

http://www.ahrq.gov/professionals/quality-patient-safety/quality-resources/tools/literacy/index.html

Explore the National Committee for Quality Assurance website.

http://www.ncqa.org/

Institute of Medicine. (1999). To err is human: Building a safer health system. Washington, DC: National Academy Press.

http://www.nationalacademies.org/hmd/~/media/Files/Report%20Files/1999/To-Err-is-Human/To%20Err%20is%20Human%201999%20%20report%20brief.pdf

Institute of Medicine. (2001). Crossing the quality chasm: A new health system for the 21st century. Washington, DC: National Academy Press.

http://www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2001/Crossing-the-Quality-Chasm/Quality%20Chasm%202001%20%20report%20brief.pdf

Explore the Patient Centered Medical Home: Resource Center page on the Agency for Healthcare Research and Quality website.

http://www.pcmh.ahrq.gov/

Explore the Primary Care Collaborative website.

http://www.pcpcc.org/

Explore the Health Literacy page on the National Network of Libraries of Medicine website.

http://nnlm.gov/outreach/consumer/hlthlit.html

Explore the Health Literacy Online page on the Office of Disease Prevention and Health Promotion website.

http://www.health.gov/healthliteracyonline/

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