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prelicensure clinical experiences

Purpose

The purpose of this PowerPoint presentation is to locate and compare performance measurement data on common health conditions for the hospitals in your area. You will investigate the Centers for Medicare and Medicaid Services websites and locate the section called Hospital Compare. There you will find data for hospitals within a 50-mile radius of the community where you are working or had your prelicensure clinical experiences. You will prepare a PowerPoint presentation and share the results of your findings. Opportunities for improving performance measurement indicators will be shared.

Directions

1. Review information found on the following website related to hospital compare http://www.cms.gov/Medicare/Quality-Initiatives-Patient-Assessment-Instruments/HospitalQualityInits/HospitalCompare.html (Links to an external site.)Links to an external site.

2. Read the information carefully and then locate the following website. http://www.medicare.gov/hospitalcompare (Links to an external site.)Links to an external site.

3. Search for hospitals within a 50-mile radius of the community where you are working or had your prelicensure clinical experiences. Type in your zip code. Select your hospital and two others. Select hospitals/facilities and choose compare. If you live in a remote area and there are no hospitals listed within a 50-mile radius, select a zip code for a family member or a close friend who does not live near you. The idea is to review comparative data.

4. Click on the following topics to learn more.

a. Survey of patient’s experiences

b. Timely and effective care (focus your search on two of the conditions that apply to services provided at the hospitals)

c. Readmissions, complications, and deaths

5. Carefully read the information provided.

6. Develop a PowerPoint slideshow consisting of 8-10 slides. Include the following, keeping in mind what all this data means.

a. Title slide with information pertinent to the course.

b. List reasons to recommend the website Hospital Compare to consumers (patients).

c. List reasons to recommend the website Hospital Compare to staff who may seek employment.

7. For the slides below, clearly label the name of each hospital:

a. Summarize patient experiences data for each hospital.

b. Summarize timely and effective care data for two conditions.

c. Summarize data for readmissions and complications and deaths.

d. List recommendations for improving data for one selected facility.

e. Summarize what you learned from this experience.

8. Tutorial: For those not familiar with the development of a PowerPoint slideshow, the following link to the Microsoft website may be helpful. http://office.microsoft.com/en-us/support/training-FX101782702.aspx (Links to an external site.)Links to an external site.

9. You are required to complete the assignment using the productivity tools required by  which is Microsoft Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the “.pptx” format.

Textbook :  Finkelman, A., 2016 Leadership and Management for Nurses: Core Competencies for Quality Care (3rd Edition), Pearson Learning Solutions, Boston, MA

Best Practices in Preparing PowerPoint Presentations:

The following are best practices in preparing this presentation.

-Be creative.

-Incorporate graphics, clip art, or photographs to increase interest.

-Make easy to read with short bullet points and large font.

-Review directions thoroughly.

– Zip Code to use: 11220

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Pneumonia

Read the case study below. Answer and discuss the questions that follow.

ND is a 82-year-old female who lives in a skilled nursing facility. She suffers from rheumatoid arthritis, coronary artery disease, chronic bronchitis, and hypertension. She is wheelchair bound and tends to spend most of her days in bed. She smoked for 52 years but quit 14 years ago. She has lost 10 pounds in the last month and has had a productive cough for about 2 weeks that has copious amounts of white to yellow mucous. Over the last 3 days, she has refused to get out of bed and has been refusing to eat or drink. This morning she is confused, has a fever, and is coughing continuously. Her sputum now is rust-colored. Her lungs sounds are coarse rhonchi throughout with crackles and diminished lung sounds in her right middle lobe area. Her vital signs are BP 86/54, HR 98, RR 28, and temperature 102.4. She is being admitted to the hospital.

Pneumonia can be classified many different ways. Which classification of pneumonia best fits ND’s situation? Explain. What is the most probable cause of ND’s pneumonia? Which diagnostic tests would you expect to be done to diagnose ND’s pneumonia?

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Health History and Medical Information

It is necessary for an RN-BSN-prepared nurse to demonstrate an enhanced understanding of the pathophysiological processes of disease, the clinical manifestations and treatment protocols, and how they affect clients across the life span.

Evaluate the Health History and Medical Information for Mrs. J., presented below.

Based on this information, formulate a conclusion based on your evaluation, and complete the Critical Thinking Essay assignment, as instructed below.

Health History and Medical Information

Health History

Mrs. J. is a 63-year-old married woman who has a history of hypertension, chronic heart failure, and chronic obstructive pulmonary disease (COPD). Despite requiring 2L of oxygen/nasal cannula at home during activity, she continues to smoke two packs of cigarettes a day and has done so for 40 years. Three days ago, she had sudden onset of flu-like symptoms including fever, productive cough, nausea, and malaise. Over the past 3 days, she has been unable to perform ADLs and has required assistance in walking short distances. She has not taken her antihypertensive medications or medications to control her heart failure for 3 days. Today, she has been admitted to the hospital ICU with acute decompensated heart failure and acute exacerbation of COPD.

Subjective Data

  1. Is very anxious and asks whether she is going to die.
  2. Denies pain but says she feels like she cannot get enough air.
  3. Says her heart feels like it is “running away.”
  4. Reports that she is exhausted and cannot eat or drink by herself.

Objective Data

  1. Height 175 cm; Weight 95.5kg.
  2. Vital signs: T 37.6C, HR 118 and irregular, RR 34, BP 90/58.
  3. Cardiovascular: Distant S1, S2, S3 present; PMI at sixth ICS and faint: all peripheral pulses are 1+; bilateral jugular vein distention; initial cardiac monitoring indicates a ventricular rate of 132 and atrial fibrillation.
  4. Respiratory: Pulmonary crackles; decreased breath sounds right lower lobe; coughing frothy blood-tinged sputum; SpO2 82%.
  5. Gastrointestinal: BS present: hepatomegaly 4cm below costal margin.

Intervention

The following medications administered through drug therapy control her symptoms:

  1. IV furosemide (Lasix)
  2. Enalapril (Vasotec)
  3. Metoprolol (Lopressor)
  4. IV morphine sulphate (Morphine)
  5. Inhaled short-acting bronchodilator (ProAir HFA)
  6. Inhaled corticosteroid (Flovent HFA)
  7. Oxygen delivered at 2L/ NC

Critical Thinking Essay

In 750-1,000 words, critically evaluate Mrs. J.’s situation. Include the following:

  1. Describe the clinical manifestations present in Mrs. J.
  2. Discuss whether the nursing interventions at the time of her admissions were appropriate for Mrs. J. and explain the rationale for each of the medications listed.
  3. Describe four cardiovascular conditions that may lead to heart failure and what can be done in the form of medical/nursing interventions to prevent the development of heart failure in each condition.
  4. Taking into consideration the fact that most mature adults take at least six prescription medications, discuss four nursing interventions that can help prevent problems caused by multiple drug interactions in older patients. Provide a rationale for each of the interventions you recommend.
  5. Provide a health promotion and restoration teaching plan for Mrs. J., including multidisciplinary resources for rehabilitation and any modifications that may be needed. Explain how the rehabilitation resources and modifications will assist the patients’ transition to independence.
  6. Describe a method for providing education for Mrs. J. regarding medications that need to be maintained to prevent future hospital admission. Provide rationale.
  7. Outline COPD triggers that can increase exacerbation frequency, resulting in return visits. Considering Mrs. J.’s current and long-term tobacco use, discuss what options for smoking cessation should be offered.

You are required to cite to a minimum of two sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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

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Topic Selection and Approval

 

Capstone Project   Topic Selection and Approval

In collaboration with the approved course preceptor, students will identify a specific evidence-based topic for the capstone project change proposal. Students should consider the clinical environment in which they are currently employed or have recently worked. The capstone project topic can be a clinical practice problem, an organizational issue, a leadership or quality improvement initiative, or an unmet educational need specific to a patient population or community. The student may also choose to work with an interprofessional collaborative team.

Students should select a topic that aligns to their area of interest as well as the clinical practice setting in which practice hours are completed.

Write a 500-750 word description of your proposed capstone project topic. Include the following:

  1. The      problem or issue, intervention, quality initiative, educational need, or      collaborative interprofessional team project that will be the focus of the      change proposal.
  2. The      setting or context in which the problem or issue, intervention, quality      initiative, educational need, or collaborative interprofessional team      project can be observed.
  3. A      description (providing a high level of detail) regarding the problem or      issue, intervention, quality initiative, educational need, or      collaborative interprofessional team project.
  4. Effect      of the problem or issue, intervention, quality initiative, educational      need, or collaborative interprofessional team project.
  5. Significance      of the topic and its implications for nursing practice.
  6. A      proposed solution to the identified project topic with an explanation of      how it will affect nursing practice.

You are required to cite to a minimum of eight peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice. Plan your time accordingly to complete this assignment.

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

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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

Paper 2

 

Capstone Topic   Summary

In collaboration with the approved course preceptor, students will identify a specific evidence-based topic for the capstone project change proposal. Write a 150-250 word summary explaining which category your topic and intervention are under (community or leadership).

You are not required to submit this assignment to LopesWrite.

Paper 3

 

Professional   Capstone and Practicum Reflective Journal

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).

In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

  1. New      practice approaches
  2. Interprofessional      collaboration
  3. Health      care delivery and clinical systems
  4. Ethical      considerations in health care
  5. Practices      of culturally sensitive care
  6. Ensuring      the integrity of human dignity in the care of all patients
  7. Population      health concerns
  8. The      role of technology in improving health care outcomes
  9. Health      policy
  10. Leadership      and economic models
  11. Health      disparities

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation 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 not required to submit this assignment to LopesWrite.

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What Can Nurses Do?

Discussion: What Can Nurses Do?

Many people, most of them in tropical countries of the Third World, die of preventable, curable diseases. . . . Malaria, tuberculosis, acute lower-respiratory infections—in 1998, these claimed 6.1 million lives. People died because the drugs to treat those illnesses are nonexistent or are no longer effective. They died because it doesn’t pay to keep them alive.

–Ken Silverstein, Millions for Viagra. Pennies for Diseases of the Poor, The Nation, July 19, 1999

Unfortunately, since 1998, little has changed. For many individuals living in impoverished underdeveloped countries, even basic medical care is difficult to obtain. Although international agencies sponsor outreach programs and corporations, and although nonprofit organizations donate goods and services, the level of health care remains far below what is necessary to meet the needs of struggling populations. Polluted water supplies, unsanitary conditions, and poor nutrition only exacerbate the poor health prevalent in these environments. Nurses working in developed nations have many opportunities/advantages that typically are not available to those in underdeveloped countries. What can nurses do to support their international colleagues and advocate for the poor and underserved of the world?

In this Discussion, you will consider the challenges of providing health care for the world’s neediest citizens, as well as how nurses can advocate for these citizens.

To prepare:

Consider the challenges of providing health care in underdeveloped countries.

Conduct research in the Walden Library and other reliable resources to determine strategies being used to address these challenges.

Using this week’s Learning Resources, note the factors that impact the ability of individuals in underdeveloped nations to obtain adequate health care.

Consider strategies nurses can use to advocate for health care at the global level. What can one nurse do to make a difference?

CITE AT LEAST 3 REFERENCES

Required Readings

Knickman, J. R., & Kovner, A. R. (Eds.). (2015). Health care delivery in the united states (11th ed.). New York, NY: Springer Publishing.

Chapter 4, “Comparative Health Systems” (pp. 53–72)

The chapter showcases different models of health care systems in order to help policymakers and managers critically assess and improve health care in the United States.

Chapter 10, “The Health Workforce” (pp. 213–225)

Review this section of Chapter 10, which details health workforce issues for nurses and nurse practitioners.

Milstead,  J. A. (2019). Health policy and politics: A nurse’s guide (6th ed.).  Burlington, MA: Jones and Bartlett Publishers.

Chapter 11, “The Impact of Globalization: Nurses Influencing Global Health Policy” (pp. 192-204)

This chapter addresses how the health status of individuals and populations around the world can affect policymaking in a country.

Bloch, G., Rozmovits, L., & Giambrone, B. (2011). Barriers to primary care responsiveness to poverty as a risk factor for health. BMC Family Practice, 12(1), 62–67.

Retrieved from the Walden Library databases.

 

This article details a qualitative study that was conducted to explore the barriers to primary care responsiveness to poverty. The authors explicate a variety of health impacts attributable to poverty.

Harrowing, J. N. (2009). The impact of HIV education on the lives of Ugandan nurses and nurse-midwives. Advances in Nursing Science, 32(2), E94–E108.

Retrieved from the Walden Library databases.

 

This article explores the impact of an HIV/AIDS education program for Ugandan nurses and nurse-midwives. The author details the motivations behind the program and recommendations for the future.

Koplan, J. P., Bond, C., Merson, M. H., Reddy, K. S., Rodriquez, M. H., Sewankambo, N. K., & Wasserheit, J. N. (2009). Towards a common definition of global health. The Lancet, 373(9679), 1993–1995.

Retrieved from the Walden Library databases.

 

This article provides a full description of the components that comprise global health care in detail.

Gapminder. (2011). Retrieved from http://www.gapminder.org

 

This website explains statistical graphs and tables of life expectancy and incomes around the world.

Global Health Council. (2012). Retrieved from http://www.globalhealth.org

 

This website houses the productivity and efforts of the Global Health Council as the world’s largest alliance dedicated to improving health throughout the world.

Henry J. Kaiser Family Foundation: U.S. Global Health Policy. (2010). Retrieved from http://kff.org/globaldata/

 

This website focuses on major health care issues facing the United States, as well as the U.S. role in global health policy.

International Council of Nurses. (2011). Retrieved from http://www.icn.ch/

 

This website documents the efforts of the International Council of Nurses to ensure quality nursing care for all, as well as sound health policies globally through the advancement of nursing knowledge and presence worldwide.

United Nations Statistics Division. (2011). Retrieved from http://unstats.un.org/unsd/default.htm

 

This website examines global statistical information compiled by the United Nations Statistics Division.

University of Pittsburgh Center for Global Health. (2009). Retrieved from http://www.globalhealth.pitt.edu/

 

This website analyzes health issues that affect populations around the globe through research at the University of Pittsburgh.

The World Bank (n.d.) The costs of attaining the millennium development goals. Retrieved from http://www.nationalacademies.org/hmd/Global/News%20Announcements/Crossing-the-Quality-Chasm-The-IOM-Health-Care-Quality-Initiative.aspx.

 

This article states that many countries will have to reform their policies and improve service delivery to make additional spending effective because the additional aid for education and health with not be enough.

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Nursing Research and Evidence-Based Practice

Nursing Research and Evidence-Based Practice

 

In your practice as a nurse, you may use procedures and methods that did not necessarily originate in evidence, but instead were derived from informal and unwritten conventions, traditions, and observations. While these techniques may have merit, practices are constantly being updated and contradicted by information from scholarly research studies and professional guidelines. This new information serves as “evidence” for revising practices to improve outcomes across health care.

 

Based on this evidence, you can formulate a question. In this Discussion, you consider the use of evidence-based practice in your own organization and formulate a question that you will need to answer for your portfolio project. This is called a PICOT question. You will also investigate strategies for overcoming barriers to implementing evidence-based practice (EBP).

 

To prepare:

 

  • Consider a recent clinical experience in which you were providing care for a patient.
  • Determine the extent to which the care that you provided was based on evidence and research findings or supported only by your organization’s standard procedures. How do you know if the tasks were based on research?
  • What questions have you thought about in a particular area of care such as a  procedure or policy?
  • Review Chapter 2, pages 36—39 on “Asking Well worded Clinical Questions” in Polit & Beck and consult the resource from the Walden Student Center for Success: Clinical Question Anatomy & examples of PICOT questions (found in this week’s Learning Resources). Formulate your background questions and PICOT question.
  • Reflect on the barriers that might inhibit the implementation of evidence-based practice in your clinical environment.
  • Review the article “Adopting Evidence-Based Practice in Clinical Decision Making” in this week’s Learning Resources. Select one of the barriers described that is evident in your organization and formulate a plan for overcoming this barrier.

 

Post on or before Day 3:

 

  • (1)  an evaluation of the use, or lack thereof, of EBP in a recent clinical experience.
  • (2) Identify which aspects of the care delivered, if any, were based on evidence and provide your rationale.
  • (3) List your background questions and PICOT question about this nursing topic.
  • (4) Critique how the policies, procedures, and culture in your organization may hinder or support the adoption of evidence-based practices.
  • (5) Identify the barrier you selected from the article and explain how this barrier could be overcome within your organization

 

REQUIRED RESOURCES

 

 

 

Readings

 

  • Polit, D. F., & Beck, C. T. (2012).  Nursing research: Generating and assessing evidence for nursing practice (Laureate Education, Inc., custom ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
    • Chapter 1, “Introduction to Nursing Research in an Evidence-Based Practice Environment”

      This chapter provides an introduction to nursing research, its history, and the evolution of evidence-based practice. It includes an overview of credible sources of evidences and a description of the different paradigms used in nursing research.

    • Chapter 2, “Evidence-Based Nursing: Translating Research Evidence into Practice”

      The focus of this chapter includes an overview of the key aspects of evidence-based practice, a review of how to identify credible research and appraise its value, and, finally, a discussion on how to take the identified evidence and convert it into a practice.

    • Chapter 3, “Key Concepts and Steps in Qualitative and Quantitative Research”

      In this chapter, quantitative and qualitative research models are compared and the major steps in each approach are described. Information is also presented on the different sections of a research journal article and how you can identify the research model that was utilized.

  • Adams, J. S. (2010). Utilizing evidence-based research and practice to support the infusion alliance. Journal of Infusion Nursing, 33(5), 273–277.
    Retrieved from the Walden Library databases.

    This article examines how evidence-based research and practice supports infusion alliances. The text also specifies the increasing challenges that infusion nurses face.

  • Mallory, G. A. (2010). Professional nursing societies and evidence-based practice: Strategies to cross the quality chasm. Nursing Outlook, 58(6), 279–286.
    Retrieved from the Walden Library databases.

    This article describes strategies for reducing the gap between research knowledge and practice. The article also details how nursing societies could use these strategies to improve the quality of care.

  • Newhouse, R. P., & Spring, B. (2010). Interdisciplinary evidence-based practice: Moving from silos to synergy. Nursing Outlook, 58(6), 309–317.
    Retrieved from the Walden Library databases.

    In this article, the authors examine the state of interdisciplinary evidence-based practice (EBP). The authors detail efforts to promote interdisciplinary EBP, academic and clinical training regarding interdisciplinary EBP, and strategies that may facilitate EBP translation across disciplines.

  • Shaheen, M., Foo, S., Luyt, B., Zhang, X., Theng, Y-L., Chang, Y-K., & Mokhtar, I. A. (2011). Adopting evidence-based practice in clinical decision making: Nurses’ perceptions, knowledge, and barriers. Journal of the Medical Library Association, 99(3), 229–236.
    Retrieved from the Walden Library databases.

    This article reviews a study that sought to determine nurses’ awareness of, knowledge of, and attitude toward EBP. The article also describes factors likely to promote barriers to EBP adoption.

  • Shivnan, J. C. (2011). How do you support your staff? Promote EBP. Nursing Management, 42(2), 12–14.
    Retrieved from the Walden Library databases.

    This article explores the role of the nurse manager in supporting evidence-based practice. The article also explains barriers and strategies to promote EBP for a nurse manager.

  • Walden Student Center for Success. (2012). Clinical Question Anatomy. Retrieved July 9, 2014, from http://academicguides.waldenu.edu/content.php?pid=183871&sid=2950360

 

Media

 

  • Laureate Education, Inc. (Executive Producer). (2012).Timeline of nursing research. Baltimore, MD: Author.

    This multimedia piece features a timeline of major events in nursing research. The timeline highlights how historical events and seminal research have contributed to nursing practice.

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Health Care Informatics

Part One:

Discuss what training programs are needed for the technology required for your final presentation topic. (Topic: Health Care Informatics) Consider what training to provide to new employees and what on-going training may be necessary.

Your initial posting should be at least 400 words in length.

Part Two:

Information Security in a World of Technology

Write an essay addressing each of the following points/questions. Be sure to completely answer all the questions for each number item. There should be three sections, one for each item number below, as well the introduction (heading is the title of the essay) and conclusion paragraphs. Separate each section in your paper with a clear heading that allows your professor to know which item you are addressing in that section of your paper. Support your ideas with at least three (3) citations in your essay. Make sure to reference the citations using the APA writing style for the essay. The cover page and reference page do not count towards the minimum word amount. Review the rubric criteria for this assignment.

  1. The textbook discusses several education methods. (Instructor Led Training, E Learning, Self Guided Learning, Just In Time Training) Ive attached descriptions from the textbook
  2. Discuss each method with an example of how the method could be used in the organization. Then discuss how you will evaluate the method and learning.
  3. Healthcare continues to be a lucrative target for hackers with weaponized ransomware, misconfigured cloud storage buckets, and phishing emails. Discuss how an organization can protect patients’ information through:
    • Security mechanisms
    • Administrative and Personnel Issues
    • Level of access
    • Handling and Disposal of Confidential Information
  4. You are providing education to staff on phishing and spam emails. Using the different educational methods discussed in Chapter 12:
    • Provide examples of how each method can be used
    • How will the method and learning be evaluated?

Assignment Expectations:

Length: 500 words per essay prompt/section (1500 total for this assignment)

Structure: Include a title page and reference page in APA style. These do not count towards the minimal word amount for this assignment. All APA Papers should include an introduction and conclusion.

References: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least three (3) scholarly sources to support your claims.

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Course Outcomes

Purpose

The purpose of this assignment is to learn how to identify and effectively manage conflicts that arise in care delivery settings resulting in better management of patient care, including appropriate delegation. You will gain insight into conflict management strategies and develop a plan to collaborate with a potential nurse leader about the conflict and its impact in a practice setting.

Course Outcomes

Completion of this assignment enables the student to meet the following course outcomes.

CO1: Apply leadership concepts, skills, and decision making in the provision of high-quality nursing care, healthcare team management, and the oversight and accountability for care delivery in a variety of settings. (PO2)

CO3: Participate in the development and implementation of imaginative and creative strategies to enable systems to change. (PO7)

CO6: Develop a personal awareness of complex organizational systems, and integrate values and beliefs with organizational mission. (PO7)

CO7: Apply leadership concepts in the development and initiation of effective plans for the microsystems and system-wide practice improvements that will improve the quality of healthcare delivery. (PO2 and PO3)

Directions

Read Finkelman (2016), Chapter 13: Improving Teamwork: Collaboration, Coordination, and Conflict Resolution, section on Negotiation and Conflict Resolution, pp. 324-333.

Write a 5-7 page paper (not including the title or References pages). Follow APA format. Consult your APA manual, and consider using the APA resources provided by Chamberlain. Cite the course textbook and two scholarly source

Observe nurses in a care delivery setting. Identify a recurring conflict with the potential to negatively impact patient care. This should be from your practice setting or prelicensure experiences.

Provide details of what happened, including who was involved, what was said, where it occurred, and what was the outcome that led you to decide the conflict was unresolved.

REVIEW AND DISCUSS the four stages of conflict as found in Finkelman. IDENTIFY AND EXPLAIN how the stages of conflict relate to the example in your workplace.Do not use direct quotes.

Describe how you would collaborate with a nurse leader to reach consensus on the best strategy to deal with the conflict. Besides the textbook, the paper needs to summarize conflict resolutions from two scholarly articles.

Describe the rationale for selecting the best strategy.

Provide a summary or conclusion bout this experience or assignment and how you may deal with conflict more effectively in the future.

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successful aging

  • First, discuss what is meant by the term “successful aging.” Define successful aging and use at least one (1) example to describe it.
  • Next, how do factors such as temperament, genetics, age, gender, health, social relationships, race/ethnicity, health behaviors, and socioeconomic status influence successful aging? Discuss at least three (3) of these factors. What can people do (at the individual level) to maximize the likelihood that they will age well?
  • What is intergenerational conflict? What are some examples of how this plays out in society? Define intergenerational conflict using at least two (2) examples in your discussion.
  • Lastly, how do gender and racial bias threaten the well-being and health of older adults? Provide at least two (2) specific examples from your readings.

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technological signature

  • Identify the target populations addressed by the bill.

    1. Plan of care, evaluation, subjective data, and objective data are all parts of

    A. a telephone encounter.

    B. documentation.

    C. the progress note.

    D. a clinic visit.

     

    2. Mr. Smith has an appointment with Dr. Johnson at 9:00 A.M. for his annual wellness exam. Mrs. Adams calls the clinic first thing in the morning due to fever, chills, and cough for 3 days and is given an appointment at 9:00 A.M. with Dr. Johnson as well. This is an example of

    A. overlap.

    B. accommodating.

    C. jamming.

    D. double-booking.

     

    3. A provider performs _______ to signify that everything in the note is correct.

    A. technological signature

    B. digital signature

    C. annotation

    D. autograph

     

    4. Dan has made an appointment for review of his medication, as he recently relocated to the area with his family. Before his appointment, he has been asked to fill out and bring _______ form.

    A. disclosure

    B. health history

    C. review of systems

    D. consent

     

    5. Incident reports are reviewed by the staff to aid in

    A. policies.

    B. prevention.

    C. change.

    D. procedures.

     

    6. Which of the following is an appropriate way to reduce no-show appointments?

    A. Ensure the patient writes down their appointment.

    B. Perform reminder calls one to two days preceding the appointment.

    C. There are no good ways to reduce no-shows.

    D. Schedule all appointments within seven days of the appointment day.

     

    7. A patient notes that they smoke a half a pack of cigarettes per day and drink a six pack of beer every night. Where would this be documented in the chart?

    A. Medical history

    B. Social history

    C. Chief complaint

    D. Problem list

     

    8. Which of the following is not considered an integrated device?

    A. Telephone

    B. Signature pad

    C. Scanners

    D. Camera

     

    9. _______ allows for disclosure of protected health information (PHI) through phone, fax, or email without specific patient authorization.

    A. Confidentiality

    B. HIPAA Security Rule

    C. HIPAA Privacy Rule

    D. Clinic policies and procedures

     

    10. _______ is the most important responsibility of all members of the medical office.

    A. Communication

    B. Accountability

    C. Documentation

    D. Punctuality

     

    11. All of the following require an incident report to be filed except

    A. if the wrong patient is contacted for an appointment reminder.

    B. if the employee suffers a needle stick.

    C. if the wrong medication is administered to the patient.

    D. if the patient falls in the hallway.

     

    12. The process of a data code being unreadable until its destination is reach is called

    A. cryptic.

    B. jumble.

    C. decryption.

    D. encryption.

     

    13. The _______ is a centralized location for a summary of a patient’s acute and chronic conditions.

    A. chief complaint

    B. medical history

    C. disease list

    D. problem list

     

    14. Which of the following are not guidelines for proper telephone etiquette?

    A. Answer by the third ring is possible

    B. Answer with a pleasant greeting

    C. Speak slowly and clearly

    D. Keep a straight, professional face

     

    15. Myrtle uses a cane to ambulate. She came to the clinic for an appointment, but before making it inside the building she tripped and fell on the curb. What type of document needs to be created?

    A. Incident report

    B. Fall report

    C. Accident report

    D. Injury report

     

    16. Through the use of _______ a patient may view open appointments or schedule their own appointment.

    A. patient access

    B. patient flow

    C. patient gateway

    D. patient portal

     

    17. Cindy has a hand-written fax number from a patient’s parent to fax a note to the school for use of a medication while at school. Cindy is unable to read all of the fax numbers. What should she do?

    A. Avoid sending the note since the correct number wasn’t given

    B. Call the patient to confirm the number

    C. Send to the closest number

    D. Ask other office staff

     

    18. What’s the default landing page in SCMO when entering a patient encounter?

    A. Allergies

    B. Chief complaint

    C. Vital signs

    D. Progress note

     

    19. _______ is a rundown of organ systems that can be used to pinpoint certain concerns or unusual findings.

    End of exam

    A. Review of systems

    B. Report of symptoms

    C. Report of systems

    D. Review of symptoms

     

    20. “It feels like an ice pick in my head” and “I’m coughing up a lung” are considered

    A. chief complaints.

    B. reason for visit.

    C. presenting symptom.

    D. medical concerns.

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