NURS 6521 week 1 Assignment: Ethical And Legal Implications Of Prescribing Drugs

NURS 6521 Week 1 Assignment: Ethical And Legal Implications Of Prescribing Drugs

NURS 6521 Week 1 Assignment: Ethical And Legal Implications Of Prescribing Drugs

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Ethical And Legal Implications Of Prescribing Drugs. What type of drug should you prescribe based on your patient’s diagnosis? How much of the drug should the patient receive? How often should the drug be administered? When should the drug not be prescribed? Are there individual patient factors that could create complications when taking the drug? Should you be prescribing drugs to this patient?

These are some of the questions you might consider when selecting a treatment plan for a patient. As an advanced practice nurse prescribing drugs, you are held accountable for people’s lives on a daily basis. Patients and their families will often place trust in you because of your position. With this trust comes power and responsibility, as well as an ethical and legal obligation to “do no harm.” It is important that you are aware of current professional, legal, and ethical standards for advanced practice nurses with prescriptive authority. In this Discussion, you explore ethical and legal implications of scenarios and consider how to appropriately respond.
Scenario 1:
As a nurse practitioner, you prescribe medications for your patients. You make an error when prescribing medication to a 5-year-old patient. Rather than dosing him appropriately, you prescribe a dose suitable for an adult.
Scenario 2:
A friend calls and asks you to prescribe a medication for her. You have this autonomy, but you don’t have your friend’s medical history. You write the prescription anyway.
Scenario 3:
You see another nurse practitioner writing a prescription for her husband who is not a patient of the nurse practitioner. The prescription is for a narcotic. You can’t decide whether or not to report the incident.
Scenario 4:
During your lunch break at the hospital, you read a journal article on pharmacoeconomics. You think of a couple of patients who have recently mentioned their financial difficulties. You wonder if some of the expensive drugs you have prescribed are sufficiently managing the patients’ health conditions and improving their quality of life.
To prepare:

  • – Review Chapter 1 of the Arcangelo and Peterson text, as      well as articles from the American Nurses Association, Anderson and      Townsend, the Drug Enforcement Administration, and Philipsend and Soeken.
  • – Select one of the four scenarios listed above.
  • – Consider the ethical and legal implications of the      scenario for all stakeholders involved such as the prescriber, pharmacist,      patient, and the patient’s family.
  • – Think about two strategies that you, as an advanced      practice nurse, would use to guide your ethically and legally responsible      decision-making in this scenario.

With these thoughts in mind:
Post an explanation of the ethical and legal implications of the scenario you selected on all stakeholders involved such as the prescriber, pharmacist, patient, and the patient’s family. Describe two strategies that you, as an advanced practice nurse, would use to guide your decision making in this scenario.
– This work should have Introduction and conclusion
– This work should have at 3 to 5current references (Year 2012 and up)
– Use at least 2 references from class Learning Resources
The following Resources are not acceptable:
1. Wikipedia
2. Cdc.gov- nonhealthcare professionals section
3. Webmd.com
4. Mayoclinic.com
Required Readings
**Arcangelo, V. P., Peterson, A. M., Wilbur, V., & Reinhold, J. A. (Eds.). (2017). Pharmacotherapeutics for advanced practice: A practical approach (4th ed.). Ambler, PA: Lippincott Williams & Wilkins.

  • Chapter 1, “Issues for the      Practitioner in Drug Therapy” (pp. 3–14)
    This chapter introduces issues relating to drug therapy such as adverse      drug events and medication adherence. It also explores drug safety, the      practitioner’s role and responsibilities in prescribing, and prescription      writing.
  • Chapter 59, “The Economics      of Pharmacotherapeutics” (pp. 1009-1018)
    This chapter analyzes the costs of drug therapy to health care systems and      society and explores practice guideline compliance and current issues in      medical care.
  • Chapter 60, “Integrative Approaches to      Pharmacotherapy—A Look at Complex Cases” (pp. 1021-1036)
    This chapter examines issues in individual patient cases. It explores      concepts relating to evaluation, drug selection, patient education, and      alternative treatment options.

**Crigger, N., & Holcomb, L. (2008). Improving nurse practitioner practice through rational prescribing. The Journal for Nurse Practitioners, 4(2), 120–125.
Note: Retrieved from the Walden Library databases.
This article explores issues relating to prescription drugs, specifically the frequency in which drugs are prescribed to patients. It also examines factors to consider before beginning drug therapy plans with patients.
**Philipsen, N. C., & Soeken, D. (2011). Preparing to blow the whistle: A survival guide for nurses. The Journal for Nurse Practitioners, 7(9), 740–746.
Note: Retrieved from the Walden Library databases.
This article examines issues that nurses encounter when reporting errors in medical settings. It also outlines the role of ethics and the responsibility of nurses to notify all individuals who are impacted by a medical error.

NURS 6050 Week 11 Discussion: What Can Nurses Do?

NURS 6050 Week 11 Discussion: What Can Nurses Do?

NURS 6050 Week 11 Discussion

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    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.

Assessing and Treating Pediatric Clients With Mood Disorders

Case Study Assignment: Assessing and Treating Pediatric Clients With Mood Disorders

Assessing and Treating Pediatric Clients With Mood Disorders

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Case Study. Samanthah please

Therapy for Pediatric Clients With Mood Disorders

Mood disorders can impact every facet of a child’s life, making the most basic activities difficult for clients and their families. This was the case for 13-year-old Kara, who was struggling at home and at school. For more than 8 years, Kara suffered from temper tantrums, impulsiveness, inappropriate behavior, difficulty in judgment, and sleep issues. As a psychiatric mental health nurse practitioner working with pediatric clients, you must be able to assess whether these symptoms are caused by psychological, social, or underlying growth and development issues. You must then be able to recommend appropriate therapies.

This week, as you examine antidepressant therapies, you explore the assessment and treatment of pediatric clients with mood disorders. You also consider ethical and legal implications of these therapies.

Photo Credit: GettyLicense_185239711.jpg

Assignment: Assessing and Treating Pediatric Clients With Mood Disorders

When pediatric clients present with mood disorders, the process of assessing, diagnosing, and treating them can be quite complex. Children not only present with different signs and symptoms than adult clients with the same disorders, but they also metabolize medications much differently. As a result, psychiatric mental health nurse practitioners must exercise caution when prescribing psychotropic medications to these clients. For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat pediatric clients presenting with mood disorders.

Note: This Assignment is the first of 10 assignments that are based on interactive client case studies. For these assignments, you will be required to make decisions about how to assess and treat clients. Each of your decisions will have a consequence. Some consequences will be insignificant, and others may be life-altering. You are not expected to make the “right” decision every time; in fact, some scenarios may not have a “right” decision. You are, however, expected to learn from each decision you make and demonstrate the ability to weigh risks versus benefits to prescribe appropriate treatments for clients.

Learning Objectives

Students will:

Assess client factors and history to develop personalized plans of antidepressant therapy for pediatric clients

Analyze factors that influence pharmacokinetic and pharmacodynamic processes in pediatric clients requiring antidepressant therapy

Evaluate efficacy of treatment plans

Analyze ethical and legal implications related to prescribing antidepressant therapy to pediatric clients

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.

Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press.

Note: To access the following chapters, click on the Essential Psychopharmacology, 4th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.

Chapter 6, “Mood Disorders”

Chapter 7, “Antidepressants”

Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New York, NY: Cambridge University Press.

Note: To access the following medications, click on The Prescriber’s Guide, 5th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.

Review the following medications:

amitriptyline
 
bupropion
 
citalopram
 
clomipramine
 
desipramine
 
desvenlafaxine
 
doxepin
 
duloxetine
 
escitalopram
 
fluoxetine
 
fluvoxamine
 
imipramine
 
ketamine
 
mirtazapine
 
nortriptyline
 
paroxetine
 
selegiline
 
sertraline
 
trazodone
 
venlafaxine
 
vilazodone
 
vortioxetine

Magellan Health, Inc. (2013). Appropriate use of psychotropic drugs in children and adolescents: A clinical monograph. Retrieved from /orders/www.magellanprovider.com/media/11740/psychotropicdrugsinkids.pdf

Rao, U. (2013). Biomarkers in pediatric depression. Depression & Anxiety, 30(9), 787–791. doi:10.1002/da.22171

Note: Retrieved from Walden Library databases.

Vitiello, B. (2012). Principles in using psychotropic medication in children and adolescents. In J. M. Rey (Ed.), IACAPAP e-Textbook of Child and Adolescent Mental Health. Geneva: International Association for Child and Adolescent Psychiatry and Allied Professions. Retrieved from http://iacapap.org/wp-content/uploads/A.7-PSYCHOPHARMACOLOGY-072012.pdf

Poznanski, E., & Mokros, H. (1996). Child Depression Rating Scale–Revised. Los Angeles, CA: Western Psychological Services.

Note: Retrieved from Walden Library databases.

Required Media

Laureate Education (2016e). Case study: An African American child suffering from depression [Interactive media file]. Baltimore, MD: Author.

NURS6001 Week 1 Quiz

NURS6001 Week 1 Quiz

NURS6001 Week 1 Quiz.

QUESTION 1

When will you lose access to your completed courses (excluding this Student Readiness Orientation)?
a. Never
b. 30 days after the course end date
c. 60 days after the course end date
d. 120 days after the course end date
1 points Save Answer
QUESTION 2
When you submit an assignment, when should you have the assignment complete by on the day assigned?
a. 11:59 p.m. Mountain Time (MT)—which is 1:59 a.m. Eastern Time (ET) the next day; the time stamp in the classroom will reflect Eastern Time (ET), regardless of your time zone
b. 11:59 p.m. Central Time (CT)—which is 10:59 p.m. Mountain Time (MT); the time stamp in the classroom will reflect Mountain Time (MT), regardless of your time zone
c. 11:59 p.m. Eastern Time (ET)—which is 8:59 p.m. Pacific Time (PT); the time stamp in the classroom will reflect Pacific Time (PT), regardless of your time zone
d. 10:59 p.m. Mountain Time (MT)—which is 12:59 a.m. Eastern Time (ET) the next day; the time stamp in the classroom will reflect Eastern Time (ET), regardless of your time zone
1 points Save Answer
QUESTION 3
Where in your online course will you find the contact information for your Instructor?
a. Syllabus
b. Student Support
c. Contact the Instructor
1 points Save Answer
QUESTION 4
If you are having trouble accessing your online classroom, what should you do first?
a. Clean your browser’s cookies and cache
b. Check firewall settings
c. Deactivate pop-up blockers
1 points Save Answer
QUESTION 5
In an online course, students can participate in the online classroom and submit assignments whenever it is convenient for them to do so.
True
False
1 points Save Answer
QUESTION 6
In which area will you retrieve written assignments with comments from your instructor?
a. Discussion
b. My Grades area
c. Assignment Link
1 points Save Answer
QUESTION 7
If you have a question about which courses you should register for next term, who should you contact?
a. Student Support Team
b. One of your current instructors
c. Your Academic Advisor
1 points Save Answer
QUESTION 8
As long as you save your work to your home computer’s hard drive, you are safe.
True
False
1 points Save Answer
QUESTION 9
When sending and e-mail to your Instructor or any Walden staff, your e-mail should:
a. Include color stationary as a background
b. USE ALL CAPITAL LETTERS SO THEY KNOW YOUR EMAIL IS IMPORTANT
c. Include your full legal name, your program or course, and your Walden ID Number
1 points Save Answer
QUESTION 10
The online classroom area where you can post an assignment and have your classmates and instructor respond to your ideas is called:
a. My Grades area
b. Discussion
c. Assignment Link
1 points Save Answer
QUESTION 11
Students can always edit their posting in Discussion.
True
False
1 points Save Answer
QUESTION 12
Who should you contact with questions about online classroom technical concerns?
a. Your Instructor
b. Walden Academic Advisor
c. Student Support
d. Program Director
1 points Save Answer
QUESTION 13
Since your online classroom could unexpectedly time out on occasion, what should you do before submitting a long Discussion posting?
a. Type and save the assignment as a word-processed document first.
b. Tell your instructor you are going to submit an assignment.
c. Create a new topic.
d. Call the Student Support Team for help.
1 points
Save Answer
QUESTION 14
Students should avoid referencing Wikipedia as a scholarly resource in their assignments.
True
False
1 points Save Answer
QUESTION 15
Online students are expected to behave with academic integrity and honesty.

NURS 6441 Week 6 Discussion: Work Breakdown Structure

NURS 6441 Week 6 Discussion: Work Breakdown Structure

NURS 6441 Week 6 Discussion

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Work Breakdown Structure. Within reason, is there such a thing as a project that is too complex to complete? Consider the Space Shuttle. One of the most complex machines ever built, the Space Shuttle had over 2.5 million parts, each of which had to be accounted for by someone. How did anyone manage to track and properly assemble these parts? The answer is through the application of a work breakdown structure (WBS). A WBS is a fundamental tool that project managers use to organize and divide the work of a project. A WBS focuses on breaking down a project’s scope into individual deliverables that may be created by assigned team members.

There are multiple work breakdown structure formats and each has its own advantages and disadvantages. Project managers select a type of WBS based upon the specifics of the project they are managing. Each WBS format emphasizes different aspects of a project. These varied perspectives may each be appropriate, depending upon what information a project manager needs.

In this Discussion, you analyze different WBS formats and evaluate whether they meet basic criteria for clarity.

To prepare:

  • Explore the Work Breakdown Structure Formats document included in this week’s Learning Resources. The document presents a scenario and three corresponding WBS formats that pertain to the scenario. (SEE ATTACHED PDF FILE)
  • Consider the advantages and disadvantages of each WBS format included in the document.
  • Think about the level of detail dedicated to task information in each WBS format. Evaluate the formats based on the following criteria for clarity:
    • The task has a measurable status or completion.
    • The task has defined start and end events.
    • The task has a deliverable.
    • The task’s time and cost are easily estimated.
    • The task can be completed without interruption and additional input after its start.

Post  by tomorrow 10/04/16 a minimum of 550 words essay in APA format with 3 references. Based on the Work Breakdown Structure Formats document attached in the file area, address the level one headings as numbered below:

1) An analysis of the advantages and disadvantages of each work breakdown structure format.

2) Provide an analysis of whether (and how) the work breakdown structures meet the assigned criteria for clarity.

3) Provide a rationale for your response.

Required Readings

Biafore, B. (2010). Microsoft Project 2010: The missing manual. Sebastopol, CA: O’Reilly.

  • Chapter 4, “Breaking Work Into Task-Sized Chunks” (pp. 77–100)
    This chapter explains how to create a work breakdown structure and how to import a work breakdown structure into Microsoft Project.Coplan, S., & Masuda, D. (2011). Project management for healthcare information technology. New York, NY: McGraw-Hill.

 

  • Chapter 3, “Project Management”
    • “Prepare Work Breakdown Structure and WBS Dictionary” (pp. 53–56)This section of Chapter 3 reviews the core processes of preparing a work breakdown structure (WBS). The chapter provides an example of a WBS and details its essential components.Project Management Institute. (2013). A guide to the project management body of knowledge (PMBOK guide) (5th ed.). Newtown Square, PA: Author.

 

  • Chapter 5, “Project Scope Management”
    • 5.3, “Create WBS” (pp. 125–132)
      This section of Chapter 5 reviews the process of creating a work breakdown structure. Specifically, the chapter examines how to determine inputs, WBS tools and techniques, and outputs.Kendrick, T. (2009). Identifying & managing project risk: Essential tools for failure-proofing your project(2nd ed., Ebrary version). New York, NY: AMACOM.
      Retrieved from the Walden Library databases.

 

Chapter 3, “Identifying Project Scope Risk” (pp. 40–69)
This chapter examines methods of identifying scope risks and the types of scope risks pertaining to project deliverables. The chapter highlights a variety of sources of scope risk as well.

Shirey, M. R. (2008). Project management tools for leaders and entrepreneurs. Clinical Nurse Specialist, 22(3), 129–131.
Retrieved from the Walden Library databases.

The author of this article introduces project management tools that clinical nurse specialists may use to coordinate team work. The article highlights the usage of one such tool, the Gantt chart.

Thomas, M., Jacques, P. H., Adams, J. R., & Kihneman-Wooten, J. (2008). Developing an effective project: Planning and team building combined. Project Management Journal, 39(4), 105–113.
Retrieved from the Walden Library databases.
This article analyzes project planning and control and the process of developing a project plan. The article also reports the results of research that sought to determine 137 organizations’ approaches to establishing projects.

U.S. Government Accountability Office. (2009, March 2). Work breakdown structure. GAO Reports, 65–78. 
Retrieved from the Walden Library databases.
This article examines the importance of a work breakdown structure (WBS) in project management. The chapter demonstrates how a WBS assists in resource identification, cost estimation, and risk determination.

Wu, Z., Schmidt, L. P., & Wigstrom, M. S. (2010). Product development workflow management based on work breakdown structure. IIE Annual Conference. Proceedings, 1–5.
Retrieved from the Walden Library databases.
The authors of this article highlight the usage of WBS in managing complex product development projects. The authors examine how a WBS helps represent and manage the intricacies of tasks and activity relationships.

Mathis, M. (n.d.). Work breakdown structure: Purpose, process and pitfalls. Retrieved March 13, 2013, from http://www.projectsmart.co.uk/work-breakdown-structure-purpose-process-pitfalls.html
This article provides a general review of the WBS. The author focuses on the purpose, process, and pitfalls of a WBS.

Document: Work Breakdown Structure Formats (PDF) (See ATTACHED PDF IN FILE AREA)
This document presents a scenario and three corresponding work breakdown structures that you will use for your Discussion this week.

Required Media
Laureate Education (Producer). (2013c). Planning, part I: Defining project scope and activities [Video file]. Retrieved from /orders/class.waldenu.edu 
 
Note: The approximate length of this media piece is 6 minutes.
In this presentation, the participants discuss defining project scope and project activities, using the work breakdown structure, and managing project risk through SWOT analysis.

NURS 6441 Work Breakdown Structure (WBS) Formats

Imagine that you are a project manager tasked with the implementation of a hospital’s

new electronic health record (EHR) system. The system components are broken down

into four major deliverables and a series of granular deliverables that correspond to

each major one. For the Week 6 Discussion, explore the three work breakdown

structure formats below to see how the EHR implementation can be represented

through a WBS.

Tabular Work Breakdown Structure:

Level 1 Level 2 Level 3 Start Date

End Date

Owner

1 Electronic

Health Record (EHR)

1.1 Patient Information

Management (PIM)

Module

1.1.1 Admission, Discharge, and Transfer Module

6/28/14 8/30/15 PIM Team

1.1.2 Registration Module

1.1.3 Master Patient Index

1.1.4 Patient Scheduling Module

1.2 Clinical Information System (CIS)

1.2.1 Clinical Alert System

2/22/15 9/22/15 CIS Team

1.2.2 Clinical Rules Engine

1.2.3 Consult Tracking Module

1.2.4 Order Management System

1.2.5 Results Reporting System

1.2.6 Computerized Provider Order Entry Module

1.2.7 Patient Intake/Output Module

1.3 Laboratory

Module

1.3.1 Anatomic Pathology Reporting Module

8/31/14 10/29/14 Lab Team

1.3.2 Microbiology Reporting Module

1.3.3 Chemistry Reporting Module

1.4 1.4.1 Adverse 10/30/14 11/6/14 Pharmacy

Level 1 Level 2 Level 3 Start Date

End Date

Owner

Pharmacy Module

Reaction Tracking System

Team

1.4.2 Electronic Medication Administration Record

1.4.3 Bar Code Medication Administration

1.4.4 Pharmacy Inpatient/Outpatient Information System

 

Hierarchal WBS:

Level WBS Code Element Name

1 1 Electronic Health Record

2 1.1 Patient Information Management Module

3 1.1.1 Admission, Discharge, and Transfer Module

3 1.1.2 Registration Module

3 1.1.3 Master Patient Index

3 1.1.4 Patient Scheduling Module

2 1.2 Clinical Information System

3 1.2.1 Clinical Alert System

3 1.2.2 Clinical Rules Engine

3 1.2.3 Consult Tracking Module

3 1.2.4 Order Management System

3 1.2.5 Results Reporting System

3 1.2.6 Computerized Provider Order Entry Module

3 1.2.7 Patient Intake/Output Module

2 1.3 Laboratory Module

3 1.3.1 Anatomic Pathology Reporting Module

3 1.3.2 Microbiology Reporting Module

3 1.3.3 Chemistry Reporting Module

2 1.4 Pharmacy Module

2 1.4.1 Adverse Reaction Tracking System

2 1.4.2 Electronic Medication Administration Record

2 1.4.3 Bar Code Medication Administration

2 1.4.4 Pharmacy Inpatient/Outpatient Information System

1. Electronic Health Record

1.1 Patient Information

Management Module

1.1.1 Admission, Discharge, and Transfer Module

1.1.2 Registration Module

1.1.3 Master Patient Index

1.1.4 Patient Scheduling Module

1.2 Clinical Information System

1.2.1 Clinical Alert System

1.2.2 Clinical Rules Engine

1.2.3 Consult Tracking Module

1.2.4 Order Management

System

1.2.5 Results Reporting System

1.2.6 Computerized Provider Order Entry Module

1.2.7 Patient Intake/Output

Module

1.3 Laboratory Module

1.3.1 Anatomic Pathology Reporting

Module

1.3.2 Microbiology Reporting Module

1.3.3 Chemistry Reporting Module

1.4 Pharmacy Module

1.4.1 Adverse Reaction Tracking

System

1.4.2 Electronic Medication

Administration Record

1.4.3 Bar Code Medication

Administration

1.4.4 Pharmacy Inpatient/Outpatient Information System

Tree Structure Work Breakdown Structure:

 

NURS 6640 week 7 Assignment 2: Practicum – Assessing Client Progress

NURS 6640 week 7 Assignment 2: Practicum – Assessing Client Progress

NURS 6640 week 7 Assignment 2

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Assignment 2: Practicum – Assessing Client Progress. To prepare:

· Reflect on the client you selected for the Week 3 (See the attached case study for client selected in week 3) Practicum Assignment.
· Review the Cameron and Turtle-Song (2002) article in this week’s Learning Resources for guidance on writing case notes using the SOAP format (See attached resource).

The Assignment
Part 1: Progress Note
Using the client from your Week 3 Assignment, address the following in a progress note (without violating HIPAA regulations): (See sample paper)

Treatment modality used and efficacy of approach

Progress and/or lack of progress toward the mutually agreed-upon client goals (reference the Treatment plan—progress toward goals)

Modification(s) of the treatment plan that were made based on progress/lack of progress

Clinical impressions regarding diagnosis and/or symptoms

Relevant psychosocial information or changes from original assessment (i.e., marriage, separation/divorce, new relationships, move to a new house/apartment, change of job, etc.)

Safety issues

Clinical emergencies/actions taken

Medications used by the patient (even if the nurse psychotherapist was not the one prescribing them)

Treatment compliance/lack of compliance

Clinical consultations

Collaboration with other professionals (i.e., phone consultations with physicians, psychiatrists, marriage/family therapists, etc.)

Therapist’s recommendations, including whether the client agreed to the recommendations

Referrals made/reasons for making referrals

Termination/issues that are relevant to the termination process (i.e., client informed of loss of insurance or refusal of insurance company to pay for continued sessions)

Issues related to consent and/or informed consent for treatment

Information concerning child abuse, and/or elder or dependent adult abuse, including documentation as to where the abuse was reported

Information reflecting the therapist’s exercise of clinical judgment

Note:  Be sure to exclude any information that should not be found in a discoverable progress note.
Part 2: Privileged Note
Based on this week’s readings, prepare a privileged psychotherapy note that you would use to document your impressions of therapeutic progress/therapy sessions for your client from the Week 3 Practicum Assignment.
The privileged note should include items that you would not typically include in a note as part of the clinical record.

Explain why the items you included in the privileged note would not be included in the client’s progress note.

Explain whether your preceptor uses privileged notes, and if so, describe the type of information he or she might include. If not, explain why.

References
Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.
· Chapter 5, “Supportive and Psychodynamic Psychotherapy” (pp. 238–242)
· Chapter 9, “Interpersonal Psychotherapy” (pp. 347–368)
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

Note: You will access this text from the Walden Library databases.
Abeles, N., & Koocher, G. P. (2011). Ethics in psychotherapy. In J. C. Norcross, G. R. VandenBos, D. K. Freedheim, J. C. Norcross, G. R. VandenBos, & D. K. Freedheim (Eds.), History of psychotherapy: Continuity and change (pp. 723–740). Washington, DC: American Psychological Association. doi:10.1037/12353-048

Note: You will access this resource from the Walden Library databases.
Cameron, S., & Turtle-Song, I. (2002). Learning to write case notes using the SOAP format. Journal of Counseling and Development, 80(3), 286–292. Retrieved from the Academic Search Complete database. (Accession No. 7164780)

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

Nicholson, R. (2002). The dilemma of psychotherapy notes and HIPAA. Journal of AHIMA, 73(2), 38–39. Retrieved from http://library.ahima.org/doc?oid=58162#.V5J0__krLZ4http://library.ahima.org/doc?oid=58162#.V5J0__krLZ4

U.S. Department of Health & Human Services. (n.d.). HIPAA privacy rule and sharing information related to mental health. Retrieved from http://www.hhs.gov/hipaa/for-professionals/special-topics/mental-health/

Required Media
Sommers-Flanagan, J., & Sommers-Flanagan, R. (2013). Counseling and psychotherapy theories in context and practice [Video file]. Mill Valley, CA: Psychotherapy.net.

NURS 6052 Evidence-Based

NURS 6052 Evidence-Based

NURS 6052 Evidence-Based

Evidence-Based Project, Part 3: Advanced Levels Of Clinical Inquiry And Systematic Reviews. Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of an automobile has high mileage is encouraging. But who produced that report? How valid is it? How was the data collected, and what was the sample size?

In this Assignment, you will delve deeper into clinical inquiry by closely examining your PICO(T) question. You also begin to analyze the evidence you have collected.
To Prepare:

  • Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.
  • Develop a PICO(T) question to address the clinical issue of interest for the Assignment.
  • Use the key words from the PICO(T) question you developed and search at least four different databases in the Library to identify at least four relevant peer-reviewed articles at the systematic-reviews level related to your research question.
  • Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.

I recreate a different PICOT question: This is my discussion
In my observation, the practice problem is nurses are focused on administering medications, completing paperwork and working on care plans resulting in lack of engagement with their patients. The scope of this issue is nursing needs to educate themselves and find therapeutic ways to engage patients. The need for change arose in my practice related to increase violent incidents on staff, nurses and patients.
Psych patients become extremely bored when they are not engaged. An idle mind is a playground for negative and unconstructive thoughts and actions. When mentally ill patients are admitted to hospitals; the goal along with maintaining safety is to provide a therapeutic environment so patient can learn or enhance positive coping skills when dealing with the symptoms of their mental illness. According to Melnyk & Fineout-Overholt, 2015, “ The type of study that would provide the best answer to an intervention or treatment question would be systematic reviews or meta-analyses, which are regarded as the strongest level of evidence on which to base treatment decisions.
“One of the most challenging aspects of EBP is to actually identify the answerable question. This ability to identify the question is fundamental to then locating relevant information to answer the question”(Davies, 2015). An unstructured collection of keywords can retrieve irrelevant literature, which wastes time and effort in eliminating inappropriate information. Successfully retrieving relevant information begins with a clearly defined, well-structured question.
My scenario is for inpatient psychiatric hospital patients with a lot of therapeutic activities within the hospital and outside hospital activities. The organization is now concerned about increased violent behaviours if there are lack of therapeutic activities over hospital stay.
PICOT question:  In inpatient psychiatric Hospitals, does the lack of therapeutic activities and or groups increase violent behaviors over a 2-week period?
P– (Patient, population, or problem): All Inpatient psychiatric patients
I– (Intervention): Increase groups and structured activities to engage patients to decrease boredom when patients have downtime
C– (Comparison with other treatment/current practice): Compare patient behaviors during the week and day shift when groups are provided vs patient behaviors on evening shifts and weekends
O– (Desired outcome): Decrease violent incidents among patients and staff and increase patient engagement during hospitalization
T– (Time Frame): 2 weeks
After formulating a proper PICOT question, the search begins by using the most appropriate database. The University Library (n.d.-a.) has specific databases that contain several nursing-related journals that will definitely be helpful in my research. Database search defines essential aspects based on the underlying issue as well as how the information is searched.  Therefore different approaches can help manage inpatient psychiatric patients. The leading search terms that were included were preventing violent incidents among patients, and staff and increasing patient engagement during hospitalization. Where more than  500 search results were returned.
Increasing the accuracy of the findings is essential and provides a unique emphasis on significant changes which help define a strong focus on research outcomes. Therefore growing efficacy of the results will focus on the reduced year of publication to understand the latest publications that provide information on the research issue. Another approach would be to focus on the identified interventions individually to achieve positive outcomes. The main databases that were involved are Medline and Ebsco Host. These databases contain peer-reviewed research which is of high quality.

References
Davies, K. S. (2011). Formulating the evidence-based practice question: A review of the frameworks for     LIS professionals. Evidence-Based Library and Information Practice, 6(2), 75–80. /orders/doi.org/10.18438/B8WS5N. Retrieved from /orders/ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144
Melnyk, B., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing (4th ed.). Philadelphia, PA: Wolters Kluwer.
Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010a). Evidence-based practice, step by step: Asking the clinical question: A key step in evidence-based practice. American Journal of Nursing, 110(3), 58–61. doi:10.1097/01.NAJ.0000368959.11129.79. Retrieved from /orders/journals.lww.com/ajnonline/Fulltext/2010/03000/Evidence_Based_Practice,_Step
University Library. (n.d.-b).  Keyword searching: Finding articles on your topic: Boolean terms. Retrieved from http://academicguides.waldenu.edu/library/keyword/booleanI
The Assignment (Evidence-Based Project)

Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews
Create a 6- to 7-slide PowerPoint presentation in which you do the following:

  • Identify and briefly describe your chosen clinical issue of interest.
  • Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.
  • Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.
  • Provide APA citations of the four peer-reviewed articles you selected.
  • Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.
  •  

Rubric:

Create a 6- to 7-slide PowerPoint presentation in which you do the following:
·   Identify and briefly describe your chosen clinical issue of interest.
·   Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.
·   Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.

NURS 6531 FINAL EXAM (2 VERSIONS) & NURS 6531 MIDTERM EXAM (2 VERSIONS) (100 CORRECT Q & A IN EACH VERSION, TOTAL: 400 Q & A)

NURS 6531 FINAL EXAM (2 VERSIONS) & NURS 6531 MIDTERM EXAM (2 VERSIONS) (100 CORRECT Q & A IN EACH VERSION, TOTAL: 400 Q & A)

NURS 6531 FINAL EXAM

NURS 6531 FINAL EXAM (2 VERSIONS) & NURS 6531 MIDTERM EXAM (2 VERSIONS) (100 CORRECT Q & A IN EACH VERSION, TOTAL: 400 Q & A). NURS 6531 Final Exam / NURS6531 Final Exam (Latest): Walden University

Walden NURS 6531 Final Exam / Walden NURS6531 Final Exam (Latest)
· Question 1

When   completing this quiz, did you comply with Walden University’s Code of Conduct   including the expectations for academic integrity?
· Question 2

Central obesity, “moon” face, and dorsocervical fat pad   are associated with:

A.
Metabolic     syndrome

B.
Unilateral     pheochromocytoma

C.
Cushing’s     syndrome

D.
None     of the above

· Question 3

An elderly man is started on lisinopril and   hydrochlorhiazide for hypertension. Three days later, he returns to the   office complaining of left great toe pain. On exam, the nurse practitioner   notes an edematous, erythematous tender left great toe. The likely   precipitant of this patient’s pain is:

A.
Trauma

B.
Tight     shoes

C.
Arthritis     flare

D.
Hydrochlorothiazide

· Question 4

The most effective treatment of non-infectious bursitis   includes:

· Question 5

What conditions must be met for you to bill “incident to”   the physician, receiving 100% reimbursement from Medicare?

Answers:
You must initiate the plan     of care for the patient

The physician must be     on-site and engaged in patient care

You must be employed as an     independent contractor

You must be the main health     care provider who sees the patient

· Question 6

Which of the following is not a risk factor associated   with the development of syndrome X and type 2 diabetes mellitus?

· Question 7

Which of the following is not a common early sign of   benign prostatic hyperplasia (BPH)?
A.   Nocturia
B. Urgency incontinence
C. Strong urinary stream flow
D. Straining to void

· Question 8

Steve, age 69, has gastroesophageal reflux disease (GERD).   When teaching him how to reduce his lower esophageal sphincter pressure,   which substances do you recommend that he avoid?
§ Food that is very hot or very cold
§ Fatty or fried foods
§ Peppermint or spearmint, including flavoring
§ Coffee, tea, and soft drinks that contain caffeine
§ Spicy, highly seasoned foods
§ Fried foodDT caffeine, chocolate and anticholinergics

· Question 9

Which drug category contains the drugs that are the first   line Gold standard therapy for COPD?

· Question 10

The most commonly recommended pharmacological treatment   regimen for low back pain (LBP) is:

· Question 11

Which of the following is not appropriate suppression   therapy for chronic bacterial prostatitis?

· Question 12

A patient presents with dehydration, hypotension, and   fever. Laboratory testing reveals hyponatremia, hyperkalemia, and   hypoglycemia. These imbalances are corrected, but the patient returns 6 weeks   later with the same symptoms of hyperpigmentation, weakness, anorexia,   fatigue, and weight loss. What action(s) should the nurse practitioner take?
.A Obtain a   thorough history and physical, and check serum cortisol and ACTH levels.
B. Perform a diet history and check CBC and FBS.
C. Provide nutritional guidance and have the patient return in one month.
D. Consult home health for intravenous administration

· Question 13
The nurse practitioner diagnoses epididymitis in a 24 year old sexually active male patient. The drug of choice for treatment of this patient is:
· Question 14
How do you respond when Jessica, age 42, asks you what constitutes a good minimum cardiovascular workout?
· Question 15

The intervention known to be most effective in the   treatment of severe depression, with or without psychosis, is:
· Question 16

You are assessing a patient after a sports injury to his   right knee. You elicit a positive anterior/posterior drawer sign. This test   indicates an injury to the: he
A. lateral meniscus
B. cruciate ligament
C. medial meniscus
D. collateral ligament.

· Question 17

A 32 year old female patient presents with fever, chills,   right flank pain, right costovertebral angle tenderness, and hematuria. Her   urinalysis is positive for leukocytes and red blood cells. The nurse   practitioner diagnoses pyelonephritis. The most appropriate management is:

· Question 18

A 21-year-old female presents to the office   complaining of urinary frequency and urinary burning. The nurse practitioner   suspects a urinary tract infection when the urinalysis reveals
· Question 19

A middle-aged man presents to urgent care complaining of   pain of the medial condyle of the lower humerus. The man works as a carpenter   and describes a gradual onset of pain. On exam, the medial epicondyle is   tender and pain is increased with flexion and pronation. Range of motion is   full The most likely cause of this patient’s pain is:

NURS 6051 Module 2 Week 3 Assignment

NURS 6051 Module 2 Week 3 Assignment

NURS 6051 Module 2 Week 3 Assignment

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NURS 6051 Assignment 2 Due March 6. To Prepare:

  • Review the concepts of technology application
  • Reflect on how emerging technologies such as artificial intelligence may help fortify nursing informatics as a specialty by leading to increased impact on patient outcomes or patient care efficiencies.

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

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

 

Rubric

Name: NURS_6051_Module02_Week03_Assignment_Rubric

ExcellentGoodFairPoorIn a 4- to 5-page project proposal written to the leadership of your healthcare organization, propose a nursing informatics project for your organization that you advocate to improve patient outcomes or patient care efficiency. Your project proposal should include the following:
·   Describe the project you propose.
·   Identify the stakeholders impacted by this project.
·   Explain the patient outcome(s) or patient-care efficiencies this project is aimed at improving, and explain how this improvement would occur. Be specific and provide examples.
·   Identify the technologies required to implement this project and explain why.
·   Identify the project team (by roles) and explain how you would incorporate the nurse informaticist in the project team.77 (77%) – 85 (85%)The response accurately and thoroughly describes in detail the project proposed.
The response accurately and clearly identifies the stakeholders impacted by the project proposed.
The response accurately and thoroughly explains in detail the patient outcome(s) or patient-care efficiencies that the project proposed is aimed at improving, including an accurate and detailed explanation, with sufficient supporting evidence of how this improvement would occur.
The response accurately and clearly identifies the technologies required to implement the project proposed with a detailed explanation why.
The response accurately and clearly identifies the project team (by roles) and thoroughly explains in detail how to incorporate the nurse informaticist in the project team.68 (68%) – 76 (76%)The response describes the project proposed.
The response identifies the stakeholders impacted by the project proposed.
The response explains the patient outcome(s) or patient-care efficiencies that the project proposed is aimed at improving, including an explanation, with some supporting evidence of how this improvement would occur.
The response identifies the technologies required to implement the project proposed with an explanation why.
The response identifies the project team (by roles) and explains how to incorporate the nurse informaticist in the project team.60 (60%) – 67 (67%)The response describing the project proposed is vague or inaccurate.
The response identifying the stakeholders impacted by the project proposed is vague or inaccurate.
The response explaining the patient outcome(s) or patient-care efficiencies the project proposed is aimed at improving, including an explanation of how this improvement would occur, is vague or inaccurate, or includes little to no supporting evidence.
The response identifying the technologies required to implement the project proposed with an explanation why is vague or inaccurate.
The response identifying the project team (by roles) and an explanation of how to incorporate the nurse informaticist in the project team is vague or inaccurate.0 (0%) – 59 (59%)The response describing the project proposed is vague and inaccurate, or is missing.
The response identifying the stakeholders impacted by the project proposed is vague and inaccurate, or is missing.
The response explaining the patient outcome(s) or patient-care efficiencies the project proposed is aimed at improving, including an explanation of how this improvement would occur, is vague and inaccurate, includes no supporting evidence, or is missing.
The response identifying the technologies required to implement the project proposed with an explanation why is vague and inaccurate, or is missing.
The response identifying the project team (by roles) and an explanation of how to incorporate the nurse informaticist in the project team is vague and inaccurate, or is missing.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.5 (5%) – 5 (5%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity.4 (4%) – 4 (4%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.3.5 (3.5%) – 3.5 (3.5%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.0 (0%) – 3 (3%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation5 (5%) – 5 (5%)Uses correct grammar, spelling, and punctuation with no errors.4 (4%) – 4 (4%)Contains a few (1-2) grammar, spelling, and punctuation errors.3.5 (3.5%) – 3.5 (3.5%)Contains several (3-4) grammar, spelling, and punctuation errors.0 (0%) – 3 (3%)Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.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.5 (5%) – 5 (5%)Uses correct APA format with no errors.4 (4%) – 4 (4%)Contains a few (1-2) APA format errors.3.5 (3.5%) – 3.5 (3.5%)Contains several (3-4) APA format errors.0 (0%) – 3 (3%)Contains many (≥ 5) APA format errors.Total Points: 100

HEALTH INFORMATICS 2

Discussion Week 1

Within the contemporary mental healthcare sector within the psychiatric unit in hospitals, professionals have realized the importance of availability a wide range of information in regards to patients so as to identify the best approach to treatment. This notion explains the main reason behind the increased changing roles for nursing information specialists whereby healthcare centers seek to improve the quality of care while at the same time reducing the rising healthcare expenditures and increased risk of chronic disease incidences during healthcare (Nagle et al., 2017 p.215).

Some of the important data within the evidence based patient care practice involves the patient background, family history, and the patient’s mental health history which is normally conducted using tools like the Mental status Examination during diagnosis (Forrest & Blenenfeld, 2020). The data could be used to provide personalized or individualized treatment plan since mental problems are usually described as unique to every patient within the psychiatry health sector. This information could be collected via electronically recorded interviews with the patients as well as simple questionnaires that could be sent to the respective family members for filling. However, accessibility to this information requires an integrative information system of recording and reporting crucial information related to the patient.

Some of the important information that could be derived from the data involves the origin of the patient’s mental problems such as delinquent behavior whereby a history of family violence could help establish the main reason behind the morally backward behaviors. This notion also provides a platform for development of a treatment plan, for example, whereby a nurse leader could use the information to determine the most prevalent reason behind the mental problems being exhibited by a variety of patients. The statistical analysis of the data could help back the clinical reasoning by nursing leaders about the best mode of treatment for mental health patients exhibiting the same problems such as juvenile delinquents. It is worth noting that the work of healthcare professionals involves making sure that the informatics are effectively used to facilitate effective time management and not slow the treatment process hence faster identification of the patient needs, as well as the most effective framework to use during treatment aligns with the main purpose of incorporating informatics into the healthcare system (Sweeney & Julianne, 2017 p.3).

References

Forrest, J. S., Shortridge, A. B., Talavera, F., & Bienenfeld, D. (2020). History and mental status examination: Overview, patient history, mental status examination. Medscape. /orders/emedicine.medscape.com/article/293402-overview

Nagle, Sermeus, W., Junger, A., & Bloomberg. (2017). Evolving Role of the Nursing Informatics Specialist. Forecasting Informatics Competencies for Nurses in the Future of Connected Health, 212-221. /orders/doi.org/10.3233/978-1-61499-738-2-212

Sweeney, J. (Feb, 2017). Healthcare Informatics. Online Journal of Nursing Informatics (OJNI), 21( 1), Available at http://www.himss.org/ojni

 

Feedback

Karen Robson WALDEN INSTRUCTOR MANAGER

RE: Discussion – Week 1

Top of Form

Hi Ariel, thank you for your initial post including the information describing the role of data and clinical reasoning.  Technology may support clinical reasoning among healthcare professionals, including nurse leaders.  Chon et al. (2019) describes the use of technology, specifically gaming, to support sound clinical reasoning and decision making in healthcare education.  Chon et al. (2019) reminds the reader educational, serious games support simulation of clinical workflows and provide an opportunity for one to acquire knowledge.  The gaming experience described by Chon et al. (2019) included a simulation exercise in an emergency department setting and evaluated knowledge before and after participation in the gaming experience.  Overall, the study had a significant impact on knowledge retention and the overall impression among the medical students (who volunteered to participate) was positive.   Chon et al. (2019) concluded serious gaming is an effective learning strategy in addition to formal teaching to gain knowledge.

Does anyone have any thoughts regarding this?  Do you think innovative technology (such as gaming) supports clinical reasoning in healthcare?

Chon, S. H., Timmermann, F., Dratsch, T., Schuelper, N., Plum, P., Berlth, F., … & Kleinert, R. (2019). Serious games in surgical medical education: a virtual emergency department as a tool for teaching clinical reasoning to medical students. Journal of Medical Internet Research Serious Games, 7(1), e13028.

 

ARIEL CORDOVA Lopez 

RE: Discussion – Week 1

Top of Form

Dr. Robson,

I believe technology has an effective method of providing a safe and risk free environment to support the development of skills and knowledge of nurses and physicians mainly because the simulation provides a real—time depiction of the events that happens within the Emergency room, or example. Thus, I think that the fact that a person can redo their mistakes helps develop their skills by identifying errors and subsequently learning how to handle them. This notion also supports clinical reasoning mainly because the best practices can be identified from the simulation. An example of this involves a simulation of the theater whereby the best strategies for coordinating the activities to save on time can be identified from the simulation.

 

Karen Robson WALDEN INSTRUCTOR MANAGER

RE: Discussion – Week 1

Top of Form

Hi Ariel.  Thanks so much for your insight and continued discussion.  Simulation is an effective learning strategy, especially if an experienced facilitator guides the simulation experience.  Pre/post test scores evaluating knowledge retention is one form of data collection and analysis that can be used to improve teaching strategies.

Thanks again for your discussion.

Dr. Robson

NURS 6541 MIDTERM EXAM / NURS6541 MIDTERM EXAM / NURS 6541N MIDTERM EXAM (2 VERSIONS) (100 CORRECT Q & A IN EACH VERSION, TOTAL: 200 Q & A)

NURS 6541 MIDTERM EXAM / NURS6541 MIDTERM EXAM / NURS 6541N MIDTERM EXAM (2 VERSIONS) (100 CORRECT Q & A IN EACH VERSION, TOTAL: 200 Q & A)

NURS 6541 MIDTERM EXAM

NURS 6541 MIDTERM EXAM / NURS6541 MIDTERM EXAM / NURS 6541N MIDTERM EXAM (2 VERSIONS) (100 CORRECT Q & A IN EACH . Question 1

When completing this   quiz, did you comply with Walden University’s Code of Conduct including the   expectations for academic integrity?

· Question 2

Miguel, age 14, was hit in   the eye with a baseball and developed eye pain, decreased visual acuity, and   injection of the globe. Upon exam you note blood in the anterior chamber and   confirm diagnosis of hyphema. What treatment do you recommend while Miguel is   waiting to see the ophthalmologist

· Question 3

The father of a   3-year-old is concerned because the child stutters. What should your approach   be?

· Question 4

A 2-day-old   newbornwith conjunctivitis is likely due to

· Question 5

You see a 13-year-old who   reports she is learning some basic geometry (areas, volume etc.). The ability   to successfully master these concepts occurs during which Piaget   developmental stage?

· Question 6

For adolescent   girls, peak height velocity should occur by Tanner Stage (SMR):

· Question 7

Which is the correct   order for introduction of solid foods to an infant?

· Question 8

I can walk well on tiptoes,   my speech is 50% understandable, I know six body parts, but I cannot balance   on one foot for 1 second. I am:

· Question 9

You receive a phone call from   the mother of a 2-year-old. She states her child has sleep refusal. You   suggest the child should be able to:

· Question 10

A   15-month-old  boy says “mama” and “dada,” points and gestures if he   wants things, and follows simple one-step commands. Your best response is   which of the following?

· Question 11

At what age would a child   be expected to remember a string of numbers and repeat them backwards?

· Question 12

A 13-month-old child is noted   to be at the 25th percentile for weight, the 10th percentile for height, and   less than the 5th percentile for head circumference. She was   born at term. She was noted to have a small head at birth, to be   developmentally delayed throughout her life, and to have required cataract   surgery shortly after birth. She currently takes phenobarbital for seizures.   Which of the following would most likely explain this child’s small size?

· Question 13

A child’s head   circumference is routinely measured on each well visit until what age?

· Question 14

A 14-year-old female comes   into the office for an urgent visit after taking 10 valium tablets.    Following the initial emergent care and stailization, the most important part   of the management is:

· Question 15

All of the   following are consistent with peritonsillar abscess except:

b.
Trismus
· Question 16

Which of the   following complication of strep pharyngitis cannot be prevented with   antibiotics?

b.
Glomerulonephritis
· Question 17

A 4-year-old   believes there is more juice in a tall, thin glass than a shorter, wider one.   The child has not yet achieved which of the principles of Piaget?

b.
Conservation
· Question 18

Josh, age 13, has   some enlargement of the scrotum and testes, a reddened scrotal sac, and some   hair texture alteration. His penis is not enlarged. He is in Tanner stage

d.
II
· Question 19

A breastfed infant   is expected to have a lower incidence of which of the following?

e.
Diarrhea
· Question 20

A 12-year-old male   states he noticed an enlargement of his testes and scrotum. When counseling   him about the next step in pubertal development, you state:

d.
The penis will grow in length and width.
· Question 21

You see a 7-year-old   with complaints of “having accidents at night.” Physical exam and   history are unremarkable. Urinalysis, urine culture, and specific gravity are   normal. His parents ask about the best treatment for this problem. The best   response is

a.
Fluid restriction and voiding prior to the night may be effective.
· Question 22

Chelsea, age 8,   complains that she feels as if something is stuck in her ear. What action is   contraindicated?

c.
Flushing the ear with water.
· Question 23

By what age should most   children be able to sit well without support?

a.
9 months
· Question 24

A typically   developing 8-year-old girl will have which of the following genital   development?

a.
No pubic hair at all
· Question 25

John is diagnosed   with allergic conjunctivitis. What type of discharge do you expect to see   upon exam?

c.
Serous and clear
· Question 26

Which of the following   vaccines is routinely recommended at 4 months of age?

a.
Diphtheria, tetanus, acellular pertussis (DTaP)
· Question 27

An 8-year-old female   has an edematous, mildly erythematous right upper eyelid for 2 days with a   fever of 102.9 (F). Which important eye assessment do you need to consider?

d.
Ocular mobility
· Question 28

Role-play with equipment during the course of the physical exam   would be the most beneficial with which age group?

b.
Preschoolers
· Question 29

Conductive hearing   loss can be caused by

c.
Serous otitis
· Question 30

You see a 30-month-old who   speaks in mixed Spanish and English. The child’s vocabulary is normal but at   the low end of the normal language spectrum. The parent is worried the   child’s development will not be normal because she mixes up the two   languages. You respond:

d.
“Your child’s speech is normal and bilingual children commonly     intermix the words from both languages until about 3 years of age.”