Create a visual representation of the relationship between health policy and legislation, regulation, finance, and practice.
Show dependencies and interrelation.
Analyze how each aspect is connected to the others.
Provide examples of the interconnected relationships from your experience.
The Project: The use of Mobile Health to Improve Medication Adherence in the Psychiatric patients.
Answer the following.
1.The type of leadership skills needed to make this project successful
2. Using the Jung/Briggs Myers Personality Traits and Faces of Innovation book, describe each team member’s
a. personality type (2-3 slides per team/group member)
b. strengths and weaknesses (individual and team contributions)
c. plan for development and/or improvement
3. Finally discuss the impact of the group work overall and who emerged as the leaders and follows; cite any conflicts and the resolutions that occurred
4. References
Attention writer: my personality trait is ENTJ
Extraverted iNtuitive Thinking Judging (elaborate more it)you can research on it
Attention writer : strengths and weaknesses
Attention writer: all team where cooperative and everybody made an input in the project.
Attention writer: I emerged as the leader,
Attention writer: the conflict was based on the team struggling to select a proper and a potential innovative change project that could be used in any health care setting.
Attention writer: for resolution, we finally agreed on the use of Mobile Health to Improve Medication Adherence in the Psychiatric patients.
Read the Multifactorial Medication Mishap case study (Used with permission: Agency for Healthcare Research and Quality Patient Safety Network).
Complete the root cause analysis worksheet to analyze the case.
(DEAR WRITER: (I have completed this worksheet and attached it in the additional material)
Multifactorial Medication Mishap Case Study:
The Case A previously healthy 50-year-old man was hospitalized while recovering from an uncomplicated spine surgery. Although he remained in moderate pain, clinicians planned to transition him from intravenous to oral opioids prior to discharge. The patient experienced nausea with pills but told the bedside nurse he had taken liquid opioids in the past without difficulty. The nurse informed the physician that the patient was having significant pain, and liquid opioids had been effective in the past. When the physician searched for liquid oxycodone in the computerized prescriber order entry (CPOE) system, multiple options appeared on the list —two formulations for tablets and two for liquid (the standard 5 mg per 5 mL concentration and a more concentrated 20 mg per mL formulation). At this hospital, the CPOE system listed each choice twice, one entry with the generic name and one entry with a brand name. In all, the physician saw eight different choices for oxycodone products. The physician chose the concentrated oxycodone liquid product, and ordered a 5-mg dose. All medication orders at the hospital had to be verified by a pharmacist. The pharmacist reviewing this order recognized that the higher concentration was atypical for inpatients but assumed it was chosen to limit the volume of fluid given to the patient. The pharmacist verified the order and, to minimize the risk of error, added a comment to both the electronic medication administration record (eMAR) and the patient-specific label that the volume to be given was 0.25 mL (5 mg). For added safety, the pharmacist personally retrieved, labeled, and delivered the drug and a calibrated syringe to the bedside nurse to clarify that this was a high concentration formulation for which the volume to administer was 0.25 mL (a smaller volume than would typically be delivered). Shortly thereafter, the nurse went to the bedside to administer the drug to the patient for his ongoing pain. She gave the patient 2.5 mL (50 mg) of liquid oxycodone, a volume that she was more used to giving, and then left for her break. A covering nurse checked on the patient and found him unconscious—a code blue was called. The patient was given naloxone (an agent that reverses the effect of opioids), and he responded well. He was transferred to the intensive care unit for ongoing monitoring and a continuous infusion of naloxone to block the effect of the oxycodone. By the following morning, the patient had returned to his baseline with no apparent adverse effects.
Write a 525 word-summary in which you:
Explain why a root cause analysis was appropriate for this situation.
Analyze the impact of using tools like RCA, FMEA, and PDSA on the quality and safety of patient care.
Cite a minimum of two peer-reviewed or evidence-based sources published within the last five years to support your summary in an APA-formatted reference page.
Submit your worksheet and summary.
Paper Criteria
Write a 4-page Proposal based off of the below scenario.
You are a nurse attending a meeting of your state’s Board of Nursing. During the meeting, A presentation is given by a nurse informaticist. In her presentation she details her role and its impact on positive patient and organizational outcomes in her workplace. You recognize that a nurse Informaticist would be beneficial to your organization because of the many undergoing technological changes.
You bring this information forward during a town hall meeting with the CNO chief nursing officer and human resources (HR) manager. These individuals ask you to prepare a evidence-based proposal to support the new role. They need your proposal before an upcoming fiscal meeting.
Paper format and outline
Title I: Nursing Informatics and the Nurse Informaticist
Title II: Nurse Informaticists and Other Health Care Organizations
Title III: Impact of Full Nurse Engagement in Health Care Technology
Title IV: Opportunities and Challenges
Conclusion
Describes the learning environment most appropriate for the educational topic and intended audience that you identified.
Briefly describes and evaluates theories of classroom management, learner management, and learner motivation that are relevant to your course and intended audience.
Describes evidence-based strategies for classroom and learner management and evidence-based best practices to enhance learner motivation and how you would employ these in your learning environment and with a diverse group of learners.
Supports your choices with scholarly resources.
Cushing’s Syndrome/Disease
Purpose: The student will examine the pathophysiology of an assigned condition to foster the development of critical thinking and clinical reasoning in practice. Through examination of the pathophysiology of a disease process, the student will apply the principles of pharmacotherapeutics in managing/mitigating the pathophysiological processes of the disease.
Guidelines:
• Introduction and description of the disease process. Discuss the significance and impact of the disease across the lifespan.
• Analyze the pathophysiology of the condition, related history, clinical manifestations, and physical findings specific to the disease process.
• Perform a literature search of evidence-based approved medications in Canada used to treat or mitigate the disease process. Focus on three (3) common medications used to treat or mitigate the disease process. If these medications are all of the same class, describe the pharmacological differences between the individual medications.
o o Explain pharmacological theory of medications used for the management of the related disease process.
o Explain pharmacological processes to managing/mitigating the pathophysiology of the related disease process.
o Do not discuss the dosing or treatment goals. Focus only on pharmacology of the medications.
• Include a minimum of seven (7) current and relevant scholarly resources published within the last five years
• 5-6 pages in length (not including the title page and references).
• All technical writing and formatting are consistent with APA 7th edition.
• Refer to the Academic Paper Marking Rubric
Select one pulmonary, cardiac, peripheral vascular, or lymphatic system disorder. Discuss the clinical characteristics and identify the appropriate laboratory, imaging, and other diagnostic and screening tools that apply to this disorder. Explain why these tests or tools were chosen as appropriate to the conditions. Select different topics from that of your classmates.
Research public health issues on the “Climate Change” or “Topics and Issues” pages of the American Public Health Association (APHA) website. Investigate a public health issue related to an environmental issue within the U.S. health care delivery system and examine its effect on a specific population.
Write a summary on the issue, explains the effect on the population, and proposes a solution to the issue.
Follow this outline when writing the policy brief:
Describe the policy health issue. Include the following information: (a) what population is affected,
(b) at what level does it occur (local, state, or national), and (c) evidence about the issues supported by resources.
Create a problem statement.
Provide suggestions for addressing the health issue caused by the current policy. Describe what steps are required to initiate policy change. Include necessary stakeholders (government officials, administrator) and budget or funding considerations, if applicable.
Discuss the impact on the health care delivery system.
Include three peer-reviewed sources and two other sources to support the policy brief.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required
Introduction:
The purpose of this task is to develop a teaching plan to promote community and population health. Using the provided scenario, you will be required to determine the best way to reach a chosen age group within your community while considering personal differences and professional beliefs. You will develop a teaching plan for your chosen topic and on completion and submission of the task, will be awarded six hours for service learning.
Scenario:
Local stakeholders have recognized that there is an increase in certain diseases within your community. As a nursing student, they would like for you to play an active role in health promotion and disease prevention within the community. You should pick one disease to develop a teaching plan appropriate for your selected age group.
Diseases to choose from:
HPV
Covid-19
Syphilis
Gonorrhea
Chlamydia
HIV
Hepatitis A
Rocky Mountain Spotted Fever
Reflect on these questions before you begin working on this task:
What are your personal feelings about this disease and how the disease is transmitted?
If vaccines are available to help prevent this disease, what are your personal feelings regarding the vaccine and others being vaccinated?
How does taking care of patients with this disease affect you as a nurse?
What is your role as a nurse in helping to prevent the further spread of this disease?
Requirements:
Your submission should be your own work. The submissions will be checked for plagiarism so do not copy another student’s work. Your work should include:
1. 3-5 page typed paper that identifies the chosen disease, your teaching age group, your teaching plan, how you plan to carry out your teaching plan, controversial issues that may arise while conducting your teaching plan, how you will handle this, and how your personal beliefs and values may influence your teaching on this disease.
2. Pictures, videos, or pamphlets developed for distribution for visual aids should also be posted with your assignment. You are required to submit at least one visual aid that supports written teaching plan.
3. Be sure to include citations and corresponding references for any borrowed or published data you may include in your teaching plan.
Discovering a Scenario Topic/Purpose-
Post your discoveries in selecting topic for the Design of a Simulation Experience Including Nursing project by answering the following:
According to INACSL Standards of Best Practice, Simulation Design, Criterion 1, a “needs assessment” must be conducted to determine the evidence of a simulation activity.
1.What “educational needs” do you observe in your area of expertise that a simulation activity could improve patient outcomes?
2. Who are the participants? Students, practicing nurses?
3. Will the simulation enhance curriculum? Address compentencies? Improve quality of care and patient safety? Promote readiness for clinical practice?
4.What course or unit the simulation is for?
5. Your chosen simulation topic/diagnosis (i.e., resp. distress r/t…, altered LOC r/t…, seizure activity interventions, etc.)
-As you think about outcomes remember the nursing process: recognize and assess for a condition, identify a nursing diagnosis, plan for treatment, evaluate the effectiveness of the treatment.
6. The chosen age group of your “patient population” (child versus adult).
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