Tag: Care Plans

  • [Solved] Healthcare Policy and Analysis

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    Elected Office – 2 years ago **files (1)** – ## DISCUSSION.HealthcarePolicyandAnalysis……docx **## DISCUSSION.HealthcarePolicyandAnalysis……docx** **Healthcare Policy and Analysis** DUE January 26, 2025 Elected Office What is the potential impact of nurses holding elected office? How might hea…

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    Elected Office

    – 2 years ago

    **files (1)**

    – ## DISCUSSION.HealthcarePolicyandAnalysis……docx

    **## DISCUSSION.HealthcarePolicyandAnalysis……docx**

    **Healthcare Policy and Analysis**

    DUE January 26, 2025

    Elected Office

    What is the potential impact of nurses holding elected office? How might healthcare policy advocacy change if nurses are seated at the table?

    For this Discussion, you will consider what it takes to run for an elected office, as well as explore what is at stake for nurses to run for these positions. You will identify nurses elected to public office, and you will consider the impact of these positions. How might learning about policy and advocacy pave the wave for a future as an elected official?

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/144126/modules/items/5623938)

    Learning Resources

    Required Resources

    [Readings](https://waldenu.instructure.com/courses/144126/pages/week-8-10-learning-resources?module_item_id=5623938)

    · Dawes, D. E. (2020).
    _The political determinants of health_. Johns Hopkins University Press.

    · Chapter 4, “How the Game is Played: Successful Employment of the Political Determinants of Health” (pp. 78–111)

    · Porche, D. J. (2023).
    _Health policy: Applications for nurses and other healthcare professionals_(3rd ed.). Jones & Bartlett Learning.

    · Chapter 13, “Board Governance and Policy Leadership” (pp. 185–192)

    · Chapter 14, “Institutional and Organizational/ Association Policy” (pp. 193–199)

    · Chapter 17, “Policy Institutes” (pp. 255–264)

    · American Association of Nurse Anesthesiology. (2022).
    [_Advocacy and policyLinks to an external site._](https://www.aana.com/advocacy) _._ https://www.aana.com/advocacy

    · American Association of Nurse Practitioners. (2022).
    [_AANP advocacy: Championing the NP role and amplifying the NP voiceLinks to an external site._](https://www.aanp.org/advocacy) _._ https://www.aanp.org/advocacy

    · American Nurses Association. (2018).
    [_ANA advocacy toolkitLinks to an external site._](https://rnaction.org/SitePages/toolkit.aspx) _._ https://rnaction.org/SitePages/toolkit.aspx

    · American Nurses Association. (n.d.).
    [_Nurses serving in congressLinks to an external site._](https://www.nursingworld.org/practice-policy/advocacy/federal/nurses-serving-in-congress/) _._ https://www.nursingworld.org/practice-policy/advocacy/federal/nurses-serving-in-congress/

    · Centers for Disease Control and Prevention, Office of Policy, Performance, and Evaluation. (2021).
    [_Resources for writing briefs_ Links to an external site.](https://www.cdc.gov/policy/polaris/training/writing-briefs/index.html). https://www.cdc.gov/policy/polaris/training/writing-briefs/index.html

    · IDRC. (n.d.).
    [_How to write a policy brief_ Links to an external site.](https://idrc-crdi.ca/en/funding/resources-idrc-grantees/how-write-policy-brief). https://idrc-crdi.ca/en/funding/resources-idrc-grantees/how-write-policy-brief

    · International Council of Nurses. (n.d.).
    [https://www.icn.ch/Links to an external site.](https://www.icn.ch/)

    · International Council of Nurses. (2022).
    [_Nursing policyLinks to an external site._](https://www.icn.ch/nursing-policy) _._ https://www.icn.ch/nursing-policy

    · National League for Nursing. (2022).
    [_Public policyLinks to an external site._](https://www.nln.org/public-policy) _._ https://www.nln.org/public-policy

    · National League for Nursing. (2022).
    [_Toolkit homeLinks to an external site._](https://www.nln.org/education/teaching-resources/professional-development-programsteaching-resources/toolkits) _._ https://www.nln.org/education/teaching-resources/professional-development-programsteaching-resources/toolkits

    · Open Secrets. (2021).
    [_Health professionalsLinks to an external site._](https://www.opensecrets.org/industries/indus.php?ind=H01) _: Summary._ https://www.opensecrets.org/industries/indus.php?ind=H01

    · Pitsker, K. (2019, November 26). How to run for local office.
    [_Kiplinger_ Links to an external site.](https://www.kiplinger.com/article/business/t043-c000-s002-how-to-run-for-local-office.html). https://www.kiplinger.com/article/business/t043-c000-s002-how-to-run-for-local-office.html

    ·
    [She Should RunLinks to an external site.](https://sheshouldrun.org/). (2020).
    [https://sheshouldrun.org/Links to an external site.](https://sheshouldrun.org/) **Note:** Explore this site on the topic of “Running for Elected Office.” You will need to join (free) to access the self-quizzes and materials.

    · United Nations. (n.d.). Sustainable development goals:
    [_17 goals to transform our worldLinks to an external site._](https://www.un.org/sustainabledevelopment/) _._ https://www.un.org/sustainabledevelopment/

    · Weakley, S., & Tarrega, M. (n.d.).
    [_How to write a policy brief_ Links to an external site.](https://policyscotland.gla.ac.uk/wp-content/uploads/2021/04/TSRFWritingaPolicyBrief.pdf). https://policyscotland.gla.ac.uk/wp-content/uploads/2021/04/TSRFWritingaPolicyBrief.pdf

    ·
    **Document:** [Global Issues Impacting Nursing](https://waldenu.instructure.com/courses/144126/files/11127103?wrap=1) [Download Global Issues Impacting Nursing](https://waldenu.instructure.com/courses/144126/files/11127103/download?download_frd=1)(PDF)

    [Media](https://waldenu.instructure.com/courses/144126/pages/week-8-10-learning-resources?module_item_id=5623938)

    · American Nurses Association. (2021, May 11). RNAction:
    [_When nurses speak, Washington listensLinks to an external site._](https://www.youtube.com/watch?v=IJD60OucJn0) [Video]. https://www.youtube.com/watch?v=IJD60OucJn0

    **Note:** The approximate length of this media piece is 1 minute.

    · Parks, M., & Weiner, C. (2019, October 19).
    [_How to run for office_ Links to an external site.](https://www.npr.org/2019/10/15/770332855/how-to-run-for-office) [Multimedia]. NPR. https://www.npr.org/2019/10/15/770332855/how-to-run-for-office

    To Prepare:

    · Review resources about running for elected office.

    · Consider what it might take—including resources, manpower, education, money, etc.—to run for office.

    · Research nurses who have become elected officials.

    · Consider why nurses might consider running for office.

    By Day 3 of Week 10

    **Post** a response detailing the following:

    · What does it take to run for elected office? What are the resources you may need?

    · After determining what it takes to run for office, identify an elected official that is a nurse (anywhere in the world), and then provide an introduction, with a picture, for this official.

    · Finally, explain why running for office is important for nurses to consider.

    **## DISCUSSION.HealthcarePolicyandAnalysis……docx**

    **Healthcare Policy and Analysis**

    DUE January 26, 2025

    Elected Office

    What is the potential impact of nurses holding elected office? How might healthcare policy advocacy change if nurses are seated at the table?

    For this Discussion, you will consider what it takes to run for an elected office, as well as explore what is at stake for nurses to run for these positions. You will identify nurses elected to public office, and you will consider the impact of these positions. How might learning about policy and advocacy pave the wave for a future as an elected official?

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/144126/modules/items/5623938)

    Learning Resources

    Required Resources

    [Readings](https://waldenu.instructure.com/courses/144126/pages/week-8-10-learning-resources?module_item_id=5623938)

    · Dawes, D. E. (2020).
    _The political determinants of health_. Johns Hopkins University Press.

    · Chapter 4, “How the Game is Played: Successful Employment of the Political Determinants of Health” (pp. 78–111)

    · Porche, D. J. (2023).
    _Health policy: Applications for nurses and other healthcare professionals_(3rd ed.). Jones & Bartlett Learning.

    · Chapter 13, “Board Governance and Policy Leadership” (pp. 185–192)

    · Chapter 14, “Institutional and Organizational/ Association Policy” (pp. 193–199)

    · Chapter 17, “Policy Institutes” (pp. 255–264)

    · American Association of Nurse Anesthesiology. (2022).
    [_Advocacy and policyLinks to an external site._](https://www.aana.com/advocacy) _._ https://www.aana.com/advocacy

    · American Association of Nurse Practitioners. (2022).
    [_AANP advocacy: Championing the NP role and amplifying the NP voiceLinks to an external site._](https://www.aanp.org/advocacy) _._ https://www.aanp.org/advocacy

    · American Nurses Association. (2018).
    [_ANA advocacy toolkitLinks to an external site._](https://rnaction.org/SitePages/toolkit.aspx) _._ https://rnaction.org/SitePages/toolkit.aspx

    · American Nurses Association. (n.d.).
    [_Nurses serving in congressLinks to an external site._](https://www.nursingworld.org/practice-policy/advocacy/federal/nurses-serving-in-congress/) _._ https://www.nursingworld.org/practice-policy/advocacy/federal/nurses-serving-in-congress/

    · Centers for Disease Control and Prevention, Office of Policy, Performance, and Evaluation. (2021).
    [_Resources for writing briefs_ Links to an external site.](https://www.cdc.gov/policy/polaris/training/writing-briefs/index.html). https://www.cdc.gov/policy/polaris/training/writing-briefs/index.html

    · IDRC. (n.d.).
    [_How to write a policy brief_ Links to an external site.](https://idrc-crdi.ca/en/funding/resources-idrc-grantees/how-write-policy-brief). https://idrc-crdi.ca/en/funding/resources-idrc-grantees/how-write-policy-brief

    · International Council of Nurses. (n.d.).
    [https://www.icn.ch/Links to an external site.](https://www.icn.ch/)

    · International Council of Nurses. (2022).
    [_Nursing policyLinks to an external site._](https://www.icn.ch/nursing-policy) _._ https://www.icn.ch/nursing-policy

    · National League for Nursing. (2022).
    [_Public policyLinks to an external site._](https://www.nln.org/public-policy) _._ https://www.nln.org/public-policy

    · National League for Nursing. (2022).
    [_Toolkit homeLinks to an external site._](https://www.nln.org/education/teaching-resources/professional-development-programsteaching-resources/toolkits) _._ https://www.nln.org/education/teaching-resources/professional-development-programsteaching-resources/toolkits

    · Open Secrets. (2021).
    [_Health professionalsLinks to an external site._](https://www.opensecrets.org/industries/indus.php?ind=H01) _: Summary._ https://www.opensecrets.org/industries/indus.php?ind=H01

    · Pitsker, K. (2019, November 26). How to run for local office.
    [_Kiplinger_ Links to an external site.](https://www.kiplinger.com/article/business/t043-c000-s002-how-to-run-for-local-office.html). https://www.kiplinger.com/article/business/t043-c000-s002-how-to-run-for-local-office.html

    ·
    [She Should RunLinks to an external site.](https://sheshouldrun.org/). (2020).
    [https://sheshouldrun.org/Links to an external site.](https://sheshouldrun.org/) **Note:** Explore this site on the topic of “Running for Elected Office.” You will need to join (free) to access the self-quizzes and materials.

    · United Nations. (n.d.). Sustainable development goals:
    [_17 goals to transform our worldLinks to an external site._](https://www.un.org/sustainabledevelopment/) _._ https://www.un.org/sustainabledevelopment/

    · Weakley, S., & Tarrega, M. (n.d.).
    [_How to write a policy brief_ Links to an external site.](https://policyscotland.gla.ac.uk/wp-content/uploads/2021/04/TSRFWritingaPolicyBrief.pdf). https://policyscotland.gla.ac.uk/wp-content/uploads/2021/04/TSRFWritingaPolicyBrief.pdf

    ·
    **Document:** [Global Issues Impacting Nursing](https://waldenu.instructure.com/courses/144126/files/11127103?wrap=1) [Download Global Issues Impacting Nursing](https://waldenu.instructure.com/courses/144126/files/11127103/download?download_frd=1)(PDF)

    [Media](https://waldenu.instructure.com/courses/144126/pages/week-8-10-learning-resources?module_item_id=5623938)

    · American Nurses Association. (2021, May 11). RNAction:
    [_When nurses speak, Washington listensLinks to an external site._](https://www.youtube.com/watch?v=IJD60OucJn0) [Video]. https://www.youtube.com/watch?v=IJD60OucJn0

    **Note:** The approximate length of this media piece is 1 minute.

    · Parks, M., & Weiner, C. (2019, October 19).
    [_How to run for office_ Links to an external site.](https://www.npr.org/2019/10/15/770332855/how-to-run-for-office) [Multimedia]. NPR. https://www.npr.org/2019/10/15/770332855/how-to-run-for-office

    To Prepare:

    · Review resources about running for elected office.

    · Consider what it might take—including resources, manpower, education, money, etc.—to run for office.

    · Research nurses who have become elected officials.

    · Consider why nurses might consider running for office.

    By Day 3 of Week 10

    **Post** a response detailing the following:

    · What does it take to run for elected office? What are the resources you may need?

    · After determining what it takes to run for office, identify an elected official that is a nurse (anywhere in the world), and then provide an introduction, with a picture, for this official.

    · Finally, explain why running for office is important for nurses to consider.

  • [Solved] As nurse leaders, what factors, other than patient advocacy, must Megan and Kenny consider when discerning the best clinical pathway for Joan?

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    In-depth study guidance and analytical solution covering As nurse leaders, what factors, other than patient advocacy, must Megan and Kenny consider when discerning the best clinical pathway for Joan?.

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  • [Solved] case study due in 24 hours

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## NRNP6552week9cases.pdf **## NRNP6552week9cases.pdf** Case #1. Teresa. History of Present Illness (HPI): Teresa is a 34-year-old Hispanic G2P2002. She presents to your office today at 10-weeks post-partum (PP) for her 6-week PP check. She underwent a C-section for fai…

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    – 2 years ago

    **files (1)**

    – ## NRNP6552week9cases.pdf

    **## NRNP6552week9cases.pdf**

    Case #1. Teresa.

    History of Present Illness (HPI): Teresa is a 34-year-old Hispanic G2P2002. She presents to your office

    today at 10-weeks post-partum (PP) for her 6-week PP check. She underwent a C-section for failure to

    progress following a 20-hour labor with Pitocin augmentation. She was discharged from the hospital on

    day 2 post-partum without complications. Teresa has had difficulty with breast feeding due to

    discomfort in her suture line and terrible pain in her right breast since her discharge from the hospital.

    She reports occasional chills- she has not measured her temperature at home. Teresa was seen by the

    lactation consultant while in the hospital but “nothing is working” and her son “cries all the time”. She

    is afraid to feed her son formula as her mother-in-law wants her to “keep trying to breastfeed”. Teresa

    tells you she feels as if she has failed her son- “it was so easy with my first baby, I know my husband

    thinks I am a bad mother”.

    Prior medical history: None. Prior surgical history: Appendectomy (2000)

    Current medications: Prenatal vitamins, stool softener. Allergies: None

    OB- GYN History: NSVD (2019) healthy female 7lb 10oz; C-section healthy male 8 lbs. 8 oz as per HPI.

    Menarche age 12, cycle length- 5 days- frequency every 28 days- 4-5 tampons per day. No history of

    sexually transmitted infections (STDs). History of abnormal pap smear in 2019 which was followed by a

    normal colposcopy. Last pap (during recent prenatal care) reported normal. HIV negative.

    LMP: First PP menstrual cycle last week. Has not resumed sexual activity PP. Contraception history:

    Oral contraceptives, condoms.

    Social history: Lives with husband, mother- in- law, and children. Stay at home mom. Denies EtOH or

    recreational drug use, never smoker. Her family speaks Spanish at home; she is fluent in English.

    Family history: Unremarkable.

    Review of Systems (ROS): Negative except as noted in HPI.

    Physical Exam (PE)

    VS: BP: 110/70, P: 90, RR: 18, T: 38.4, Weight: 132 lbs.

    Teresa’s C-section suture line is healing well without erythema or tenderness. No vaginal discharge or

    lesions, no cervical motion tenderness (CMT), uterus normal size firm and non-tender. On breast exam,

    you do note an erythematous, swollen, and painful area to the right breast. Her physical exam is

    otherwise unremarkable.

    Case #2. Joanna.

    History of Present Illness (HPI): Joanna is a 28-year-old Caucasian G4P1021. She is single, living with her

    father and 2-year-old daughter. She has a part-time job as a server at the local restaurant; she does not

    have health insurance. Joanna presents to your office at the community health center today stating she

    is pregnant and wants to receive OB care. She tells you that she has not yet been evaluated for this

    pregnancy as she was afraid to take time off from work and did not have enough money to pay for the

    visit.

    Prior medical history: None. Prior surgical history: None

    Current medications: None. Allergies: Penicillin

    OB- GYN History: NSVD (2021) healthy female 6lb 8oz. Menarche age 10, cycle length- 3 days- irregular

    cycles since menarche- frequency every 20-30 days- 2-3 tampons per day. No history of sexually

    transmitted infections (STDs). Joanna’s OB history includes two first trimester elective terminations of

    pregnancy, and 1 term female infant delivered vaginally at 37 weeks. Denies any complications during

    her prior pregnancy however, she notes that her daughter experienced hypoglycemia and respiratory

    distress, spending 2 weeks in the Neonatal Intensive Care Unit (NICU).

    LMP: Approximately 5 months ago. Contraception history: Condoms “sometimes”.

    Social history: Lives with her retired father and daughter. Restaurant server. Denies EtOH or

    recreational drug use. Currently smoking 1 pack of cigarettes/ day (15 pack-year history). She and her

    mother are still paying for her daughter’s NICU stay. The child’s father is not involved in any way.

    Family history: Mother (deceased age 55)- Type 2 diabetes.

    Review of Systems (ROS): Unremarkable with exception of dysuria (“it burns when I pee”) over the past

    1-week. Denies fever, chills, abdominal or flank pain. Thick white vaginal discharge and “itching” for the

    past month.

    Physical Exam (PE)

    VS: BP: 108/68, P: 72, RR: 18, T: 37.3, Weight 144lbs

    On physical exam you palpate a fundal height of approximately 20cm with an audible fetal heart tone

    (FHT) of 160. On speculum exam you visualize a multiparous cervix without lesions; bluish discoloration

    of the cervix, vagina, and vulva is noted with a thick, white discharge. There is no cervical motion

    tenderness (CMT) on exam. The uterus is anteverted, non- tender, with fundus palpable at the

    umbilicus. Joanna’s physical exam is otherwise unremarkable.

    Wet mount reveals budding yeast. Urine dipstick with 1+ leukocytes, trace blood and 2+ glucose.

    Case #3. Monica.

    History of Present Illness (HPI): Monica is a 43-year-old African- American G3P2102. She is currently

    separated from her husband of 20 years and is working full-time as a legal secretary. About 8 months

    ago, Monica started having irregular periods with heavier than usual flow until she stopped having

    periods or any vaginal bleeding about 3 months ago. She is currently recovering from a “stomach flu”

    however, she reports daily nausea, vomiting, bloating and decreased appetite over the past 3 weeks.

    She is worried because she has gained 12 pounds over the last 3 months “due to menopause”. She

    comes to the clinic today to discuss menopause symptoms and hormone replacement therapy.

    Prior medical history: Hypertension (2010)- well controlled on current antihypertensive

    Prior surgical history: Cholecystectomy (2015)

    Current medications: Lisinopril 10mg daily. Allergies: None

    OB- GYN History: NSVD x 2 (2015, 2019) healthy female 6lb 8oz; healthy female 7lbs 6oz. First trimester

    miscarriage (9 weeks) in 2014. Menarche age 15, cycle length-7 days- frequency every 28 days- 5-6 pads

    per day. No history of sexually transmitted infections (STDs). No history of abnormal pap (last pap 2

    years ago).

    LMP: Approximately 3 months ago. Contraception history: Condoms; past use of oral contraceptives.

    Social history: Lives with her elderly father, 2 daughters. Separated from her husband for 6 months.

    Family history: Mother deceased (age 60)- breast cancer. Father alive (age 70)- hypertension.

    Review of Systems (ROS): Unremarkable with exception of as noted in HPI.

    Physical Exam (PE)

    VS: BP: 130/78, P: 78, RR: 18, T: 36.1 Weight: 152 lbs.

    Physical exam is unremarkable with exception of a palpable 12- 14 weeks size uterus on bimanual. You

    check a for a fetal heartbeat and obtain a heart tone of 145 via doppler. The intake nurse reports that a

    urine pregnancy test came back positive.

    Monica is in disbelief.

    Case #4. Laura.

    History of Present Illness (HPI): Laura is a 16-year-old Caucasian G1P0. She presents to your office after

    missing her second period. She is “worried” as she “always gets her period on time”. She is in high

    school- about to enter the 11th grade. She lives with her grandmother and 2 older siblings. Her urine

    pregnancy test in clinic today is positive.

    Laura is sexually active with her boyfriend; they do not use condoms. He “pulls out” as birth control.

    She reports being treated at the health department for chlamydia and gonorrhea earlier this year. She

    thinks her boyfriend was treated but he is not answering her calls since she told him about the missed

    periods a few weeks ago. She reports daily nausea, vomiting and dysuria for the past 2 weeks.

    Prior medical history: None. Prior surgical history: None

    Current medications: None. Allergies: None

    OB- GYN History: Menarche age 12, cycle length-7 days- frequency every 30 days- 2 tampons per day.

    History of chlamydia and gonorrhea (GC) in the past year. Last pap reported normal at the time of

    chlamydia/ GC diagnosis. Has not received Human Papillomavirus (HPV) vaccine.

    LMP: Approximately 2 months ago. Contraception history: Withdrawal

    Social history: Lives with her grandmother, siblings. Denies EtOH or recreational drug use. Currently

    smoking 1 pack of cigarettes/ day

    Family history: Mother deceased at age 42- drug overdose. Father unknown.

    Review of Systems (ROS): Unremarkable with exception of as noted in HPI.

    Physical Exam (PE)

    VS: BP: 110/68, P: 80, RR: 18, T: 37.1 Weight: 110 lbs. (states usual weight 120 lbs.).

    Physical exam is unremarkable with exception of a cloudy, yellow mucoid cervical discharge on speculum

    exam; friable appearance of the cervix with cervical motion tenderness (CMT). You palpate an 8-week

    size uterus on bimanual.

    Laura’s urine reveals 2+ ketones, 2+ nitrates, and 3+ leukocytes.

    Case 5: Denise.

    Denise is a 30-year-old Black female G0 with a history of seizure disorder who presents to clinic for her

    annual well visit. She is excited to tell you that she is getting married in 2 months and they are planning

    to start a family “right away”. Denise went to see her gynecologist last month who told her she was

    “young and healthy- not to worry, everything will work out fine”. No labs were done at the gyn visit; she

    hasn’t started prenatal vitamins. She comes to see you today as she “wants to be sure that she is up to

    date on everything she needs” before the wedding.

    Prior medical history: Seizure disorder (diagnosed at age 18). Prior surgical history: None

    Current medications: Levetiracetam 500mg 2 times a day. Allergies: None

    Reports she believes she has had all childhood vaccinations. Has not received COVID or influenza

    vaccines. She is not sure about Hepatitis B or Tdap.

    OB- GYN History: G0. Menarche age 14, cycle length-5 days- frequency every 28 days- 2-3 pads per day.

    No history of sexually transmitted infection. Last PAP 2020, no history of abnormal PAP. Has not

    received Human Papillomavirus (HPV) vaccine. Her only sexual partner is her current fiancé (male). LMP

    was approximately 2 weeks ago. Contraception history: Condoms.

    Social history: Sixth grade teacher. Lives with her fiancé. Denies EtOH or recreational drug use. Has

    never smoked cigarettes or vaped.

    Family history: Mother (age 56) alive and well. Father deceased at age 50 from lung cancer (smoker).

    Sister aged 21- healthy. Maternal grandmother alive age 88 (hysterectomy for fibroid uterus). Maternal

    grandfather deceased age 78 (unknown cause). Paternal grandparents- unknown.

    Review of Systems (ROS).

    Constitutional: No Weight Change, No Fever, No Chills, No Night Sweats, No Fatigue, No Malaise

    ENT/Mouth: No Hearing Changes, No Ear Pain, No Nasal Congestion, No Sinus Pain, No Hoarseness, No

    sore throat, No Rhinorrhea, No Swallowing Difficulty

    Eyes: No Eye Pain, No Swelling, No Redness, No Foreign Body, No Discharge, No Vision Changes

    Cardiovascular: No Chest Pain, No SOB, No Dyspnea on Exertion, No Orthopnea, No Claudication, No

    Edema, No Palpitations

    Respiratory: No Cough, No Sputum, No Wheezing, No Smoke Exposure, No Dyspnea

    Gastrointestinal: No Nausea, No Vomiting, No Diarrhea, Occasional Constipation (managed with diet),

    No Pain, No Heartburn, No Anorexia, No Dysphagia, No Hematochezia, No Melena, No Flatulence, No

    Jaundice

    Genitourinary: No Dysmenorrhea, No Abnormal Vaginal Bleeding, No Dyspareunia, No Dysuria, No

    Urinary Frequency, No Hematuria, No Urinary Incontinence, No Urgency, No Flank Pain, No Urinary Flow

    Changes, No Hesitancy

    Musculoskeletal: No Arthralgias, No Myalgias, No Joint Swelling, No Joint Stiffness, No Back Pain, No

    Neck Pain, No Injury History

    Skin: No Skin Lesions, No Pruritis, No Hair Changes, No Breast/Skin Changes, No Nipple Discharge

    Neuro: No Weakness, No Numbness, No Paresthesia, No Loss of Consciousness, No Syncope, No

    Dizziness, No Headache, No Coordination Changes. Last reported seizure was 10 years ago. Followed by

    neurologist- last seen in 2023.

    Psych: No Anxiety/Panic, No Depression, No Insomnia. No Memory Changes. Denies Violence/Abuse,

    No Eating Concerns

    Heme/Lymph: No Bruising, No Bleeding, No Transfusion History, No Lymphadenopathy

    Endocrine: No Polyuria, No Polydipsia, No Temperature Intolerance

    Physical Exam (PE).

    VS: BP: 130/84, P: 80, RR: 18, T: 37.1, Weight: 118 lbs. BMI 19.0

    General: Awake, alert, and oriented. No acute distress. Well developed, hydrated, and nourished.

    Appears stated age.

    Skin: Skin in warm, dry, and intact without rashes or lesions. Appropriate color for ethnicity. Nailbeds

    pink with no cyanosis or clubbing.

    Head: The head is normocephalic and atraumatic without tenderness, visible or palpable masses,

    depressions, or scarring. Hair is of normal texture and evenly distributed.

    Eyes: Conjunctivae are clear without exudates or hemorrhage. Sclera is non-icteric. No signs of

    nystagmus. Eyelids are normal in appearance without swelling or lesions.

    Ears: The external ear and ear canal are non-tender and without swelling.

    Nose: Nasal mucosa is pink and moist. Nares are patent bilaterally.

    Throat: Oral mucosa is pink and moist with good dentition. Tongue normal in appearance without lesions

    and with good symmetrical movement. The pharynx is normal in appearance without tonsillar swelling

    or exudates.

    Neck: The neck is supple without adenopathy. Trachea is midline. Thyroid gland is normal without

    masses.

    Cardiac: The external chest is normal in appearance. Heart rate and rhythm are normal. No murmurs,

    gallops, or rubs are auscultated.

    Respiratory: The chest wall is symmetric and without deformity. Lung sounds are clear in all lobes

    bilaterally without rales, rhonchi, or wheezes.

    Breasts: Symmetrical. No Masses, Dimpling or Nipple Discharge. No Axillary Adenopathy.

    Abdominal: Abdomen is soft, symmetric, and non-tender without distention. There are no visible lesions

    or scars. Umbilicus is midline without herniation. Bowel sounds are present and normoactive in all four

    quadrants. No masses, hepatomegaly, or splenomegaly are noted.

    Genital: External genitalia is normal in appearance without lesions, swelling, masses or tenderness.

    Vagina is pink and moist without lesions or discharge. Cervix is non-tender without lesions. Uterus is

    anteflexed, non-tender and normal in size. Ovaries are non-tender without palpable masses or

    enlargement.

    Extremities: Upper and lower extremities are atraumatic in appearance without tenderness or deformity.

    No swelling or erythema.

    Neurological: The patient is awake, alert, and oriented to person, place, and time with normal speech.

    Motor function is normal with muscle strength 5/5 bilaterally to upper and lower extremities. Sensation

    is intact bilaterally. Reflexes 2+ bilaterally. No gait abnormalities are appreciated.

    Psychiatric: Appropriate mood and affect. Good judgement and insight. No suicidal or homicidal

    ideation.

    What is your pre conceptual plan for Denise? What are her risks?

    Keep in mind that the goal of pre-conceptual care is to reduce the risk of adverse health effects for the

    woman, fetus, and neonate- optimize health and prevention; address modifiable risk factors, chronic

    illnesses, and medication safety.

    **## NRNP6552week9cases.pdf**

    Case #1. Teresa.

    History of Present Illness (HPI): Teresa is a 34-year-old Hispanic G2P2002. She presents to your office

    today at 10-weeks post-partum (PP) for her 6-week PP check. She underwent a C-section for failure to

    progress following a 20-hour labor with Pitocin augmentation. She was discharged from the hospital on

    day 2 post-partum without complications. Teresa has had difficulty with breast feeding due to

    discomfort in her suture line and terrible pain in her right breast since her discharge from the hospital.

    She reports occasional chills- she has not measured her temperature at home. Teresa was seen by the

    lactation consultant while in the hospital but “nothing is working” and her son “cries all the time”. She

    is afraid to feed her son formula as her mother-in-law wants her to “keep trying to breastfeed”. Teresa

    tells you she feels as if she has failed her son- “it was so easy with my first baby, I know my husband

    thinks I am a bad mother”.

    Prior medical history: None. Prior surgical history: Appendectomy (2000)

    Current medications: Prenatal vitamins, stool softener. Allergies: None

    OB- GYN History: NSVD (2019) healthy female 7lb 10oz; C-section healthy male 8 lbs. 8 oz as per HPI.

    Menarche age 12, cycle length- 5 days- frequency every 28 days- 4-5 tampons per day. No history of

    sexually transmitted infections (STDs). History of abnormal pap smear in 2019 which was followed by a

    normal colposcopy. Last pap (during recent prenatal care) reported normal. HIV negative.

    LMP: First PP menstrual cycle last week. Has not resumed sexual activity PP. Contraception history:

    Oral contraceptives, condoms.

    Social history: Lives with husband, mother- in- law, and children. Stay at home mom. Denies EtOH or

    recreational drug use, never smoker. Her family speaks Spanish at home; she is fluent in English.

    Family history: Unremarkable.

    Review of Systems (ROS): Negative except as noted in HPI.

    Physical Exam (PE)

    VS: BP: 110/70, P: 90, RR: 18, T: 38.4, Weight: 132 lbs.

    Teresa’s C-section suture line is healing well without erythema or tenderness. No vaginal discharge or

    lesions, no cervical motion tenderness (CMT), uterus normal size firm and non-tender. On breast exam,

    you do note an erythematous, swollen, and painful area to the right breast. Her physical exam is

    otherwise unremarkable.

    Case #2. Joanna.

    History of Present Illness (HPI): Joanna is a 28-year-old Caucasian G4P1021. She is single, living with her

    father and 2-year-old daughter. She has a part-time job as a server at the local restaurant; she does not

    have health insurance. Joanna presents to your office at the community health center today stating she

    is pregnant and wants to receive OB care. She tells you that she has not yet been evaluated for this

    pregnancy as she was afraid to take time off from work and did not have enough money to pay for the

    visit.

    Prior medical history: None. Prior surgical history: None

    Current medications: None. Allergies: Penicillin

    OB- GYN History: NSVD (2021) healthy female 6lb 8oz. Menarche age 10, cycle length- 3 days- irregular

    cycles since menarche- frequency every 20-30 days- 2-3 tampons per day. No history of sexually

    transmitted infections (STDs). Joanna’s OB history includes two first trimester elective terminations of

    pregnancy, and 1 term female infant delivered vaginally at 37 weeks. Denies any complications during

    her prior pregnancy however, she notes that her daughter experienced hypoglycemia and respiratory

    distress, spending 2 weeks in the Neonatal Intensive Care Unit (NICU).

    LMP: Approximately 5 months ago. Contraception history: Condoms “sometimes”.

    Social history: Lives with her retired father and daughter. Restaurant server. Denies EtOH or

    recreational drug use. Currently smoking 1 pack of cigarettes/ day (15 pack-year history). She and her

    mother are still paying for her daughter’s NICU stay. The child’s father is not involved in any way.

    Family history: Mother (deceased age 55)- Type 2 diabetes.

    Review of Systems (ROS): Unremarkable with exception of dysuria (“it burns when I pee”) over the past

    1-week. Denies fever, chills, abdominal or flank pain. Thick white vaginal discharge and “itching” for the

    past month.

    Physical Exam (PE)

    VS: BP: 108/68, P: 72, RR: 18, T: 37.3, Weight 144lbs

    On physical exam you palpate a fundal height of approximately 20cm with an audible fetal heart tone

    (FHT) of 160. On speculum exam you visualize a multiparous cervix without lesions; bluish discoloration

    of the cervix, vagina, and vulva is noted with a thick, white discharge. There is no cervical motion

    tenderness (CMT) on exam. The uterus is anteverted, non- tender, with fundus palpable at the

    umbilicus. Joanna’s physical exam is otherwise unremarkable.

    Wet mount reveals budding yeast. Urine dipstick with 1+ leukocytes, trace blood and 2+ glucose.

    Case #3. Monica.

    History of Present Illness (HPI): Monica is a 43-year-old African- American G3P2102. She is currently

    separated from her husband of 20 years and is working full-time as a legal secretary. About 8 months

    ago, Monica started having irregular periods with heavier than usual flow until she stopped having

    periods or any vaginal bleeding about 3 months ago. She is currently recovering from a “stomach flu”

    however, she reports daily nausea, vomiting, bloating and decreased appetite over the past 3 weeks.

    She is worried because she has gained 12 pounds over the last 3 months “due to menopause”. She

    comes to the clinic today to discuss menopause symptoms and hormone replacement therapy.

    Prior medical history: Hypertension (2010)- well controlled on current antihypertensive

    Prior surgical history: Cholecystectomy (2015)

    Current medications: Lisinopril 10mg daily. Allergies: None

    OB- GYN History: NSVD x 2 (2015, 2019) healthy female 6lb 8oz; healthy female 7lbs 6oz. First trimester

    miscarriage (9 weeks) in 2014. Menarche age 15, cycle length-7 days- frequency every 28 days- 5-6 pads

    per day. No history of sexually transmitted infections (STDs). No history of abnormal pap (last pap 2

    years ago).

    LMP: Approximately 3 months ago. Contraception history: Condoms; past use of oral contraceptives.

    Social history: Lives with her elderly father, 2 daughters. Separated from her husband for 6 months.

    Family history: Mother deceased (age 60)- breast cancer. Father alive (age 70)- hypertension.

    Review of Systems (ROS): Unremarkable with exception of as noted in HPI.

    Physical Exam (PE)

    VS: BP: 130/78, P: 78, RR: 18, T: 36.1 Weight: 152 lbs.

    Physical exam is unremarkable with exception of a palpable 12- 14 weeks size uterus on bimanual. You

    check a for a fetal heartbeat and obtain a heart tone of 145 via doppler. The intake nurse reports that a

    urine pregnancy test came back positive.

    Monica is in disbelief.

    Case #4. Laura.

    History of Present Illness (HPI): Laura is a 16-year-old Caucasian G1P0. She presents to your office after

    missing her second period. She is “worried” as she “always gets her period on time”. She is in high

    school- about to enter the 11th grade. She lives with her grandmother and 2 older siblings. Her urine

    pregnancy test in clinic today is positive.

    Laura is sexually active with her boyfriend; they do not use condoms. He “pulls out” as birth control.

    She reports being treated at the health department for chlamydia and gonorrhea earlier this year. She

    thinks her boyfriend was treated but he is not answering her calls since she told him about the missed

    periods a few weeks ago. She reports daily nausea, vomiting and dysuria for the past 2 weeks.

    Prior medical history: None. Prior surgical history: None

    Current medications: None. Allergies: None

    OB- GYN History: Menarche age 12, cycle length-7 days- frequency every 30 days- 2 tampons per day.

    History of chlamydia and gonorrhea (GC) in the past year. Last pap reported normal at the time of

    chlamydia/ GC diagnosis. Has not received Human Papillomavirus (HPV) vaccine.

    LMP: Approximately 2 months ago. Contraception history: Withdrawal

    Social history: Lives with her grandmother, siblings. Denies EtOH or recreational drug use. Currently

    smoking 1 pack of cigarettes/ day

    Family history: Mother deceased at age 42- drug overdose. Father unknown.

    Review of Systems (ROS): Unremarkable with exception of as noted in HPI.

    Physical Exam (PE)

    VS: BP: 110/68, P: 80, RR: 18, T: 37.1 Weight: 110 lbs. (states usual weight 120 lbs.).

    Physical exam is unremarkable with exception of a cloudy, yellow mucoid cervical discharge on speculum

    exam; friable appearance of the cervix with cervical motion tenderness (CMT). You palpate an 8-week

    size uterus on bimanual.

    Laura’s urine reveals 2+ ketones, 2+ nitrates, and 3+ leukocytes.

    Case 5: Denise.

    Denise is a 30-year-old Black female G0 with a history of seizure disorder who presents to clinic for her

    annual well visit. She is excited to tell you that she is getting married in 2 months and they are planning

    to start a family “right away”. Denise went to see her gynecologist last month who told her she was

    “young and healthy- not to worry, everything will work out fine”. No labs were done at the gyn visit; she

    hasn’t started prenatal vitamins. She comes to see you today as she “wants to be sure that she is up to

    date on everything she needs” before the wedding.

    Prior medical history: Seizure disorder (diagnosed at age 18). Prior surgical history: None

    Current medications: Levetiracetam 500mg 2 times a day. Allergies: None

    Reports she believes she has had all childhood vaccinations. Has not received COVID or influenza

    vaccines. She is not sure about Hepatitis B or Tdap.

    OB- GYN History: G0. Menarche age 14, cycle length-5 days- frequency every 28 days- 2-3 pads per day.

    No history of sexually transmitted infection. Last PAP 2020, no history of abnormal PAP. Has not

    received Human Papillomavirus (HPV) vaccine. Her only sexual partner is her current fiancé (male). LMP

    was approximately 2 weeks ago. Contraception history: Condoms.

    Social history: Sixth grade teacher. Lives with her fiancé. Denies EtOH or recreational drug use. Has

    never smoked cigarettes or vaped.

    Family history: Mother (age 56) alive and well. Father deceased at age 50 from lung cancer (smoker).

    Sister aged 21- healthy. Maternal grandmother alive age 88 (hysterectomy for fibroid uterus). Maternal

    grandfather deceased age 78 (unknown cause). Paternal grandparents- unknown.

    Review of Systems (ROS).

    Constitutional: No Weight Change, No Fever, No Chills, No Night Sweats, No Fatigue, No Malaise

    ENT/Mouth: No Hearing Changes, No Ear Pain, No Nasal Congestion, No Sinus Pain, No Hoarseness, No

    sore throat, No Rhinorrhea, No Swallowing Difficulty

    Eyes: No Eye Pain, No Swelling, No Redness, No Foreign Body, No Discharge, No Vision Changes

    Cardiovascular: No Chest Pain, No SOB, No Dyspnea on Exertion, No Orthopnea, No Claudication, No

    Edema, No Palpitations

    Respiratory: No Cough, No Sputum, No Wheezing, No Smoke Exposure, No Dyspnea

    Gastrointestinal: No Nausea, No Vomiting, No Diarrhea, Occasional Constipation (managed with diet),

    No Pain, No Heartburn, No Anorexia, No Dysphagia, No Hematochezia, No Melena, No Flatulence, No

    Jaundice

    Genitourinary: No Dysmenorrhea, No Abnormal Vaginal Bleeding, No Dyspareunia, No Dysuria, No

    Urinary Frequency, No Hematuria, No Urinary Incontinence, No Urgency, No Flank Pain, No Urinary Flow

    Changes, No Hesitancy

    Musculoskeletal: No Arthralgias, No Myalgias, No Joint Swelling, No Joint Stiffness, No Back Pain, No

    Neck Pain, No Injury History

    Skin: No Skin Lesions, No Pruritis, No Hair Changes, No Breast/Skin Changes, No Nipple Discharge

    Neuro: No Weakness, No Numbness, No Paresthesia, No Loss of Consciousness, No Syncope, No

    Dizziness, No Headache, No Coordination Changes. Last reported seizure was 10 years ago. Followed by

    neurologist- last seen in 2023.

    Psych: No Anxiety/Panic, No Depression, No Insomnia. No Memory Changes. Denies Violence/Abuse,

    No Eating Concerns

    Heme/Lymph: No Bruising, No Bleeding, No Transfusion History, No Lymphadenopathy

    Endocrine: No Polyuria, No Polydipsia, No Temperature Intolerance

    Physical Exam (PE).

    VS: BP: 130/84, P: 80, RR: 18, T: 37.1, Weight: 118 lbs. BMI 19.0

    General: Awake, alert, and oriented. No acute distress. Well developed, hydrated, and nourished.

    Appears stated age.

    Skin: Skin in warm, dry, and intact without rashes or lesions. Appropriate color for ethnicity. Nailbeds

    pink with no cyanosis or clubbing.

    Head: The head is normocephalic and atraumatic without tenderness, visible or palpable masses,

    depressions, or scarring. Hair is of normal texture and evenly distributed.

    Eyes: Conjunctivae are clear without exudates or hemorrhage. Sclera is non-icteric. No signs of

    nystagmus. Eyelids are normal in appearance without swelling or lesions.

    Ears: The external ear and ear canal are non-tender and without swelling.

    Nose: Nasal mucosa is pink and moist. Nares are patent bilaterally.

    Throat: Oral mucosa is pink and moist with good dentition. Tongue normal in appearance without lesions

    and with good symmetrical movement. The pharynx is normal in appearance without tonsillar swelling

    or exudates.

    Neck: The neck is supple without adenopathy. Trachea is midline. Thyroid gland is normal without

    masses.

    Cardiac: The external chest is normal in appearance. Heart rate and rhythm are normal. No murmurs,

    gallops, or rubs are auscultated.

    Respiratory: The chest wall is symmetric and without deformity. Lung sounds are clear in all lobes

    bilaterally without rales, rhonchi, or wheezes.

    Breasts: Symmetrical. No Masses, Dimpling or Nipple Discharge. No Axillary Adenopathy.

    Abdominal: Abdomen is soft, symmetric, and non-tender without distention. There are no visible lesions

    or scars. Umbilicus is midline without herniation. Bowel sounds are present and normoactive in all four

    quadrants. No masses, hepatomegaly, or splenomegaly are noted.

    Genital: External genitalia is normal in appearance without lesions, swelling, masses or tenderness.

    Vagina is pink and moist without lesions or discharge. Cervix is non-tender without lesions. Uterus is

    anteflexed, non-tender and normal in size. Ovaries are non-tender without palpable masses or

    enlargement.

    Extremities: Upper and lower extremities are atraumatic in appearance without tenderness or deformity.

    No swelling or erythema.

    Neurological: The patient is awake, alert, and oriented to person, place, and time with normal speech.

    Motor function is normal with muscle strength 5/5 bilaterally to upper and lower extremities. Sensation

    is intact bilaterally. Reflexes 2+ bilaterally. No gait abnormalities are appreciated.

    Psychiatric: Appropriate mood and affect. Good judgement and insight. No suicidal or homicidal

    ideation.

    What is your pre conceptual plan for Denise? What are her risks?

    Keep in mind that the goal of pre-conceptual care is to reduce the risk of adverse health effects for the

    woman, fetus, and neonate- optimize health and prevention; address modifiable risk factors, chronic

    illnesses, and medication safety.

  • [Solved] unit 9 discussion

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    see attached – 2 years ago **files (1)** – ## unit9discussioninstructions.docx **## unit9discussioninstructions.docx** **Nurse Practitioner Organizations** · Identify a national and state (PA-Pennsylvania) organization for nurse practitioners. · What are the benefits to joining these organizations? …

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    **files (1)**

    – ## unit9discussioninstructions.docx

    **## unit9discussioninstructions.docx**

    **Nurse Practitioner Organizations**

    · Identify a national and state (PA-Pennsylvania) organization for nurse practitioners.

    · What are the benefits to joining these organizations?

    · What can these organizations do to further practice in your state?

    · What is the process for joining, and can you join as a student?

    **## unit9discussioninstructions.docx**

    **Nurse Practitioner Organizations**

    · Identify a national and state (PA-Pennsylvania) organization for nurse practitioners.

    · What are the benefits to joining these organizations?

    · What can these organizations do to further practice in your state?

    · What is the process for joining, and can you join as a student?

  • [Solved] L -ASSIGNMNT

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    TOPIC : URINARY TRAC INFECTION PLEASE SEE BOTH DOCUMENTS ATTACHED FOR RUBRIC AND INSTRUCTIONS DUE DATE JANUARY 27, 2025 5 PAGES NO PLAGIARISM MORE THAN 10 % ALLOWED WILL BE SUBMIT BY TURNIN IN SCHOLARLY REFERENCES NO OLDER THAN 5 YEARS CITATIONS REQUESTED A CONCLUSION SECTION REQUESTED – [\ \ Sign…

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    TOPIC : URINARY TRAC INFECTION

    PLEASE SEE BOTH DOCUMENTS ATTACHED FOR RUBRIC AND INSTRUCTIONS

    DUE DATE JANUARY 27, 2025

    5 PAGES

    NO PLAGIARISM MORE THAN 10 % ALLOWED WILL BE SUBMIT BY TURNIN IN

    SCHOLARLY REFERENCES NO OLDER THAN 5 YEARS

    CITATIONS REQUESTED

    A CONCLUSION SECTION REQUESTED

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  • [Solved] Evidence-Based Proposal and Annotated Bibliography

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    Please see instructions and files. – 2 years ago **files (3)** – ## Instruction_Evidence-BasedProposalandAnnotatedBibliographyonTechnologyinNursing.pdf – Evidence-BasedProposalandAnnotatedBibonTechinNursingPDF.png – examplar2.pdf **## Instruction_Evidence-BasedProposalandAnnotatedBibliographyonTec…

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    – examplar2.pdf

    **## Instruction_Evidence-BasedProposalandAnnotatedBibliographyonTechnologyinNursing.pdf**

    Evidence-Based Proposal and Annotated Bibliography on Technology in
    Nursing

    First, review the technologies presented in the Evidence-Based Proposal and Annotated
    Bib on Tech in Nursing [PDF]

    resource and select one of the options to use as the focus for this assessment.

    Next prepare a 4 page paper in which you introduce your selected technology and
    describe at least four peer-reviewed publications that promote the use of your selected
    technology to enhance quality and safety standards in nursing. You will conclude your
    paper by summarizing why you recommend a particular technology by underscoring the
    evidence-based resources you presented. Be sure that your paper includes all of the
    following elements:

    ● Introduction to the Selected Technology Topic
    ○ What is your rationale for selecting this particular technology

    topic? What is interesting about it?
    ○ What research process did you employ?

    ■ Which databases did you use?
    ■ Which search terms did you use?
    ■ Note: In this section of your bibliography, you may

    use first-person since you are asked to describe
    your rationale for selecting the topic and the
    research strategies you employed. Use third
    person in the rest of the bibliography, however.

    ● Annotation Elements
    ○ For each resource, include the full reference followed by the

    annotation.
    ○ Explain the focus of the research or review article you chose.
    ○ Provide a summary overview of the publication.

    ■ According to this source, what is the impact of this
    technology on patient safety and quality of care?

    ■ According to this source, what is the relevance of
    this technology to nursing practice and the work of
    the interdisciplinary health care team?

    ■ Why did you select this publication to write about
    out of the many possible options? In other words,

    [https://courseroom.capella.edu/courses/36690/files/6477080?wrap=1](https://courseroom.capella.edu/courses/36690/files/6477080?wrap=1)

    [https://courseroom.capella.edu/courses/36690/files/6477080?wrap=1](https://courseroom.capella.edu/courses/36690/files/6477080?wrap=1)

    [https://courseroom.capella.edu/courses/36690/files/6477080/download?download_frd=1](https://courseroom.capella.edu/courses/36690/files/6477080/download?download_frd=1)

    [https://courseroom.capella.edu/courses/36690/files/6477080/download?download_frd=1](https://courseroom.capella.edu/courses/36690/files/6477080/download?download_frd=1)

    make the case as to why this resource is important
    for health care practitioners to read.

    ● Summary of Recommendation
    ○ How would you tie together the key learnings from each of the

    four publications you examined?
    ○ What organizational factors influence the selection of a

    technology in a health care setting? Consider such factors as
    organizational policies, resources, culture/social norms,
    commitment, training programs, and/or employee
    empowerment.

    ○ How would you justify the implementation and use of the
    technology in a health care setting? This is the section where
    you will justify (prove) that the implementation of the
    patient care technology is appropriate or not. The evidence
    should be cited from the literature that was noted in the
    annotated bibliography.

    ■ Consider the impact of the technology on the
    health care organization, patient care/satisfaction,
    and interdisciplinary team productivity, satisfaction,
    and retention.

    ● Written communication: Ensure written communication is free of errors that
    detract from the overall message.

    ● Length: 4–6-typed, double-spaced pages.
    ● Number of resources: Cite a minimum of four peer-reviewed publications, not

    websites.
    ● Font and font size: Use Times New Roman, 12 point.
    ● APA: Follow APA style and formatting guidelines for all bibliographic entries.

    Refer to Evidence and APA as needed.

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

    ● Competency 3: Evaluate the impact of patient care technologies on desired
    outcomes.

    ○ Analyze current evidence on the impact of a selected patient
    care technology on patient safety, quality of care, and the
    interdisciplinary team.

    ○ Integrate current evidence about the impact of a selected
    patient care technology on patient safety, quality of care, and
    the interdisciplinary team into a recommendation.

    [https://campustools.capella.edu/redirect.aspx?linkid=1540](https://campustools.capella.edu/redirect.aspx?linkid=1540)

    ● Competency 4: Recommend the use of a technology to enhance quality
    and safety standards for patients.

    ○ Describe organizational factors influencing the selection of a
    technology in the health care setting.

    ○ Justify the implementation and use of a selected technology in
    a health care setting.

    ● Competency 5: Apply professional, scholarly communication to facilitate
    use of health information and patient care technologies.

    ○ Create a clear, well-organized, and professional annotated
    bibliography that is generally free from errors in grammar,
    punctuation, and spelling.

    ○ Follow APA style and formatting guidelines for all bibliographic
    entries

    **Evidence-BasedProposalandAnnotatedBibonTechinNursingPDF.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/evidence-basedproposalandannotatedbibontechinnursingpdf-png)

    **examplar2.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/examplar2-pdf)

    **examplar2.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/examplar2-pdf)

    **## Instruction_Evidence-BasedProposalandAnnotatedBibliographyonTechnologyinNursing.pdf**

    Evidence-Based Proposal and Annotated Bibliography on Technology in
    Nursing

    First, review the technologies presented in the Evidence-Based Proposal and Annotated
    Bib on Tech in Nursing [PDF]

    resource and select one of the options to use as the focus for this assessment.

    Next prepare a 4 page paper in which you introduce your selected technology and
    describe at least four peer-reviewed publications that promote the use of your selected
    technology to enhance quality and safety standards in nursing. You will conclude your
    paper by summarizing why you recommend a particular technology by underscoring the
    evidence-based resources you presented. Be sure that your paper includes all of the
    following elements:

    ● Introduction to the Selected Technology Topic
    ○ What is your rationale for selecting this particular technology

    topic? What is interesting about it?
    ○ What research process did you employ?

    ■ Which databases did you use?
    ■ Which search terms did you use?
    ■ Note: In this section of your bibliography, you may

    use first-person since you are asked to describe
    your rationale for selecting the topic and the
    research strategies you employed. Use third
    person in the rest of the bibliography, however.

    ● Annotation Elements
    ○ For each resource, include the full reference followed by the

    annotation.
    ○ Explain the focus of the research or review article you chose.
    ○ Provide a summary overview of the publication.

    ■ According to this source, what is the impact of this
    technology on patient safety and quality of care?

    ■ According to this source, what is the relevance of
    this technology to nursing practice and the work of
    the interdisciplinary health care team?

    ■ Why did you select this publication to write about
    out of the many possible options? In other words,

    [https://courseroom.capella.edu/courses/36690/files/6477080?wrap=1](https://courseroom.capella.edu/courses/36690/files/6477080?wrap=1)

    [https://courseroom.capella.edu/courses/36690/files/6477080?wrap=1](https://courseroom.capella.edu/courses/36690/files/6477080?wrap=1)

    [https://courseroom.capella.edu/courses/36690/files/6477080/download?download_frd=1](https://courseroom.capella.edu/courses/36690/files/6477080/download?download_frd=1)

    [https://courseroom.capella.edu/courses/36690/files/6477080/download?download_frd=1](https://courseroom.capella.edu/courses/36690/files/6477080/download?download_frd=1)

    make the case as to why this resource is important
    for health care practitioners to read.

    ● Summary of Recommendation
    ○ How would you tie together the key learnings from each of the

    four publications you examined?
    ○ What organizational factors influence the selection of a

    technology in a health care setting? Consider such factors as
    organizational policies, resources, culture/social norms,
    commitment, training programs, and/or employee
    empowerment.

    ○ How would you justify the implementation and use of the
    technology in a health care setting? This is the section where
    you will justify (prove) that the implementation of the
    patient care technology is appropriate or not. The evidence
    should be cited from the literature that was noted in the
    annotated bibliography.

    ■ Consider the impact of the technology on the
    health care organization, patient care/satisfaction,
    and interdisciplinary team productivity, satisfaction,
    and retention.

    ● Written communication: Ensure written communication is free of errors that
    detract from the overall message.

    ● Length: 4–6-typed, double-spaced pages.
    ● Number of resources: Cite a minimum of four peer-reviewed publications, not

    websites.
    ● Font and font size: Use Times New Roman, 12 point.
    ● APA: Follow APA style and formatting guidelines for all bibliographic entries.

    Refer to Evidence and APA as needed.

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

    ● Competency 3: Evaluate the impact of patient care technologies on desired
    outcomes.

    ○ Analyze current evidence on the impact of a selected patient
    care technology on patient safety, quality of care, and the
    interdisciplinary team.

    ○ Integrate current evidence about the impact of a selected
    patient care technology on patient safety, quality of care, and
    the interdisciplinary team into a recommendation.

    [https://campustools.capella.edu/redirect.aspx?linkid=1540](https://campustools.capella.edu/redirect.aspx?linkid=1540)

    ● Competency 4: Recommend the use of a technology to enhance quality
    and safety standards for patients.

    ○ Describe organizational factors influencing the selection of a
    technology in the health care setting.

    ○ Justify the implementation and use of a selected technology in
    a health care setting.

    ● Competency 5: Apply professional, scholarly communication to facilitate
    use of health information and patient care technologies.

    ○ Create a clear, well-organized, and professional annotated
    bibliography that is generally free from errors in grammar,
    punctuation, and spelling.

    ○ Follow APA style and formatting guidelines for all bibliographic
    entries

    **Evidence-BasedProposalandAnnotatedBibonTechinNursingPDF.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/evidence-basedproposalandannotatedbibontechinnursingpdf-png)

    **examplar2.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/examplar2-pdf)

    **## Instruction_Evidence-BasedProposalandAnnotatedBibliographyonTechnologyinNursing.pdf**

    Evidence-Based Proposal and Annotated Bibliography on Technology in
    Nursing

    First, review the technologies presented in the Evidence-Based Proposal and Annotated
    Bib on Tech in Nursing [PDF]

    resource and select one of the options to use as the focus for this assessment.

    Next prepare a 4 page paper in which you introduce your selected technology and
    describe at least four peer-reviewed publications that promote the use of your selected
    technology to enhance quality and safety standards in nursing. You will conclude your
    paper by summarizing why you recommend a particular technology by underscoring the
    evidence-based resources you presented. Be sure that your paper includes all of the
    following elements:

    ● Introduction to the Selected Technology Topic
    ○ What is your rationale for selecting this particular technology

    topic? What is interesting about it?
    ○ What research process did you employ?

    ■ Which databases did you use?
    ■ Which search terms did you use?
    ■ Note: In this section of your bibliography, you may

    use first-person since you are asked to describe
    your rationale for selecting the topic and the
    research strategies you employed. Use third
    person in the rest of the bibliography, however.

    ● Annotation Elements
    ○ For each resource, include the full reference followed by the

    annotation.
    ○ Explain the focus of the research or review article you chose.
    ○ Provide a summary overview of the publication.

    ■ According to this source, what is the impact of this
    technology on patient safety and quality of care?

    ■ According to this source, what is the relevance of
    this technology to nursing practice and the work of
    the interdisciplinary health care team?

    ■ Why did you select this publication to write about
    out of the many possible options? In other words,

    [https://courseroom.capella.edu/courses/36690/files/6477080?wrap=1](https://courseroom.capella.edu/courses/36690/files/6477080?wrap=1)

    [https://courseroom.capella.edu/courses/36690/files/6477080?wrap=1](https://courseroom.capella.edu/courses/36690/files/6477080?wrap=1)

    [https://courseroom.capella.edu/courses/36690/files/6477080/download?download_frd=1](https://courseroom.capella.edu/courses/36690/files/6477080/download?download_frd=1)

    [https://courseroom.capella.edu/courses/36690/files/6477080/download?download_frd=1](https://courseroom.capella.edu/courses/36690/files/6477080/download?download_frd=1)

    make the case as to why this resource is important
    for health care practitioners to read.

    ● Summary of Recommendation
    ○ How would you tie together the key learnings from each of the

    four publications you examined?
    ○ What organizational factors influence the selection of a

    technology in a health care setting? Consider such factors as
    organizational policies, resources, culture/social norms,
    commitment, training programs, and/or employee
    empowerment.

    ○ How would you justify the implementation and use of the
    technology in a health care setting? This is the section where
    you will justify (prove) that the implementation of the
    patient care technology is appropriate or not. The evidence
    should be cited from the literature that was noted in the
    annotated bibliography.

    ■ Consider the impact of the technology on the
    health care organization, patient care/satisfaction,
    and interdisciplinary team productivity, satisfaction,
    and retention.

    ● Written communication: Ensure written communication is free of errors that
    detract from the overall message.

    ● Length: 4–6-typed, double-spaced pages.
    ● Number of resources: Cite a minimum of four peer-reviewed publications, not

    websites.
    ● Font and font size: Use Times New Roman, 12 point.
    ● APA: Follow APA style and formatting guidelines for all bibliographic entries.

    Refer to Evidence and APA as needed.

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

    ● Competency 3: Evaluate the impact of patient care technologies on desired
    outcomes.

    ○ Analyze current evidence on the impact of a selected patient
    care technology on patient safety, quality of care, and the
    interdisciplinary team.

    ○ Integrate current evidence about the impact of a selected
    patient care technology on patient safety, quality of care, and
    the interdisciplinary team into a recommendation.

    [https://campustools.capella.edu/redirect.aspx?linkid=1540](https://campustools.capella.edu/redirect.aspx?linkid=1540)

    ● Competency 4: Recommend the use of a technology to enhance quality
    and safety standards for patients.

    ○ Describe organizational factors influencing the selection of a
    technology in the health care setting.

    ○ Justify the implementation and use of a selected technology in
    a health care setting.

    ● Competency 5: Apply professional, scholarly communication to facilitate
    use of health information and patient care technologies.

    ○ Create a clear, well-organized, and professional annotated
    bibliography that is generally free from errors in grammar,
    punctuation, and spelling.

    ○ Follow APA style and formatting guidelines for all bibliographic
    entries

    **Evidence-BasedProposalandAnnotatedBibonTechinNursingPDF.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/evidence-basedproposalandannotatedbibontechinnursingpdf-png)

    **examplar2.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/examplar2-pdf)

  • [Solved] SOAP Note 2 Comprehensive SOAP Cardio/Respiratory

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Directions:** Read over the SOAP note and formulate a primary diagnosis. Based on the diagnosis complete the SOAP note with the details that would be expected for the diagnosis. Use UptoDate and/or Dyna MedPlus to find out what is expected from the history and physical, diagnostic workup and manag…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **Directions:** Read over the SOAP note and formulate a primary diagnosis.  Based on the diagnosis complete the SOAP note with the details that would be expected for the diagnosis. Use UptoDate and/or Dyna MedPlus to find out what is expected from the history and physical, diagnostic workup and management for the diagnosis. Include other peer review resources and and journal articles to support the development of your SOAP note. Complete and attach the evaluation & management score sheet to show how you coded the note for billing in each section.

    – Upload a copy of your completed SOAP note.
    – Upload a copy of the evaluation & management score sheet.

    **Case Study:** A 47-year-old African-American man presents to your office for a follow-up visit. He was seen 3 weeks ago for an upper respiratory infection and noted incidentally to have a blood pressure of 164/98 mm Hg. He vaguely remembered being told in the past that his blood pressure was “borderline.” He feels fine, has no complaints, and his review of systems is entirely negative. He does not smoke cigarettes, drinks “a couple of beers on the weekends,” and does not exercise regularly. He has a sedentary job. His father died of a stroke at the age of 69. His mother is alive and in good health at the age of 72. He has two siblings and is not aware of any chronic medical issues that they have. In the office today, his blood pressure is 156/96 mm Hg in his left arm and 152/98 mm Hg in the right arm. He is afebrile, his pulse is 78 beats/min, respiratory rate 14 breaths/min, he is 70-in tall, and weighs 210 lb. A general physical examination is normal.

    – [\
    \
    GroupSOAPRubricandTemplate.docx](https://www.sweetstudy.com/files/groupsoaprubricandtemplate-docx "GroupSOAPRubricandTemplate.docx")
    – [\
    \
    EvaluationandManagementEMScoreSheet8985-2-1.pdf](https://www.sweetstudy.com/files/evaluationandmanagementemscoresheet8985-2-1-pdf-10166551 "EvaluationandManagementEMScoreSheet8985-2-1.pdf")
    – [\
    \
    ComprehensiveSOAPNoteExample.doc2.pdf](https://www.sweetstudy.com/files/comprehensivesoapnoteexample-doc2-pdf "ComprehensiveSOAPNoteExample.doc2.pdf")

    – 2 years ago

  • [Solved] script-verbal word

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please see instructions and files – 2 years ago **files (2)** – ## instruction2.pdf – InformaticsandNursingSensitivequalityIndicatorsPDF.png **## instruction2.pdf** You will develop an 8–10 minute audio(Script-verbal words) training module to orient new nurses in a workplace to a single nursing-sens…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Please see instructions and files

    – 2 years ago

    **files (2)**

    – ## instruction2.pdf

    – InformaticsandNursingSensitivequalityIndicatorsPDF.png

    **## instruction2.pdf**

    You will develop an 8–10 minute audio(Script-verbal words) training module to orient
    new nurses in a workplace to a single nursing-sensitive quality indicator critical to the
    organization.

    For this assessment, first review the nursing-sensitive quality indicators presented in the
    Informatics and Nursing Sensitive quality Indicators [PDF]

    resource and select one nursing-sensitive quality indicator to use as the focus for this
    assessment.

    Next, imagine you are a member of a Quality Improvement Council at any type of health
    care system, whether acute, ambulatory, home health, managed care, et cetera. Your
    Council has identified that newly hired nurses would benefit from comprehensive
    training on the importance of nursing-sensitive quality indicators. The Council would like
    the training to address how this information is collected and disseminated across the
    organization. It would also like the training to describe the role nurses have in accurate
    reporting and high-quality results.

    The Council indicates a recording is preferable to a written fact sheet due to the
    popularity of audio blogs. In this way, new hires can listen to the tutorial on their own
    time using their phone or other device.

    As a result of this need, you offer to create an audio tutorial orienting new hires to these
    topics. You know that you will need a script to guide your audio recording. You also plan
    to incorporate into your script the insights you learned from conducting an interview with
    an authority on quality monitoring and the use of technology to collect and report quality
    indicator data.

    You determine that you will cover the following topics in your audio tutorial script:

    Introduction: Nursing-Sensitive Quality Indicator

    ● What is the National Database of Nursing-Sensitive Quality Indicators?
    ● What are nursing-sensitive quality indicators?
    ● Which particular quality indicator did you select to address in your tutorial?
    ● Why is this quality indicator important to monitor?

    ○ Be sure to address the impact of this indicator on the quality of
    care and patient safety.

    [https://courseroom.capella.edu/courses/36690/files/6477072?wrap=1](https://courseroom.capella.edu/courses/36690/files/6477072?wrap=1)

    [https://courseroom.capella.edu/courses/36690/files/6477072/download?download_frd=1](https://courseroom.capella.edu/courses/36690/files/6477072/download?download_frd=1)

    [https://courseroom.capella.edu/courses/36690/files/6477072/download?download_frd=1](https://courseroom.capella.edu/courses/36690/files/6477072/download?download_frd=1)

    ● Why do new nurses need to be familiar with this particular quality indicator
    when providing patient care?

    Collection and Distribution of Quality Indicator Data

    ● According to your interview and other resources, how does your
    organization collect data on this quality indicator?

    ● How does the organization disseminate aggregate data?
    ● What role do nurses play in supporting accurate reporting and high-quality

    results?
    ○ As an example, consider the importance of accurately entering

    data regarding nursing interventions.

    ● Script: A separate document with the script or speaker's notes is required.
    Important: Submissions that do not include the script or speaker's notes will be
    returned as a non-performance.

    ● References: Cite a minimum of three scholarly and/or authoritative sources.
    ● APA: Submit, along with the recording, a separate reference page that follows

    APA style and formatting guidelines. For an APA refresher, consult the Evidence
    and APA page on Campus.

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

    ● Competency 1: Describe nurses' and the interdisciplinary team's role in
    informatics with a focus on electronic health information and patient care
    technology to support decision making.

    ○ Describe the interdisciplinary team's role in collecting and
    reporting quality indicator data to enhance patient safety,
    patient care outcomes, and organizational performance
    reports.

    [https://campustools.capella.edu/redirect.aspx?linkid=1540](https://campustools.capella.edu/redirect.aspx?linkid=1540)

    [https://campustools.capella.edu/redirect.aspx?linkid=1540](https://campustools.capella.edu/redirect.aspx?linkid=1540)

    ● Competency 3: Evaluate the impact of patient care technologies on desired
    outcomes.

    ○ Explain how a health care organization uses nursing-sensitive
    quality indicators to enhance patient safety, patient care
    outcomes, and organizational performance reports.

    ● Competency 4: Recommend the use of a technology to enhance quality
    and safety standards for patients.

    ○ Justify how a nursing-sensitive quality indicator establishes
    evidence-based practice guidelines for nurses to follow when
    using patient care technologies to enhance patient safety,
    satisfaction, and outcomes.

    ● Competency 5: Apply professional, scholarly communication to facilitate
    use of health information and patient care technologies.

    ○ Deliver a professional, effective audio tutorial on a selected
    quality indicator that engages new nurses and motivates them
    to accurately report quality data in a timely fashion.

    ○ Follow APA style and formatting guidelines for citations and
    references.

    – Introduction: Nursing-Sensitive Quality Indicator
    – Collection and Distribution of Quality Indicator Data

    **InformaticsandNursingSensitivequalityIndicatorsPDF.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/informaticsandnursingsensitivequalityindicatorspdf-png)

    **InformaticsandNursingSensitivequalityIndicatorsPDF.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/informaticsandnursingsensitivequalityindicatorspdf-png)

    **## instruction2.pdf**

    You will develop an 8–10 minute audio(Script-verbal words) training module to orient
    new nurses in a workplace to a single nursing-sensitive quality indicator critical to the
    organization.

    For this assessment, first review the nursing-sensitive quality indicators presented in the
    Informatics and Nursing Sensitive quality Indicators [PDF]

    resource and select one nursing-sensitive quality indicator to use as the focus for this
    assessment.

    Next, imagine you are a member of a Quality Improvement Council at any type of health
    care system, whether acute, ambulatory, home health, managed care, et cetera. Your
    Council has identified that newly hired nurses would benefit from comprehensive
    training on the importance of nursing-sensitive quality indicators. The Council would like
    the training to address how this information is collected and disseminated across the
    organization. It would also like the training to describe the role nurses have in accurate
    reporting and high-quality results.

    The Council indicates a recording is preferable to a written fact sheet due to the
    popularity of audio blogs. In this way, new hires can listen to the tutorial on their own
    time using their phone or other device.

    As a result of this need, you offer to create an audio tutorial orienting new hires to these
    topics. You know that you will need a script to guide your audio recording. You also plan
    to incorporate into your script the insights you learned from conducting an interview with
    an authority on quality monitoring and the use of technology to collect and report quality
    indicator data.

    You determine that you will cover the following topics in your audio tutorial script:

    Introduction: Nursing-Sensitive Quality Indicator

    ● What is the National Database of Nursing-Sensitive Quality Indicators?
    ● What are nursing-sensitive quality indicators?
    ● Which particular quality indicator did you select to address in your tutorial?
    ● Why is this quality indicator important to monitor?

    ○ Be sure to address the impact of this indicator on the quality of
    care and patient safety.

    [https://courseroom.capella.edu/courses/36690/files/6477072?wrap=1](https://courseroom.capella.edu/courses/36690/files/6477072?wrap=1)

    [https://courseroom.capella.edu/courses/36690/files/6477072/download?download_frd=1](https://courseroom.capella.edu/courses/36690/files/6477072/download?download_frd=1)

    [https://courseroom.capella.edu/courses/36690/files/6477072/download?download_frd=1](https://courseroom.capella.edu/courses/36690/files/6477072/download?download_frd=1)

    ● Why do new nurses need to be familiar with this particular quality indicator
    when providing patient care?

    Collection and Distribution of Quality Indicator Data

    ● According to your interview and other resources, how does your
    organization collect data on this quality indicator?

    ● How does the organization disseminate aggregate data?
    ● What role do nurses play in supporting accurate reporting and high-quality

    results?
    ○ As an example, consider the importance of accurately entering

    data regarding nursing interventions.

    ● Script: A separate document with the script or speaker's notes is required.
    Important: Submissions that do not include the script or speaker's notes will be
    returned as a non-performance.

    ● References: Cite a minimum of three scholarly and/or authoritative sources.
    ● APA: Submit, along with the recording, a separate reference page that follows

    APA style and formatting guidelines. For an APA refresher, consult the Evidence
    and APA page on Campus.

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

    ● Competency 1: Describe nurses' and the interdisciplinary team's role in
    informatics with a focus on electronic health information and patient care
    technology to support decision making.

    ○ Describe the interdisciplinary team's role in collecting and
    reporting quality indicator data to enhance patient safety,
    patient care outcomes, and organizational performance
    reports.

    [https://campustools.capella.edu/redirect.aspx?linkid=1540](https://campustools.capella.edu/redirect.aspx?linkid=1540)

    [https://campustools.capella.edu/redirect.aspx?linkid=1540](https://campustools.capella.edu/redirect.aspx?linkid=1540)

    ● Competency 3: Evaluate the impact of patient care technologies on desired
    outcomes.

    ○ Explain how a health care organization uses nursing-sensitive
    quality indicators to enhance patient safety, patient care
    outcomes, and organizational performance reports.

    ● Competency 4: Recommend the use of a technology to enhance quality
    and safety standards for patients.

    ○ Justify how a nursing-sensitive quality indicator establishes
    evidence-based practice guidelines for nurses to follow when
    using patient care technologies to enhance patient safety,
    satisfaction, and outcomes.

    ● Competency 5: Apply professional, scholarly communication to facilitate
    use of health information and patient care technologies.

    ○ Deliver a professional, effective audio tutorial on a selected
    quality indicator that engages new nurses and motivates them
    to accurately report quality data in a timely fashion.

    ○ Follow APA style and formatting guidelines for citations and
    references.

    – Introduction: Nursing-Sensitive Quality Indicator
    – Collection and Distribution of Quality Indicator Data

    **InformaticsandNursingSensitivequalityIndicatorsPDF.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/informaticsandnursingsensitivequalityindicatorspdf-png)

    **## instruction2.pdf**

    You will develop an 8–10 minute audio(Script-verbal words) training module to orient
    new nurses in a workplace to a single nursing-sensitive quality indicator critical to the
    organization.

    For this assessment, first review the nursing-sensitive quality indicators presented in the
    Informatics and Nursing Sensitive quality Indicators [PDF]

    resource and select one nursing-sensitive quality indicator to use as the focus for this
    assessment.

    Next, imagine you are a member of a Quality Improvement Council at any type of health
    care system, whether acute, ambulatory, home health, managed care, et cetera. Your
    Council has identified that newly hired nurses would benefit from comprehensive
    training on the importance of nursing-sensitive quality indicators. The Council would like
    the training to address how this information is collected and disseminated across the
    organization. It would also like the training to describe the role nurses have in accurate
    reporting and high-quality results.

    The Council indicates a recording is preferable to a written fact sheet due to the
    popularity of audio blogs. In this way, new hires can listen to the tutorial on their own
    time using their phone or other device.

    As a result of this need, you offer to create an audio tutorial orienting new hires to these
    topics. You know that you will need a script to guide your audio recording. You also plan
    to incorporate into your script the insights you learned from conducting an interview with
    an authority on quality monitoring and the use of technology to collect and report quality
    indicator data.

    You determine that you will cover the following topics in your audio tutorial script:

    Introduction: Nursing-Sensitive Quality Indicator

    ● What is the National Database of Nursing-Sensitive Quality Indicators?
    ● What are nursing-sensitive quality indicators?
    ● Which particular quality indicator did you select to address in your tutorial?
    ● Why is this quality indicator important to monitor?

    ○ Be sure to address the impact of this indicator on the quality of
    care and patient safety.

    [https://courseroom.capella.edu/courses/36690/files/6477072?wrap=1](https://courseroom.capella.edu/courses/36690/files/6477072?wrap=1)

    [https://courseroom.capella.edu/courses/36690/files/6477072/download?download_frd=1](https://courseroom.capella.edu/courses/36690/files/6477072/download?download_frd=1)

    [https://courseroom.capella.edu/courses/36690/files/6477072/download?download_frd=1](https://courseroom.capella.edu/courses/36690/files/6477072/download?download_frd=1)

    ● Why do new nurses need to be familiar with this particular quality indicator
    when providing patient care?

    Collection and Distribution of Quality Indicator Data

    ● According to your interview and other resources, how does your
    organization collect data on this quality indicator?

    ● How does the organization disseminate aggregate data?
    ● What role do nurses play in supporting accurate reporting and high-quality

    results?
    ○ As an example, consider the importance of accurately entering

    data regarding nursing interventions.

    ● Script: A separate document with the script or speaker's notes is required.
    Important: Submissions that do not include the script or speaker's notes will be
    returned as a non-performance.

    ● References: Cite a minimum of three scholarly and/or authoritative sources.
    ● APA: Submit, along with the recording, a separate reference page that follows

    APA style and formatting guidelines. For an APA refresher, consult the Evidence
    and APA page on Campus.

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

    ● Competency 1: Describe nurses' and the interdisciplinary team's role in
    informatics with a focus on electronic health information and patient care
    technology to support decision making.

    ○ Describe the interdisciplinary team's role in collecting and
    reporting quality indicator data to enhance patient safety,
    patient care outcomes, and organizational performance
    reports.

    [https://campustools.capella.edu/redirect.aspx?linkid=1540](https://campustools.capella.edu/redirect.aspx?linkid=1540)

    [https://campustools.capella.edu/redirect.aspx?linkid=1540](https://campustools.capella.edu/redirect.aspx?linkid=1540)

    ● Competency 3: Evaluate the impact of patient care technologies on desired
    outcomes.

    ○ Explain how a health care organization uses nursing-sensitive
    quality indicators to enhance patient safety, patient care
    outcomes, and organizational performance reports.

    ● Competency 4: Recommend the use of a technology to enhance quality
    and safety standards for patients.

    ○ Justify how a nursing-sensitive quality indicator establishes
    evidence-based practice guidelines for nurses to follow when
    using patient care technologies to enhance patient safety,
    satisfaction, and outcomes.

    ● Competency 5: Apply professional, scholarly communication to facilitate
    use of health information and patient care technologies.

    ○ Deliver a professional, effective audio tutorial on a selected
    quality indicator that engages new nurses and motivates them
    to accurately report quality data in a timely fashion.

    ○ Follow APA style and formatting guidelines for citations and
    references.

    – Introduction: Nursing-Sensitive Quality Indicator
    – Collection and Distribution of Quality Indicator Data

    **InformaticsandNursingSensitivequalityIndicatorsPDF.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/informaticsandnursingsensitivequalityindicatorspdf-png)

  • [Solved] Policy briefs

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## WEEK9Asignment8100.docx **## WEEK9Asignment8100.docx** **Policy briefs** ![Close-up of gears with words on them Description automatically generated](https://www.sweetstudy.com/questions/policy-briefs) A policy brief is a concise summary of a particular issue, the pol…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## WEEK9Asignment8100.docx

    **## WEEK9Asignment8100.docx**

    **Policy briefs**

    ![Close-up of gears with words on them Description automatically generated](https://www.sweetstudy.com/questions/policy-briefs)

    A policy brief is a concise summary of a particular issue, the policy options to deal with it, and   recommendations on the best option. Policy briefs must deliver critical information to the stakeholders who can influence a specific policy. For assignment 3 you will develop a policy brief building on your policy issues and theory explored in assignments 1 and 2.

    The assignment should include:

    · Title: A good title quickly communicates the contents of the brief in a memorable way.

    · Introduction: This would be one paragraph that to include your  health policy issue and the proposed policy action.

    · Context or Scope of Problem: This section communicates the importance of the problem and aims to convince the stakeholders of the necessity of policy action.

    · Policy Alternatives: This section discusses the current policy approach and explains proposed options. It should be fair and accurate while convincing the stakeholders why the policy action proposed in the brief is the most desirable.

    · Policy Recommendations: This section contains the most detailed explanation of the concrete steps to be taken to address the policy issue.

    · Conclusion

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/147502/modules/items/5623939)

    To Prepare

    · Review the Learning resources on writing policy briefs.

    **The Assignment: (2 pages)**

    **Submit** a 2 page (not including title page and references) policy brief. Include the following:

    · Title: A good title quickly communicates the contents of the brief in a memorable way.

    · Introduction: This would be one paragraph that includes the students health policy issue and the proposed policy action.

    · Context or Scope of Problem: This section communicates the importance of the problem and aims to convince the reader of the necessity of policy action.

    · Policy Alternatives: This section discusses the current policy approach and explains proposed options. It should be fair and accurate while convincing the reader why the policy action proposed in the brief is the most desirable.

    · Policy Recommendations: This section contains the most detailed explanation of the concrete steps to be taken to address the policy issue.

    · Conclusion

    **Reminder**: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. Although policy briefs do not usually include references, since this is a scholarly paper a reference page is required. The Walden Writing Center Sample Paper provides an example of those required elements (available at
    [https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293632Links to an external site.](https://academicguides.waldenu.edu/writingcenter/templates/general)). All papers submitted must use this formatting.

    ## image1.jpeg

    **## WEEK9Asignment8100.docx**

    **Policy briefs**

    ![Close-up of gears with words on them Description automatically generated](https://www.sweetstudy.com/questions/policy-briefs)

    A policy brief is a concise summary of a particular issue, the policy options to deal with it, and   recommendations on the best option. Policy briefs must deliver critical information to the stakeholders who can influence a specific policy. For assignment 3 you will develop a policy brief building on your policy issues and theory explored in assignments 1 and 2.

    The assignment should include:

    · Title: A good title quickly communicates the contents of the brief in a memorable way.

    · Introduction: This would be one paragraph that to include your  health policy issue and the proposed policy action.

    · Context or Scope of Problem: This section communicates the importance of the problem and aims to convince the stakeholders of the necessity of policy action.

    · Policy Alternatives: This section discusses the current policy approach and explains proposed options. It should be fair and accurate while convincing the stakeholders why the policy action proposed in the brief is the most desirable.

    · Policy Recommendations: This section contains the most detailed explanation of the concrete steps to be taken to address the policy issue.

    · Conclusion

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/147502/modules/items/5623939)

    To Prepare

    · Review the Learning resources on writing policy briefs.

    **The Assignment: (2 pages)**

    **Submit** a 2 page (not including title page and references) policy brief. Include the following:

    · Title: A good title quickly communicates the contents of the brief in a memorable way.

    · Introduction: This would be one paragraph that includes the students health policy issue and the proposed policy action.

    · Context or Scope of Problem: This section communicates the importance of the problem and aims to convince the reader of the necessity of policy action.

    · Policy Alternatives: This section discusses the current policy approach and explains proposed options. It should be fair and accurate while convincing the reader why the policy action proposed in the brief is the most desirable.

    · Policy Recommendations: This section contains the most detailed explanation of the concrete steps to be taken to address the policy issue.

    · Conclusion

    **Reminder**: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. Although policy briefs do not usually include references, since this is a scholarly paper a reference page is required. The Walden Writing Center Sample Paper provides an example of those required elements (available at
    [https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293632Links to an external site.](https://academicguides.waldenu.edu/writingcenter/templates/general)). All papers submitted must use this formatting.

    ## image1.jpeg