Tag: Nursing

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    – 2 years ago **files (1)** – ## NSG468Influencing.docx **## NSG468Influencing.docx** **NSG 468: Influencing Quality Within Healthcare** ## Summative Assessment: Quality Improvement and Safety Case Study **The Scenario** In an effort to continuously improve quality and safety, your manager has asked…

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    – 2 years ago

    **files (1)**

    – ## NSG468Influencing.docx

    **## NSG468Influencing.docx**

    **NSG 468: Influencing Quality Within Healthcare**

    ## Summative Assessment: Quality Improvement and Safety Case Study

    **The Scenario**

    In an effort to continuously improve quality and safety, your manager has asked you to share one example of patient care from your experience. Your and other team members’ submissions will be used to help facilitate an upcoming training.

    In a 700- to 875-word case study,
    **address** the following:

    · Identify a patient care case from your own practice experience that involves quality and safety.
    _Note_: If you are not practicing or have not practiced, use a case that has received media attention or one from the textbook.

    · Summarize the situation.

    · Describe your (or the nurse's) role in the patient care situation.

    · Explain the role the patient played in their own quality- or safety-related situation.

    · Evaluate the relationship between the patient's care and the outcome.

    · Identify how the care environment affected the situation, including the nurse or provider, the patient, and the outcome.

    · Determine whether a quality model was employed. If yes, identify and explain it. If not, identify one that could have improved the situation.

    · Explain what actions you might take to improve the outcome or prevent an adverse outcome in the future.

    Top of Form

    Bottom of Form

    ****Include 3 references that are from past 5 years – APA 7th edition**

    **## NSG468Influencing.docx**

    **NSG 468: Influencing Quality Within Healthcare**

    ## Summative Assessment: Quality Improvement and Safety Case Study

    **The Scenario**

    In an effort to continuously improve quality and safety, your manager has asked you to share one example of patient care from your experience. Your and other team members’ submissions will be used to help facilitate an upcoming training.

    In a 700- to 875-word case study,
    **address** the following:

    · Identify a patient care case from your own practice experience that involves quality and safety.
    _Note_: If you are not practicing or have not practiced, use a case that has received media attention or one from the textbook.

    · Summarize the situation.

    · Describe your (or the nurse's) role in the patient care situation.

    · Explain the role the patient played in their own quality- or safety-related situation.

    · Evaluate the relationship between the patient's care and the outcome.

    · Identify how the care environment affected the situation, including the nurse or provider, the patient, and the outcome.

    · Determine whether a quality model was employed. If yes, identify and explain it. If not, identify one that could have improved the situation.

    · Explain what actions you might take to improve the outcome or prevent an adverse outcome in the future.

    Top of Form

    Bottom of Form

    ****Include 3 references that are from past 5 years – APA 7th edition**

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    – 2 years ago

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    – 2 years ago **files (1)** – ## HEALTHCONDITIONSANDIMPLICATIONSFORWOMEN.docx **## HEALTHCONDITIONSANDIMPLICATIONSFORWOMEN.docx** HEALTH CONDITIONS AND IMPLICATIONS FOR WOMEN ![](https://www.sweetstudy.com/questions/part-2-20875187) Some health issues, including heart disease, depression, and autoim…

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    – ## HEALTHCONDITIONSANDIMPLICATIONSFORWOMEN.docx

    **## HEALTHCONDITIONSANDIMPLICATIONSFORWOMEN.docx**

    HEALTH CONDITIONS AND IMPLICATIONS FOR WOMEN

    ![](https://www.sweetstudy.com/questions/part-2-20875187)

    Some health issues, including heart disease, depression, and autoimmune disease, present more frequently in women than in men. Others, including ovarian cancer and pregnancy issues, are obviously exclusive to the female population. Nurse practitioners focused on women’s healthcare become well-versed in these health issues and apply their expertise to helping to screen for and offer care for patients with these conditions.

    For this Discussion, you will select a specific women’s health issue. You will research this issue, and share common symptoms, recommended diagnostic tests, and common treatments.

    RESOURCES

    LEARNING RESOURCES

    [Required Readings](https://waldenu.instructure.com/courses/145236/pages/week-7-learning-resources?module_item_id=5638269)

    · Schuiling, K. D., & Likis, F. E. (2022). G
    _ynecologic health_ c
    _are_ (4th ed.). Jones and Bartlett Learning.

    · Chapter 29, “Gynecologic Cancers” (pp. 569-597)

    · Chapter 30, “Chronic Pelvic Pain” (pp. 601-616)

    ADULT GERONTOLOGY RESOURCES

    · van Dijk, G. M., Kavousi, M., Troup, J., & Franco, O. H. (2015).
    [Health issues for menopausal women: The top 11 conditions have common solutionsLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://www.sciencedirect.com/science/article/pii/S0378512214003004?via%3Dihub).
    _Maturitas_, 80(1), 24–30. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1016/j.maturitas.2014.09.013

    · North American Menopause Society. (2020).
    [_Sexual health & menopause_.Links to an external site.](http://www.menopause.org/for-women/sexual-health-menopause-online/how-to-navigate-this-online-resource) http://www.menopause.org/for-women/sexual-health-menopause-online/how-to-navigate-this-online-resource

    CLINICAL GUIDELINE RESOURCES

    As you review the following resources, you may want to include a topic in the search area to gather detailed information (e.g., breast cancer screening guidelines; CDC – for zika in pregnancy, etc.).

    ·
    [American College of Obstetricians and Gynecologists (ACOG).Links to an external site.](https://www.acog.org/) (2020).  https://www.acog.org/

    · American Cancer Society, Inc. (ACS). (2020).
    [_Information and Resources about Cancer: Breast, Colon, Lung, Prostate, Skin._ Links to an external site.](https://www.cancer.org/) https://www.cancer.org/

    · American Nurses Association (ANA). (n.d.).
    [Lead the profession to share the future of nursing and health care.Links to an external site.](https://www.nursingworld.org/) https://www.nursingworld.org/

    · Centers for Disease Control and Prevention. (CDC). (n.d.).
    [_CDC in action._ Links to an external site.](https://www.cdc.gov/) https://www.cdc.gov/

    · HealthyPeople 2030. (2020).
    [_Healthy People 2030 Framework_.Links to an external site.](https://www.healthypeople.gov/2020/About-Healthy-People/Development-Healthy-People-2030/Framework)  https://www.healthypeople.gov/2020/About-Healthy-People/Development-Healthy-People-2030/Framework

    · The American Association of Nurse Practitioners (AANP). (2020).
    [What’s Happening at your association.Links to an external site.](https://www.aanp.org/) https://www.aanp.org/

    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/145236/modules/items/5638269)

    **To prepare:**

    · Review the Learning Resources for this week and consider the different types of women’s health issues.

    · Choose one of the women’s health issue from the following
    **list** and once you have selected an issue, search the Walden Library and/or the Internet regarding the health issue symptoms, diagnostic tests, and common treatments:

    · Osteoporosis

    · Bladder Issues

    · Pre-diabetes

    · Thyroid

    · Hypertension

    · Seizure Disorders

    · Psychiatric Disorders

    PART 1: BY DAY 3

    Based on the issue you chose,
    **post** a description and explanation of common symptoms, recommended diagnostic tests, and common treatments. Be specific and provide examples. Use the evidence from your search of the literature to support your explanation of the woman’s health issue you chose.

    PART 2: BY DAY 5

    Next,
    **based off the one women’s health issue you picked listed below, post** your responses to the following questions that corresponds to your women’s health issue.

    ·
    **Osteoporosis** – What are your options for primary prevention? How would you educate someone on the treatment?

    ·
    **Bladder Issues** – What exactly are the symptoms? What about Interstitial cystitis (IC) and pelvic pain?

    ·
    **Thyroid** – What symptoms occur in women? What can you discern from that? What about infertility?

    ·
    **Pre-diabetes** – Are there menstrual irregularities? What types of medication are they taking? What about pregnancy plans?

    ·
    **Hypertension** – What medications are appropriate for a woman of reproductive age? Should you counsel the woman on appropriate dieting?

    ·
    **Seizure Disorders** – What special implications do you need to consider in this particular population?

    ·
    **Psychiatric Disorders** – Specify the types of disorders i.e., anxiety/depression/substance abuse/eating disorders

    **Read** a selection of your colleagues’ responses.

    BY DAY 7

    **Respond** to at least
    **two** of your colleagues’ posts on
    **two different days** and provide additional insight that might be useful and appropriate for the issue addressed. Use your learning resources and/or evidence from the literature to support your position.

    | | | |
    | — | — | — |
    | **NRNP_6552_Week7_Discussion_Rubric** |
    | **Criteria** | **Ratings** | **Pts** |
    | Main Posting:<br>**view longer description** | **44 to >39.16 pts**<br>**Excellent Point range: 90–100**<br>Thoroughly responds to the discussion question(s)… Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources… No less than 75% of post has exceptional depth and breadth… Supported by at least 3 current credible sources.<br>**39.16 to >34.76 pts**<br>**Good Point range: 80–89**<br>Responds to most of the discussion question(s)… Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module… 50% of the post has exceptional depth and breadth… Supported by at least 3 credible references.<br>**34.76 to >30.36 pts**<br>**Fair Point range: 70–79**<br>Responds to some of the discussion question(s)… One to two criteria are not addressed or are superficially addressed… Is somewhat lacking reflection and critical analysis and synthesis… Somewhat represents knowledge gained from the course readings for the module… Post is cited with fewer than 2 credible references.<br>**30.36 to >0 pts**<br>**Poor Point range: 0–69**<br>Does not respond to the discussion question(s)… Lacks depth or superficially addresses criteria… Lacks reflection and critical analysis and synthesis… Does not represent knowledge gained from the course readings for the module… Contains only 1 or no credible references. | / 44 pts |
    | Main Posting:<br>**view longer description** | **6 to >5.34 pts**<br>**Excellent Point range: 90–100**<br>Written clearly and concisely… Contains no grammatical or spelling errors… Further adheres to current APA manual writing rules and style.<br>**5.34 to >4.74 pts**<br>**Good Point range: 80–89**<br>Written concisely… May contain one to two grammatical or spelling errors… Adheres to current APA manual writing rules and style.<br>**4.74 to >4.14 pts**<br>**Fair Point range: 70–79**<br>Written somewhat concisely… May contain more than two spelling or grammatical errors… Contains some APA formatting errors.<br>**4.14 to >0 pts**<br>**Poor Point range: 0–69**<br>Not written clearly or concisely… Contains more than two spelling or grammatical errors… Does not adhere to current APA manual writing rules and style. | / 6 pts |
    | Main Posting:<br>**view longer description** | **10 to >8.9 pts**<br>**Excellent Point range: 90–100**<br>Meets requirements for timely, full, and active participation… Posts main discussion by due date.<br>**8.9 to >7.9 pts**<br>**Good Point range: 80–89**<br>Posts main discussion by due date… Meets requirements for full participation.<br>**7.9 to >6.9 pts**<br>**Fair Point range: 70–79**<br>Posts main discussion by due date.<br>**6.9 to >0 pts**<br>**Poor Point range: 0–69**<br>Does not meet requirements for full participation… Does not post main discussion by due date. | / 10 pts |
    | First Response:<br>**view longer description** | **9 to >8.01 pts**<br>**Excellent Point range: 90–100**<br>Response exhibits critical thinking and application to practice settings… Responds to questions posed by faculty… The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.<br>**8.01 to >7.11 pts**<br>**Good Point range: 80–89**<br>Response has some depth and may exhibit critical thinking or application to practice setting.<br>**7.11 to >6.21 pts**<br>**Fair Point range: 70–79**<br>Response is on topic, may have some depth.<br>**6.21 to >0 pts**<br>**Poor Point range: 0–69**<br>Response may not be on topic, lacks depth. | / 9 pts |
    | First Response:<br>**view longer description** | **6 to >5.34 pts**<br>**Excellent Point range: 90–100**<br>Communication is professional and respectful to colleagues… Response to faculty questions are fully answered, if posed… Provides clear, concise opinions and ideas that are supported by two or more credible sources… Response is effectively written in Standard, Edited English.<br>**5.34 to >4.74 pts**<br>**Good Point range: 80–89**<br>Communication is mostly professional and respectful to colleagues… Response to faculty questions are mostly answered, if posed… Provides opinions and ideas that are supported by few credible sources… Response is written in Standard, Edited English.<br>**4.74 to >4.14 pts**<br>**Fair Point range: 70–79**<br>Response posed in the discussion may lack effective professional communication… Response to faculty questions are somewhat answered, if posed… Few or no credible sources are cited.<br>**4.14 to >0 pts**<br>**Poor Point range: 0–69**<br>Responses posted in the discussion lack effective communication… Response to faculty questions are missing… No credible sources are cited. | / 6 pts |
    | First Response:<br>**view longer description** | **5 to >4.45 pts**<br>**Excellent Point range: 90–100**<br>Meets requirements for timely, full, and active participation… Posts by due date.<br>**4.45 to >3.95 pts**<br>**Good Point range: 80–89**<br>Meets requirements for full participation… Posts by due date.<br>**3.95 to >3.45 pts**<br>**Fair Point range: 70–79**<br>Posts by due date.<br>**3.45 to >0 pts**<br>**Poor Point range: 0–69**<br>Does not meet requirements for full participation… Does not post by due date. | / 5 pts |
    | Second Response:<br>**view longer description** | **9 to >8.01 pts**<br>**Excellent Point range: 90–100**<br>Response exhibits critical thinking and application to practice settings… Responds to questions posed by faculty… The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.<br>**8.01 to >7.11 pts**<br>**Good Point range: 80–89**<br>Response has some depth and may exhibit critical thinking or application to practice setting.<br>**7.11 to >6.21 pts**<br>**Fair Point range: 70–79**<br>Response is on topic, may have some depth.<br>**6.21 to >0 pts**<br>**Poor Point range: 0–69**<br>Response may not be on topic, lacks depth. | / 9 pts |
    | Second Response:<br>**view longer description** | **6 to >5.34 pts**<br>**Excellent Point range: 90–100**<br>Communication is professional and respectful to colleagues… Response to faculty questions are fully answered, if posed… Provides clear, concise opinions and ideas that are supported by two or more credible sources… Response is effectively written in Standard, Edited English.<br>**5.34 to >4.74 pts**<br>**Good Point range: 80–89**<br>Communication is mostly professional and respectful to colleagues… Response to faculty questions are mostly answered, if posed… Provides opinions and ideas that are supported by few credible sources… Response is written in Standard, Edited English.<br>**4.74 to >4.14 pts**<br>**Fair Point range: 70–79**<br>Response posed in the discussion may lack effective professional communication… Response to faculty questions are somewhat answered, if posed… Few or no credible sources are cited.<br>**4.14 to >0 pts**<br>**Poor Point range: 0–69**<br>Responses posted in the discussion lack effective communication… Response to faculty questions are missing… No credible sources are cited. | / 6 pts |
    | Second Response:<br>**view longer description** | **5 to >4.45 pts**<br>**Excellent Point range: 90–100**<br>Meets requirements for timely, full, and active participation… Posts by due date.<br>**4.45 to >3.95 pts**<br>**Good Point range: 80–89**<br>Meets requirements for full participation… Posts by due date.<br>**3.95 to >3.45 pts**<br>**Fair Point range: 70–79**<br>Posts by due date.<br>**3.45 to >0 pts**<br>**Poor Point range: 0–69**<br>Does not meet requirements for full participation… Does not post by due date. | |

    ## image1.jpeg

    **## HEALTHCONDITIONSANDIMPLICATIONSFORWOMEN.docx**

    HEALTH CONDITIONS AND IMPLICATIONS FOR WOMEN

    ![](https://www.sweetstudy.com/questions/part-2-20875187)

    Some health issues, including heart disease, depression, and autoimmune disease, present more frequently in women than in men. Others, including ovarian cancer and pregnancy issues, are obviously exclusive to the female population. Nurse practitioners focused on women’s healthcare become well-versed in these health issues and apply their expertise to helping to screen for and offer care for patients with these conditions.

    For this Discussion, you will select a specific women’s health issue. You will research this issue, and share common symptoms, recommended diagnostic tests, and common treatments.

    RESOURCES

    LEARNING RESOURCES

    [Required Readings](https://waldenu.instructure.com/courses/145236/pages/week-7-learning-resources?module_item_id=5638269)

    · Schuiling, K. D., & Likis, F. E. (2022). G
    _ynecologic health_ c
    _are_ (4th ed.). Jones and Bartlett Learning.

    · Chapter 29, “Gynecologic Cancers” (pp. 569-597)

    · Chapter 30, “Chronic Pelvic Pain” (pp. 601-616)

    ADULT GERONTOLOGY RESOURCES

    · van Dijk, G. M., Kavousi, M., Troup, J., & Franco, O. H. (2015).
    [Health issues for menopausal women: The top 11 conditions have common solutionsLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://www.sciencedirect.com/science/article/pii/S0378512214003004?via%3Dihub).
    _Maturitas_, 80(1), 24–30. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1016/j.maturitas.2014.09.013

    · North American Menopause Society. (2020).
    [_Sexual health & menopause_.Links to an external site.](http://www.menopause.org/for-women/sexual-health-menopause-online/how-to-navigate-this-online-resource) http://www.menopause.org/for-women/sexual-health-menopause-online/how-to-navigate-this-online-resource

    CLINICAL GUIDELINE RESOURCES

    As you review the following resources, you may want to include a topic in the search area to gather detailed information (e.g., breast cancer screening guidelines; CDC – for zika in pregnancy, etc.).

    ·
    [American College of Obstetricians and Gynecologists (ACOG).Links to an external site.](https://www.acog.org/) (2020).  https://www.acog.org/

    · American Cancer Society, Inc. (ACS). (2020).
    [_Information and Resources about Cancer: Breast, Colon, Lung, Prostate, Skin._ Links to an external site.](https://www.cancer.org/) https://www.cancer.org/

    · American Nurses Association (ANA). (n.d.).
    [Lead the profession to share the future of nursing and health care.Links to an external site.](https://www.nursingworld.org/) https://www.nursingworld.org/

    · Centers for Disease Control and Prevention. (CDC). (n.d.).
    [_CDC in action._ Links to an external site.](https://www.cdc.gov/) https://www.cdc.gov/

    · HealthyPeople 2030. (2020).
    [_Healthy People 2030 Framework_.Links to an external site.](https://www.healthypeople.gov/2020/About-Healthy-People/Development-Healthy-People-2030/Framework)  https://www.healthypeople.gov/2020/About-Healthy-People/Development-Healthy-People-2030/Framework

    · The American Association of Nurse Practitioners (AANP). (2020).
    [What’s Happening at your association.Links to an external site.](https://www.aanp.org/) https://www.aanp.org/

    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/145236/modules/items/5638269)

    **To prepare:**

    · Review the Learning Resources for this week and consider the different types of women’s health issues.

    · Choose one of the women’s health issue from the following
    **list** and once you have selected an issue, search the Walden Library and/or the Internet regarding the health issue symptoms, diagnostic tests, and common treatments:

    · Osteoporosis

    · Bladder Issues

    · Pre-diabetes

    · Thyroid

    · Hypertension

    · Seizure Disorders

    · Psychiatric Disorders

    PART 1: BY DAY 3

    Based on the issue you chose,
    **post** a description and explanation of common symptoms, recommended diagnostic tests, and common treatments. Be specific and provide examples. Use the evidence from your search of the literature to support your explanation of the woman’s health issue you chose.

    PART 2: BY DAY 5

    Next,
    **based off the one women’s health issue you picked listed below, post** your responses to the following questions that corresponds to your women’s health issue.

    ·
    **Osteoporosis** – What are your options for primary prevention? How would you educate someone on the treatment?

    ·
    **Bladder Issues** – What exactly are the symptoms? What about Interstitial cystitis (IC) and pelvic pain?

    ·
    **Thyroid** – What symptoms occur in women? What can you discern from that? What about infertility?

    ·
    **Pre-diabetes** – Are there menstrual irregularities? What types of medication are they taking? What about pregnancy plans?

    ·
    **Hypertension** – What medications are appropriate for a woman of reproductive age? Should you counsel the woman on appropriate dieting?

    ·
    **Seizure Disorders** – What special implications do you need to consider in this particular population?

    ·
    **Psychiatric Disorders** – Specify the types of disorders i.e., anxiety/depression/substance abuse/eating disorders

    **Read** a selection of your colleagues’ responses.

    BY DAY 7

    **Respond** to at least
    **two** of your colleagues’ posts on
    **two different days** and provide additional insight that might be useful and appropriate for the issue addressed. Use your learning resources and/or evidence from the literature to support your position.

    | | | |
    | — | — | — |
    | **NRNP_6552_Week7_Discussion_Rubric** |
    | **Criteria** | **Ratings** | **Pts** |
    | Main Posting:<br>**view longer description** | **44 to >39.16 pts**<br>**Excellent Point range: 90–100**<br>Thoroughly responds to the discussion question(s)… Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources… No less than 75% of post has exceptional depth and breadth… Supported by at least 3 current credible sources.<br>**39.16 to >34.76 pts**<br>**Good Point range: 80–89**<br>Responds to most of the discussion question(s)… Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module… 50% of the post has exceptional depth and breadth… Supported by at least 3 credible references.<br>**34.76 to >30.36 pts**<br>**Fair Point range: 70–79**<br>Responds to some of the discussion question(s)… One to two criteria are not addressed or are superficially addressed… Is somewhat lacking reflection and critical analysis and synthesis… Somewhat represents knowledge gained from the course readings for the module… Post is cited with fewer than 2 credible references.<br>**30.36 to >0 pts**<br>**Poor Point range: 0–69**<br>Does not respond to the discussion question(s)… Lacks depth or superficially addresses criteria… Lacks reflection and critical analysis and synthesis… Does not represent knowledge gained from the course readings for the module… Contains only 1 or no credible references. | / 44 pts |
    | Main Posting:<br>**view longer description** | **6 to >5.34 pts**<br>**Excellent Point range: 90–100**<br>Written clearly and concisely… Contains no grammatical or spelling errors… Further adheres to current APA manual writing rules and style.<br>**5.34 to >4.74 pts**<br>**Good Point range: 80–89**<br>Written concisely… May contain one to two grammatical or spelling errors… Adheres to current APA manual writing rules and style.<br>**4.74 to >4.14 pts**<br>**Fair Point range: 70–79**<br>Written somewhat concisely… May contain more than two spelling or grammatical errors… Contains some APA formatting errors.<br>**4.14 to >0 pts**<br>**Poor Point range: 0–69**<br>Not written clearly or concisely… Contains more than two spelling or grammatical errors… Does not adhere to current APA manual writing rules and style. | / 6 pts |
    | Main Posting:<br>**view longer description** | **10 to >8.9 pts**<br>**Excellent Point range: 90–100**<br>Meets requirements for timely, full, and active participation… Posts main discussion by due date.<br>**8.9 to >7.9 pts**<br>**Good Point range: 80–89**<br>Posts main discussion by due date… Meets requirements for full participation.<br>**7.9 to >6.9 pts**<br>**Fair Point range: 70–79**<br>Posts main discussion by due date.<br>**6.9 to >0 pts**<br>**Poor Point range: 0–69**<br>Does not meet requirements for full participation… Does not post main discussion by due date. | / 10 pts |
    | First Response:<br>**view longer description** | **9 to >8.01 pts**<br>**Excellent Point range: 90–100**<br>Response exhibits critical thinking and application to practice settings… Responds to questions posed by faculty… The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.<br>**8.01 to >7.11 pts**<br>**Good Point range: 80–89**<br>Response has some depth and may exhibit critical thinking or application to practice setting.<br>**7.11 to >6.21 pts**<br>**Fair Point range: 70–79**<br>Response is on topic, may have some depth.<br>**6.21 to >0 pts**<br>**Poor Point range: 0–69**<br>Response may not be on topic, lacks depth. | / 9 pts |
    | First Response:<br>**view longer description** | **6 to >5.34 pts**<br>**Excellent Point range: 90–100**<br>Communication is professional and respectful to colleagues… Response to faculty questions are fully answered, if posed… Provides clear, concise opinions and ideas that are supported by two or more credible sources… Response is effectively written in Standard, Edited English.<br>**5.34 to >4.74 pts**<br>**Good Point range: 80–89**<br>Communication is mostly professional and respectful to colleagues… Response to faculty questions are mostly answered, if posed… Provides opinions and ideas that are supported by few credible sources… Response is written in Standard, Edited English.<br>**4.74 to >4.14 pts**<br>**Fair Point range: 70–79**<br>Response posed in the discussion may lack effective professional communication… Response to faculty questions are somewhat answered, if posed… Few or no credible sources are cited.<br>**4.14 to >0 pts**<br>**Poor Point range: 0–69**<br>Responses posted in the discussion lack effective communication… Response to faculty questions are missing… No credible sources are cited. | / 6 pts |
    | First Response:<br>**view longer description** | **5 to >4.45 pts**<br>**Excellent Point range: 90–100**<br>Meets requirements for timely, full, and active participation… Posts by due date.<br>**4.45 to >3.95 pts**<br>**Good Point range: 80–89**<br>Meets requirements for full participation… Posts by due date.<br>**3.95 to >3.45 pts**<br>**Fair Point range: 70–79**<br>Posts by due date.<br>**3.45 to >0 pts**<br>**Poor Point range: 0–69**<br>Does not meet requirements for full participation… Does not post by due date. | / 5 pts |
    | Second Response:<br>**view longer description** | **9 to >8.01 pts**<br>**Excellent Point range: 90–100**<br>Response exhibits critical thinking and application to practice settings… Responds to questions posed by faculty… The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.<br>**8.01 to >7.11 pts**<br>**Good Point range: 80–89**<br>Response has some depth and may exhibit critical thinking or application to practice setting.<br>**7.11 to >6.21 pts**<br>**Fair Point range: 70–79**<br>Response is on topic, may have some depth.<br>**6.21 to >0 pts**<br>**Poor Point range: 0–69**<br>Response may not be on topic, lacks depth. | / 9 pts |
    | Second Response:<br>**view longer description** | **6 to >5.34 pts**<br>**Excellent Point range: 90–100**<br>Communication is professional and respectful to colleagues… Response to faculty questions are fully answered, if posed… Provides clear, concise opinions and ideas that are supported by two or more credible sources… Response is effectively written in Standard, Edited English.<br>**5.34 to >4.74 pts**<br>**Good Point range: 80–89**<br>Communication is mostly professional and respectful to colleagues… Response to faculty questions are mostly answered, if posed… Provides opinions and ideas that are supported by few credible sources… Response is written in Standard, Edited English.<br>**4.74 to >4.14 pts**<br>**Fair Point range: 70–79**<br>Response posed in the discussion may lack effective professional communication… Response to faculty questions are somewhat answered, if posed… Few or no credible sources are cited.<br>**4.14 to >0 pts**<br>**Poor Point range: 0–69**<br>Responses posted in the discussion lack effective communication… Response to faculty questions are missing… No credible sources are cited. | / 6 pts |
    | Second Response:<br>**view longer description** | **5 to >4.45 pts**<br>**Excellent Point range: 90–100**<br>Meets requirements for timely, full, and active participation… Posts by due date.<br>**4.45 to >3.95 pts**<br>**Good Point range: 80–89**<br>Meets requirements for full participation… Posts by due date.<br>**3.95 to >3.45 pts**<br>**Fair Point range: 70–79**<br>Posts by due date.<br>**3.45 to >0 pts**<br>**Poor Point range: 0–69**<br>Does not meet requirements for full participation… Does not post by due date. | |

    ## image1.jpeg

  • [Solved] Cause Analysis

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    Files attached below, thank you! – 2 years ago **files (3)** – ## C4Assess2.docx – ## RootCauseAnalysisPlan.docx – ## C4Assess1.docx **## C4Assess2.docx** **Instructions:** The purpose of this assessment is to demonstrate your understanding of and ability to analyze a root cause of a specific safety…

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    Assignment Prompt & Instructions

    Files attached below, thank you!

    – 2 years ago

    **files (3)**

    – ## C4Assess2.docx

    – ## RootCauseAnalysisPlan.docx

    – ## C4Assess1.docx

    **## C4Assess2.docx**

    **Instructions:**

    The purpose of this assessment is to demonstrate your understanding of and ability to analyze a root cause of a specific safety concern in a health care setting. You will create a plan to improve the safety of patients related to the safety quality issue presented in your Assessment Supplement PDF in Assessment 1. Based on the results of your analysis, using the literature and professional best practices as well as the existing resources at your chosen health care setting, provide a rationale for your plan.

    Use the Root-Cause Analysis and Improvement Plan [DOCX] template to help you to stay organized and concise. This will guide you step-by-step through the root cause analysis process.

    Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

    · Analyze the root cause of a specific patient safety issue in an organization.

    · Apply evidence-based and best-practice strategies to address the safety issue.

    · Create a feasible, evidence-based safety improvement plan to address a specific patient safety issue.

    · Identify organizational resources that could be leveraged to improve your plan.

    · Communicate in writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style.

    **Additional Requirements:**

    ·
    **Length of submission:** Use the provided Root-Cause Analysis and Improvement Plan template to create a 4–6 page root cause analysis and safety improvement plan pertaining to a specific patient safety issue.

    ·
    **Number of references:** Cite a minimum of 3 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old.

    ·
    **APA formatting:** Format references and citations according to current APA style.

    **## RootCauseAnalysisPlan.docx**

    2

    2

    ## Root-Cause Analysis and Safety Improvement Plan

    Introduce a general summary of the issue or sentinel event that the root-cause analysis (RCA) will be exploring. Provide a brief context for the setting in which the event took place. Keep this short and general. Explain to the reader what will be discussed in the paper and this should mimic the scoring guide/the headings.

    ## Analysis of the Root Cause

    Describe the issue or sentinel event for which the RCA is being conducted. Provide a clear and concise description of the problem that instigated the RCA. Your description should include information such as:

    · What happened?

    · Who detected the problem/event?

    · Who did the problem/event affect?

    · How did it affect them?

    Provide an analysis of the event and relevant findings. Look to the media simulation, case study, professional experience, or another source of context that you used for the event you described. As you are conducting your analysis and focusing on one or more root causes for your issue or sentinel event, it may be useful to ask questions such as:

    · What was supposed to occur?

    · Were there any steps that were not taken or did not happen as intended?

    · What environmental factors (controllable and uncontrollable) had an influence?

    · What equipment or resource factors had an influence?

    · What human errors or factors may have contributed?

    · Which communication factors may have contributed?

    These questions are just intended as a starting point. After analyzing the event, make sure you explicitly state one or more root causes that led to the issue or sentinel event.
    **Application of Evidence-Based Strategies**
    Identity best practices strategies to address the safety issue or sentinel event.

    · Describe what the literature states about the factors that lead to the safety issue.

    · For example, interruptions during medication administration increase the risk of medication errors by specifically stated data.

    · Explain how the strategies could be addressed in safety issues or sentinel events.
    **Improvement Plan with Evidence-Based and Best-Practice Strategies**
    Provide a description of a safety improvement plan that could realistically be implemented within the health care setting in which your chosen issue or sentinel event took place. This plan should contain:

    · Actions, new processes or policies, and/or professional development that will be undertaken to address one or more of the root causes.

    · Support these recommendations with references from the literature or professional best practices.

    · A description of the goals or desired outcomes of these actions.

    · A rough timeline of development and implementation for the plan.
    **Existing Organizational Resources**
    Identify existing organizational personnel and/or resources that would help improve the implementation or outcomes of the plan.

    · A brief note on resources that may need to be obtained for the success of the plan.

    · Consider what existing resources may be leveraged to enhance the improvement plan?

    **Conclusion**

    **References**

    Reference page should be double spaced throughout without extra spaces between entries.

    Each reference page entry should be formatted according to APA 7 guidelines with a hanging indent as is seen here.

    **## C4Assess1.docx**

    8

    Analyzing Delayed Response to Deteriorating Patient Conditions: A Quality Improvement Perspective

    **Analyzing Delayed Response to Deteriorating Patient Conditions: A Quality Improvement Perspective**

    Patient safety is a basic requirement in quality healthcare. Interventions in a timely manner in response to a patient worsening condition are essential to avoid adverse outcomes, decrease the cost of care, and provide better quality of care. Delayed responses in such scenarios can have critical implications for patient safety, team dynamics, institutional reputation, and more. A breakdown of the factors that cause delayed responses in healthcare is analyzed, with evidence-based solutions of how to end this problem, understanding that nurses can play a role in coordinating care to end this challenge. In addition, it identifies key stakeholders that will be important to the success of these quality improvement efforts in this area.

    **Factors Leading to Delayed Response**

    A number of factors that can cause delays in response to deteriorating patient conditions have been identified and fall within the individual, systemic, and environmental domains. One of the most important problems is the problem of insufficient staffing levels. Because of the low number of healthcare personnel, nurses are overloaded with work and do not have enough time to closely monitor patients. This can lead to missed or delayed recognition of early warning of deterioration. The problem is also aggravated by communication barriers within the healthcare team. Communication of critical information during handoffs or in high-pressure situations is often inefficient, resulting in critical information being missed or misinterpreted (Aseeri et al., 2024) while being effective in routine situations.

    There is also a major role played by training deficiencies. Also, poor training to detect and act on the early warning signs makes the healthcare professionals lose confidence and competence to act, thereby delaying intervention. Furthermore, technological gaps, including the lack of sophisticated monitoring tools or the inability to incorporate the technology into care workflows, contribute to precluding early identification with patient deterioration (Murthi et al., 2024).

    In addition, timely responses are affected by organizational culture. In healthcare settings, blame cultures can also act to deter the reporting or escalation of concerns, delaying necessary interventions. To improve patient outcomes, these systemic and individual factors need to be addressed.

    **Evidence-Based and Best-Practice Solutions**

    Several evidence-based strategies and best practices are available for healthcare organizations to address the problem of delayed responses.A good solution is the creation of Rapid Response Teams (RRTs). The significant improvement of outcomes with RRTs, consisting of experienced clinicians trained to respond to deteriorating patients, has been shown. Meneguin et al. (2024) show that RRTs decrease in-hospital cardiac arrests and mortality rates through early intervention.

    Another impactful measure is implementing Early Warning Scoring Systems (EWSS). The Modified Early Warning Score (MEWS) is a tool that systematically looks at patient conditions by assessing vital signs and allows the early recognition of potential deterioration (Baig et al., 2021). In addition to this, simulation for training developed the clinical decision-making abilities and made healthcare providers used to acting fast when facing critical situations.

    Standard communication protocols such as SBAR (Situation, Background, Assessment, Recommendation) facilitate standardized and short messaging to avoid errors and errors in information transferable between team members when handling emergency scenarios (Suraya et al., 2024). Moreover, there is the integration with advanced monitoring systems and electronic health records (EHRs), with real-time alerts to help in early detection and proper intervention in time.

    Safety culture is equally important. Enhancing proactive risk management may be promoted by building an organizational culture that places patient safety at the forefront, and which supports open reporting of near misses without the fear of retribution.

    **Nurses' Role in Coordinating Care**

    By vigilant monitoring, how nurses communicate and how nurses coordinate is an important role in mitigating these delayed responses to deteriorating conditions. As nurses are always monitoring patients, they are in a distinctive position to spot the most subtle of changes in patient condition. Through daily interactions caring for patients, these individuals are able to identify potential warning signs early and expedite their collaboration with appropriate resources. Nurses play a crucial role as critical links for activating escalation protocols to rapidly start rapid response systems or appropriate interventions (Chua et al., 2023).

    The role of nursing is education and advocacy. Nurses educate patients and families to recognize and report symptoms and foster a collaborative partnership in care. Furthermore, they advocate for changes in the policy that will go a long way to ensuring measures of patient safety. Yet another important function is collaboration with other healthcare professionals. Nurses work closely with physicians, pharmacists, and other health professionals and allied health providers to provide holistic and individualized care plans (Alsubaie et al., 2024). In addition, nurses help collect and analyze data on patient outcomes, so trends can be identified and improve patient outcomes.

    **Stakeholder Engagement**

    Collaboration with a range of stakeholders is needed to implement successful quality improvement initiatives targeting delayed responses. Healthcare providers, administrators, and patients are key stakeholders.

    To develop and adhere to evidence based protocols for early intervention there is a need for collaboration between healthcare providers, including physicians, nurses and allied health professionals. Patients and families are engaged in recognizing early warning signs in order to share accountability and enhance communication (Chua et al., 2023).

    Healthcare administrators are key in facilitating an adequate supply of such necessary resources as adequate staffing and technological tools toward timely interventions. Organizational practices are also affected by the actions of policymakers and regulators that prescribe standards for patient safety and response times (Bhati et al., 2023). Driving the design, implementation, and evaluation of interventions to reduce delays in care are Quality Improvement (QI) teams.

    In summary, improving patient safety, reducing costs, and improving health care quality requires addressing delayed responses to deteriorating patient conditions. Through identifying and addressing systemic, individual, and technological factors, healthcare organizations can promote timely interventions that save lives and provide better outcomes. Being central to the care of the patient, nurses spearhead the work of monitoring, spearheading, and speaking out for improvements. Key stakeholders must be engaged, and evidence-based practices to mitigate this patient safety issue (i.e., RRTs, EWSS, and standardized communication protocols) expediently implemented to resolve this issue. Healthcare systems can develop safer environments with rapid responses and the best patient outcomes by continuous quality improvement efforts.

    **References**

    Alsubaie, S. S., Bukhamseen, Z. F. A., Alyami, F. S. A., Alotaibi, M. F., Alkahtani, F. A., Alkhamsan, M. S., … & Al Khamees, Z. H. (2024). Multidisciplinary Approaches in General Medical Practice: Enhancing Collaboration for Better Patient Care.
    _Journal of Ecohumanism_,
    _3_(7), 2659-2669.
    [https://ecohumanism.co.uk/joe/ecohumanism/article/view/4665](https://ecohumanism.co.uk/joe/ecohumanism/article/view/4665)

    Aseeri, A. M., Alsalem, M. S. S., Alsalem, F. S. S., Alshahrani, A. A., Kuriri, A. M., Muhajjab, H. M., … & Khormi, T. M. (2024). Impact of Poor Communication among Nurses and Internal Medicine physicians on Patient Safety: A Narrative Review with case studies.
    _Journal of International Crisis and Risk Communication Research_, 411-425.
    [https://jicrcr.com/index.php/jicrcr/article/view/1004](https://jicrcr.com/index.php/jicrcr/article/view/1004)

    Baig, M. M., GholamHosseini, H., Afifi, S., & Lindén, M. (2021). A systematic review of rapid response applications based on early warning score for early detection of inpatient deterioration.
    _Informatics for Health and Social Care_,
    _46_(2), 148-157.
    [https://www.tandfonline.com/doi/abs/10.1080/17538157.2021.1873349](https://www.tandfonline.com/doi/abs/10.1080/17538157.2021.1873349)

    Bhati, D., Deogade, M. S., & Kanyal, D. (2023). Improving patient outcomes through effective hospital administration: a comprehensive review.
    _Cureus_,
    _15_(10).
    [https://pmc.ncbi.nlm.nih.gov/articles/PMC10676194/](https://pmc.ncbi.nlm.nih.gov/articles/PMC10676194/)

    Chua, W. L., Wee, L. P. C., Lim, J. Y. G., Yeo, M. L. K., Jones, D., Tan, C. K., … & Liaw, S. Y. (2023). Automated rapid response system activation—Impact on nurses' attitudes and perceptions towards recognising and responding to clinical deterioration: Mixed‐methods study.
    _Journal of Clinical Nursing_,
    _32_(17-18), 6322-6338.
    [https://onlinelibrary.wiley.com/doi/full/10.1111/jocn.16734](https://onlinelibrary.wiley.com/doi/full/10.1111/jocn.16734)

    Meneguin, S., Pollo, B., Fernandes Pollo, C., & Zorzi Segalla, A. V. (2024). The Role of Nursing in Rapid Response Teams in the Care of Cardiorespiratory Arrest: An Integrative Review.
    _Enfermería: Cuidados Humanizados_,
    _13_(1).
    [http://www.scielo.edu.uy/scielo.php?pid=S2393-66062024000101205&script=sci_arttext&tlng=en](http://www.scielo.edu.uy/scielo.php?pid=S2393-66062024000101205&script=sci_arttext&tlng=en)

    Murthi, S., Martini, N., Falconer, N., & Scahill, S. (2024). Evaluating EHR-Integrated Digital Technologies for Medication-Related Outcomes and Health Equity in Hospitalised Adults: A Scoping Review.
    _Journal of Medical Systems_,
    _48_(1), 79.
    [https://link.springer.com/article/10.1007/s10916-024-02097-5](https://link.springer.com/article/10.1007/s10916-024-02097-5)

    Suraya, C. S. C., bin Sansuwito, T., Dioso, R. I., & Wisuda, A. C. (2024). Effective communication in nursing: a comprehensive systematic review of best practices.
    _Journal Of Nursing Science Research_,
    _1_(1), 34-48.
    [https://jurnalilmiah.ici.ac.id/index.php/jnsr/article/view/450](https://jurnalilmiah.ici.ac.id/index.php/jnsr/article/view/450)

    **## C4Assess1.docx**

    8

    Analyzing Delayed Response to Deteriorating Patient Conditions: A Quality Improvement Perspective

    **Analyzing Delayed Response to Deteriorating Patient Conditions: A Quality Improvement Perspective**

    Patient safety is a basic requirement in quality healthcare. Interventions in a timely manner in response to a patient worsening condition are essential to avoid adverse outcomes, decrease the cost of care, and provide better quality of care. Delayed responses in such scenarios can have critical implications for patient safety, team dynamics, institutional reputation, and more. A breakdown of the factors that cause delayed responses in healthcare is analyzed, with evidence-based solutions of how to end this problem, understanding that nurses can play a role in coordinating care to end this challenge. In addition, it identifies key stakeholders that will be important to the success of these quality improvement efforts in this area.

    **Factors Leading to Delayed Response**

    A number of factors that can cause delays in response to deteriorating patient conditions have been identified and fall within the individual, systemic, and environmental domains. One of the most important problems is the problem of insufficient staffing levels. Because of the low number of healthcare personnel, nurses are overloaded with work and do not have enough time to closely monitor patients. This can lead to missed or delayed recognition of early warning of deterioration. The problem is also aggravated by communication barriers within the healthcare team. Communication of critical information during handoffs or in high-pressure situations is often inefficient, resulting in critical information being missed or misinterpreted (Aseeri et al., 2024) while being effective in routine situations.

    There is also a major role played by training deficiencies. Also, poor training to detect and act on the early warning signs makes the healthcare professionals lose confidence and competence to act, thereby delaying intervention. Furthermore, technological gaps, including the lack of sophisticated monitoring tools or the inability to incorporate the technology into care workflows, contribute to precluding early identification with patient deterioration (Murthi et al., 2024).

    In addition, timely responses are affected by organizational culture. In healthcare settings, blame cultures can also act to deter the reporting or escalation of concerns, delaying necessary interventions. To improve patient outcomes, these systemic and individual factors need to be addressed.

    **Evidence-Based and Best-Practice Solutions**

    Several evidence-based strategies and best practices are available for healthcare organizations to address the problem of delayed responses.A good solution is the creation of Rapid Response Teams (RRTs). The significant improvement of outcomes with RRTs, consisting of experienced clinicians trained to respond to deteriorating patients, has been shown. Meneguin et al. (2024) show that RRTs decrease in-hospital cardiac arrests and mortality rates through early intervention.

    Another impactful measure is implementing Early Warning Scoring Systems (EWSS). The Modified Early Warning Score (MEWS) is a tool that systematically looks at patient conditions by assessing vital signs and allows the early recognition of potential deterioration (Baig et al., 2021). In addition to this, simulation for training developed the clinical decision-making abilities and made healthcare providers used to acting fast when facing critical situations.

    Standard communication protocols such as SBAR (Situation, Background, Assessment, Recommendation) facilitate standardized and short messaging to avoid errors and errors in information transferable between team members when handling emergency scenarios (Suraya et al., 2024). Moreover, there is the integration with advanced monitoring systems and electronic health records (EHRs), with real-time alerts to help in early detection and proper intervention in time.

    Safety culture is equally important. Enhancing proactive risk management may be promoted by building an organizational culture that places patient safety at the forefront, and which supports open reporting of near misses without the fear of retribution.

    **Nurses' Role in Coordinating Care**

    By vigilant monitoring, how nurses communicate and how nurses coordinate is an important role in mitigating these delayed responses to deteriorating conditions. As nurses are always monitoring patients, they are in a distinctive position to spot the most subtle of changes in patient condition. Through daily interactions caring for patients, these individuals are able to identify potential warning signs early and expedite their collaboration with appropriate resources. Nurses play a crucial role as critical links for activating escalation protocols to rapidly start rapid response systems or appropriate interventions (Chua et al., 2023).

    The role of nursing is education and advocacy. Nurses educate patients and families to recognize and report symptoms and foster a collaborative partnership in care. Furthermore, they advocate for changes in the policy that will go a long way to ensuring measures of patient safety. Yet another important function is collaboration with other healthcare professionals. Nurses work closely with physicians, pharmacists, and other health professionals and allied health providers to provide holistic and individualized care plans (Alsubaie et al., 2024). In addition, nurses help collect and analyze data on patient outcomes, so trends can be identified and improve patient outcomes.

    **Stakeholder Engagement**

    Collaboration with a range of stakeholders is needed to implement successful quality improvement initiatives targeting delayed responses. Healthcare providers, administrators, and patients are key stakeholders.

    To develop and adhere to evidence based protocols for early intervention there is a need for collaboration between healthcare providers, including physicians, nurses and allied health professionals. Patients and families are engaged in recognizing early warning signs in order to share accountability and enhance communication (Chua et al., 2023).

    Healthcare administrators are key in facilitating an adequate supply of such necessary resources as adequate staffing and technological tools toward timely interventions. Organizational practices are also affected by the actions of policymakers and regulators that prescribe standards for patient safety and response times (Bhati et al., 2023). Driving the design, implementation, and evaluation of interventions to reduce delays in care are Quality Improvement (QI) teams.

    In summary, improving patient safety, reducing costs, and improving health care quality requires addressing delayed responses to deteriorating patient conditions. Through identifying and addressing systemic, individual, and technological factors, healthcare organizations can promote timely interventions that save lives and provide better outcomes. Being central to the care of the patient, nurses spearhead the work of monitoring, spearheading, and speaking out for improvements. Key stakeholders must be engaged, and evidence-based practices to mitigate this patient safety issue (i.e., RRTs, EWSS, and standardized communication protocols) expediently implemented to resolve this issue. Healthcare systems can develop safer environments with rapid responses and the best patient outcomes by continuous quality improvement efforts.

    **References**

    Alsubaie, S. S., Bukhamseen, Z. F. A., Alyami, F. S. A., Alotaibi, M. F., Alkahtani, F. A., Alkhamsan, M. S., … & Al Khamees, Z. H. (2024). Multidisciplinary Approaches in General Medical Practice: Enhancing Collaboration for Better Patient Care.
    _Journal of Ecohumanism_,
    _3_(7), 2659-2669.
    [https://ecohumanism.co.uk/joe/ecohumanism/article/view/4665](https://ecohumanism.co.uk/joe/ecohumanism/article/view/4665)

    Aseeri, A. M., Alsalem, M. S. S., Alsalem, F. S. S., Alshahrani, A. A., Kuriri, A. M., Muhajjab, H. M., … & Khormi, T. M. (2024). Impact of Poor Communication among Nurses and Internal Medicine physicians on Patient Safety: A Narrative Review with case studies.
    _Journal of International Crisis and Risk Communication Research_, 411-425.
    [https://jicrcr.com/index.php/jicrcr/article/view/1004](https://jicrcr.com/index.php/jicrcr/article/view/1004)

    Baig, M. M., GholamHosseini, H., Afifi, S., & Lindén, M. (2021). A systematic review of rapid response applications based on early warning score for early detection of inpatient deterioration.
    _Informatics for Health and Social Care_,
    _46_(2), 148-157.
    [https://www.tandfonline.com/doi/abs/10.1080/17538157.2021.1873349](https://www.tandfonline.com/doi/abs/10.1080/17538157.2021.1873349)

    Bhati, D., Deogade, M. S., & Kanyal, D. (2023). Improving patient outcomes through effective hospital administration: a comprehensive review.
    _Cureus_,
    _15_(10).
    [https://pmc.ncbi.nlm.nih.gov/articles/PMC10676194/](https://pmc.ncbi.nlm.nih.gov/articles/PMC10676194/)

    Chua, W. L., Wee, L. P. C., Lim, J. Y. G., Yeo, M. L. K., Jones, D., Tan, C. K., … & Liaw, S. Y. (2023). Automated rapid response system activation—Impact on nurses' attitudes and perceptions towards recognising and responding to clinical deterioration: Mixed‐methods study.
    _Journal of Clinical Nursing_,
    _32_(17-18), 6322-6338.
    [https://onlinelibrary.wiley.com/doi/full/10.1111/jocn.16734](https://onlinelibrary.wiley.com/doi/full/10.1111/jocn.16734)

    Meneguin, S., Pollo, B., Fernandes Pollo, C., & Zorzi Segalla, A. V. (2024). The Role of Nursing in Rapid Response Teams in the Care of Cardiorespiratory Arrest: An Integrative Review.
    _Enfermería: Cuidados Humanizados_,
    _13_(1).
    [http://www.scielo.edu.uy/scielo.php?pid=S2393-66062024000101205&script=sci_arttext&tlng=en](http://www.scielo.edu.uy/scielo.php?pid=S2393-66062024000101205&script=sci_arttext&tlng=en)

    Murthi, S., Martini, N., Falconer, N., & Scahill, S. (2024). Evaluating EHR-Integrated Digital Technologies for Medication-Related Outcomes and Health Equity in Hospitalised Adults: A Scoping Review.
    _Journal of Medical Systems_,
    _48_(1), 79.
    [https://link.springer.com/article/10.1007/s10916-024-02097-5](https://link.springer.com/article/10.1007/s10916-024-02097-5)

    Suraya, C. S. C., bin Sansuwito, T., Dioso, R. I., & Wisuda, A. C. (2024). Effective communication in nursing: a comprehensive systematic review of best practices.
    _Journal Of Nursing Science Research_,
    _1_(1), 34-48.
    [https://jurnalilmiah.ici.ac.id/index.php/jnsr/article/view/450](https://jurnalilmiah.ici.ac.id/index.php/jnsr/article/view/450)

    **## C4Assess2.docx**

    **Instructions:**

    The purpose of this assessment is to demonstrate your understanding of and ability to analyze a root cause of a specific safety concern in a health care setting. You will create a plan to improve the safety of patients related to the safety quality issue presented in your Assessment Supplement PDF in Assessment 1. Based on the results of your analysis, using the literature and professional best practices as well as the existing resources at your chosen health care setting, provide a rationale for your plan.

    Use the Root-Cause Analysis and Improvement Plan [DOCX] template to help you to stay organized and concise. This will guide you step-by-step through the root cause analysis process.

    Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

    · Analyze the root cause of a specific patient safety issue in an organization.

    · Apply evidence-based and best-practice strategies to address the safety issue.

    · Create a feasible, evidence-based safety improvement plan to address a specific patient safety issue.

    · Identify organizational resources that could be leveraged to improve your plan.

    · Communicate in writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style.

    **Additional Requirements:**

    ·
    **Length of submission:** Use the provided Root-Cause Analysis and Improvement Plan template to create a 4–6 page root cause analysis and safety improvement plan pertaining to a specific patient safety issue.

    ·
    **Number of references:** Cite a minimum of 3 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old.

    ·
    **APA formatting:** Format references and citations according to current APA style.

    **## RootCauseAnalysisPlan.docx**

    2

    2

    ## Root-Cause Analysis and Safety Improvement Plan

    Introduce a general summary of the issue or sentinel event that the root-cause analysis (RCA) will be exploring. Provide a brief context for the setting in which the event took place. Keep this short and general. Explain to the reader what will be discussed in the paper and this should mimic the scoring guide/the headings.

    ## Analysis of the Root Cause

    Describe the issue or sentinel event for which the RCA is being conducted. Provide a clear and concise description of the problem that instigated the RCA. Your description should include information such as:

    · What happened?

    · Who detected the problem/event?

    · Who did the problem/event affect?

    · How did it affect them?

    Provide an analysis of the event and relevant findings. Look to the media simulation, case study, professional experience, or another source of context that you used for the event you described. As you are conducting your analysis and focusing on one or more root causes for your issue or sentinel event, it may be useful to ask questions such as:

    · What was supposed to occur?

    · Were there any steps that were not taken or did not happen as intended?

    · What environmental factors (controllable and uncontrollable) had an influence?

    · What equipment or resource factors had an influence?

    · What human errors or factors may have contributed?

    · Which communication factors may have contributed?

    These questions are just intended as a starting point. After analyzing the event, make sure you explicitly state one or more root causes that led to the issue or sentinel event.
    **Application of Evidence-Based Strategies**
    Identity best practices strategies to address the safety issue or sentinel event.

    · Describe what the literature states about the factors that lead to the safety issue.

    · For example, interruptions during medication administration increase the risk of medication errors by specifically stated data.

    · Explain how the strategies could be addressed in safety issues or sentinel events.
    **Improvement Plan with Evidence-Based and Best-Practice Strategies**
    Provide a description of a safety improvement plan that could realistically be implemented within the health care setting in which your chosen issue or sentinel event took place. This plan should contain:

    · Actions, new processes or policies, and/or professional development that will be undertaken to address one or more of the root causes.

    · Support these recommendations with references from the literature or professional best practices.

    · A description of the goals or desired outcomes of these actions.

    · A rough timeline of development and implementation for the plan.
    **Existing Organizational Resources**
    Identify existing organizational personnel and/or resources that would help improve the implementation or outcomes of the plan.

    · A brief note on resources that may need to be obtained for the success of the plan.

    · Consider what existing resources may be leveraged to enhance the improvement plan?

    **Conclusion**

    **References**

    Reference page should be double spaced throughout without extra spaces between entries.

    Each reference page entry should be formatted according to APA 7 guidelines with a hanging indent as is seen here.

    **## C4Assess1.docx**

    8

    Analyzing Delayed Response to Deteriorating Patient Conditions: A Quality Improvement Perspective

    **Analyzing Delayed Response to Deteriorating Patient Conditions: A Quality Improvement Perspective**

    Patient safety is a basic requirement in quality healthcare. Interventions in a timely manner in response to a patient worsening condition are essential to avoid adverse outcomes, decrease the cost of care, and provide better quality of care. Delayed responses in such scenarios can have critical implications for patient safety, team dynamics, institutional reputation, and more. A breakdown of the factors that cause delayed responses in healthcare is analyzed, with evidence-based solutions of how to end this problem, understanding that nurses can play a role in coordinating care to end this challenge. In addition, it identifies key stakeholders that will be important to the success of these quality improvement efforts in this area.

    **Factors Leading to Delayed Response**

    A number of factors that can cause delays in response to deteriorating patient conditions have been identified and fall within the individual, systemic, and environmental domains. One of the most important problems is the problem of insufficient staffing levels. Because of the low number of healthcare personnel, nurses are overloaded with work and do not have enough time to closely monitor patients. This can lead to missed or delayed recognition of early warning of deterioration. The problem is also aggravated by communication barriers within the healthcare team. Communication of critical information during handoffs or in high-pressure situations is often inefficient, resulting in critical information being missed or misinterpreted (Aseeri et al., 2024) while being effective in routine situations.

    There is also a major role played by training deficiencies. Also, poor training to detect and act on the early warning signs makes the healthcare professionals lose confidence and competence to act, thereby delaying intervention. Furthermore, technological gaps, including the lack of sophisticated monitoring tools or the inability to incorporate the technology into care workflows, contribute to precluding early identification with patient deterioration (Murthi et al., 2024).

    In addition, timely responses are affected by organizational culture. In healthcare settings, blame cultures can also act to deter the reporting or escalation of concerns, delaying necessary interventions. To improve patient outcomes, these systemic and individual factors need to be addressed.

    **Evidence-Based and Best-Practice Solutions**

    Several evidence-based strategies and best practices are available for healthcare organizations to address the problem of delayed responses.A good solution is the creation of Rapid Response Teams (RRTs). The significant improvement of outcomes with RRTs, consisting of experienced clinicians trained to respond to deteriorating patients, has been shown. Meneguin et al. (2024) show that RRTs decrease in-hospital cardiac arrests and mortality rates through early intervention.

    Another impactful measure is implementing Early Warning Scoring Systems (EWSS). The Modified Early Warning Score (MEWS) is a tool that systematically looks at patient conditions by assessing vital signs and allows the early recognition of potential deterioration (Baig et al., 2021). In addition to this, simulation for training developed the clinical decision-making abilities and made healthcare providers used to acting fast when facing critical situations.

    Standard communication protocols such as SBAR (Situation, Background, Assessment, Recommendation) facilitate standardized and short messaging to avoid errors and errors in information transferable between team members when handling emergency scenarios (Suraya et al., 2024). Moreover, there is the integration with advanced monitoring systems and electronic health records (EHRs), with real-time alerts to help in early detection and proper intervention in time.

    Safety culture is equally important. Enhancing proactive risk management may be promoted by building an organizational culture that places patient safety at the forefront, and which supports open reporting of near misses without the fear of retribution.

    **Nurses' Role in Coordinating Care**

    By vigilant monitoring, how nurses communicate and how nurses coordinate is an important role in mitigating these delayed responses to deteriorating conditions. As nurses are always monitoring patients, they are in a distinctive position to spot the most subtle of changes in patient condition. Through daily interactions caring for patients, these individuals are able to identify potential warning signs early and expedite their collaboration with appropriate resources. Nurses play a crucial role as critical links for activating escalation protocols to rapidly start rapid response systems or appropriate interventions (Chua et al., 2023).

    The role of nursing is education and advocacy. Nurses educate patients and families to recognize and report symptoms and foster a collaborative partnership in care. Furthermore, they advocate for changes in the policy that will go a long way to ensuring measures of patient safety. Yet another important function is collaboration with other healthcare professionals. Nurses work closely with physicians, pharmacists, and other health professionals and allied health providers to provide holistic and individualized care plans (Alsubaie et al., 2024). In addition, nurses help collect and analyze data on patient outcomes, so trends can be identified and improve patient outcomes.

    **Stakeholder Engagement**

    Collaboration with a range of stakeholders is needed to implement successful quality improvement initiatives targeting delayed responses. Healthcare providers, administrators, and patients are key stakeholders.

    To develop and adhere to evidence based protocols for early intervention there is a need for collaboration between healthcare providers, including physicians, nurses and allied health professionals. Patients and families are engaged in recognizing early warning signs in order to share accountability and enhance communication (Chua et al., 2023).

    Healthcare administrators are key in facilitating an adequate supply of such necessary resources as adequate staffing and technological tools toward timely interventions. Organizational practices are also affected by the actions of policymakers and regulators that prescribe standards for patient safety and response times (Bhati et al., 2023). Driving the design, implementation, and evaluation of interventions to reduce delays in care are Quality Improvement (QI) teams.

    In summary, improving patient safety, reducing costs, and improving health care quality requires addressing delayed responses to deteriorating patient conditions. Through identifying and addressing systemic, individual, and technological factors, healthcare organizations can promote timely interventions that save lives and provide better outcomes. Being central to the care of the patient, nurses spearhead the work of monitoring, spearheading, and speaking out for improvements. Key stakeholders must be engaged, and evidence-based practices to mitigate this patient safety issue (i.e., RRTs, EWSS, and standardized communication protocols) expediently implemented to resolve this issue. Healthcare systems can develop safer environments with rapid responses and the best patient outcomes by continuous quality improvement efforts.

    **References**

    Alsubaie, S. S., Bukhamseen, Z. F. A., Alyami, F. S. A., Alotaibi, M. F., Alkahtani, F. A., Alkhamsan, M. S., … & Al Khamees, Z. H. (2024). Multidisciplinary Approaches in General Medical Practice: Enhancing Collaboration for Better Patient Care.
    _Journal of Ecohumanism_,
    _3_(7), 2659-2669.
    [https://ecohumanism.co.uk/joe/ecohumanism/article/view/4665](https://ecohumanism.co.uk/joe/ecohumanism/article/view/4665)

    Aseeri, A. M., Alsalem, M. S. S., Alsalem, F. S. S., Alshahrani, A. A., Kuriri, A. M., Muhajjab, H. M., … & Khormi, T. M. (2024). Impact of Poor Communication among Nurses and Internal Medicine physicians on Patient Safety: A Narrative Review with case studies.
    _Journal of International Crisis and Risk Communication Research_, 411-425.
    [https://jicrcr.com/index.php/jicrcr/article/view/1004](https://jicrcr.com/index.php/jicrcr/article/view/1004)

    Baig, M. M., GholamHosseini, H., Afifi, S., & Lindén, M. (2021). A systematic review of rapid response applications based on early warning score for early detection of inpatient deterioration.
    _Informatics for Health and Social Care_,
    _46_(2), 148-157.
    [https://www.tandfonline.com/doi/abs/10.1080/17538157.2021.1873349](https://www.tandfonline.com/doi/abs/10.1080/17538157.2021.1873349)

    Bhati, D., Deogade, M. S., & Kanyal, D. (2023). Improving patient outcomes through effective hospital administration: a comprehensive review.
    _Cureus_,
    _15_(10).
    [https://pmc.ncbi.nlm.nih.gov/articles/PMC10676194/](https://pmc.ncbi.nlm.nih.gov/articles/PMC10676194/)

    Chua, W. L., Wee, L. P. C., Lim, J. Y. G., Yeo, M. L. K., Jones, D., Tan, C. K., … & Liaw, S. Y. (2023). Automated rapid response system activation—Impact on nurses' attitudes and perceptions towards recognising and responding to clinical deterioration: Mixed‐methods study.
    _Journal of Clinical Nursing_,
    _32_(17-18), 6322-6338.
    [https://onlinelibrary.wiley.com/doi/full/10.1111/jocn.16734](https://onlinelibrary.wiley.com/doi/full/10.1111/jocn.16734)

    Meneguin, S., Pollo, B., Fernandes Pollo, C., & Zorzi Segalla, A. V. (2024). The Role of Nursing in Rapid Response Teams in the Care of Cardiorespiratory Arrest: An Integrative Review.
    _Enfermería: Cuidados Humanizados_,
    _13_(1).
    [http://www.scielo.edu.uy/scielo.php?pid=S2393-66062024000101205&script=sci_arttext&tlng=en](http://www.scielo.edu.uy/scielo.php?pid=S2393-66062024000101205&script=sci_arttext&tlng=en)

    Murthi, S., Martini, N., Falconer, N., & Scahill, S. (2024). Evaluating EHR-Integrated Digital Technologies for Medication-Related Outcomes and Health Equity in Hospitalised Adults: A Scoping Review.
    _Journal of Medical Systems_,
    _48_(1), 79.
    [https://link.springer.com/article/10.1007/s10916-024-02097-5](https://link.springer.com/article/10.1007/s10916-024-02097-5)

    Suraya, C. S. C., bin Sansuwito, T., Dioso, R. I., & Wisuda, A. C. (2024). Effective communication in nursing: a comprehensive systematic review of best practices.
    _Journal Of Nursing Science Research_,
    _1_(1), 34-48.
    [https://jurnalilmiah.ici.ac.id/index.php/jnsr/article/view/450](https://jurnalilmiah.ici.ac.id/index.php/jnsr/article/view/450)

    **## C4Assess2.docx**

    **Instructions:**

    The purpose of this assessment is to demonstrate your understanding of and ability to analyze a root cause of a specific safety concern in a health care setting. You will create a plan to improve the safety of patients related to the safety quality issue presented in your Assessment Supplement PDF in Assessment 1. Based on the results of your analysis, using the literature and professional best practices as well as the existing resources at your chosen health care setting, provide a rationale for your plan.

    Use the Root-Cause Analysis and Improvement Plan [DOCX] template to help you to stay organized and concise. This will guide you step-by-step through the root cause analysis process.

    Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

    · Analyze the root cause of a specific patient safety issue in an organization.

    · Apply evidence-based and best-practice strategies to address the safety issue.

    · Create a feasible, evidence-based safety improvement plan to address a specific patient safety issue.

    · Identify organizational resources that could be leveraged to improve your plan.

    · Communicate in writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style.

    **Additional Requirements:**

    ·
    **Length of submission:** Use the provided Root-Cause Analysis and Improvement Plan template to create a 4–6 page root cause analysis and safety improvement plan pertaining to a specific patient safety issue.

    ·
    **Number of references:** Cite a minimum of 3 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old.

    ·
    **APA formatting:** Format references and citations according to current APA style.

    **## RootCauseAnalysisPlan.docx**

    2

    2

    ## Root-Cause Analysis and Safety Improvement Plan

    Introduce a general summary of the issue or sentinel event that the root-cause analysis (RCA) will be exploring. Provide a brief context for the setting in which the event took place. Keep this short and general. Explain to the reader what will be discussed in the paper and this should mimic the scoring guide/the headings.

    ## Analysis of the Root Cause

    Describe the issue or sentinel event for which the RCA is being conducted. Provide a clear and concise description of the problem that instigated the RCA. Your description should include information such as:

    · What happened?

    · Who detected the problem/event?

    · Who did the problem/event affect?

    · How did it affect them?

    Provide an analysis of the event and relevant findings. Look to the media simulation, case study, professional experience, or another source of context that you used for the event you described. As you are conducting your analysis and focusing on one or more root causes for your issue or sentinel event, it may be useful to ask questions such as:

    · What was supposed to occur?

    · Were there any steps that were not taken or did not happen as intended?

    · What environmental factors (controllable and uncontrollable) had an influence?

    · What equipment or resource factors had an influence?

    · What human errors or factors may have contributed?

    · Which communication factors may have contributed?

    These questions are just intended as a starting point. After analyzing the event, make sure you explicitly state one or more root causes that led to the issue or sentinel event.
    **Application of Evidence-Based Strategies**
    Identity best practices strategies to address the safety issue or sentinel event.

    · Describe what the literature states about the factors that lead to the safety issue.

    · For example, interruptions during medication administration increase the risk of medication errors by specifically stated data.

    · Explain how the strategies could be addressed in safety issues or sentinel events.
    **Improvement Plan with Evidence-Based and Best-Practice Strategies**
    Provide a description of a safety improvement plan that could realistically be implemented within the health care setting in which your chosen issue or sentinel event took place. This plan should contain:

    · Actions, new processes or policies, and/or professional development that will be undertaken to address one or more of the root causes.

    · Support these recommendations with references from the literature or professional best practices.

    · A description of the goals or desired outcomes of these actions.

    · A rough timeline of development and implementation for the plan.
    **Existing Organizational Resources**
    Identify existing organizational personnel and/or resources that would help improve the implementation or outcomes of the plan.

    · A brief note on resources that may need to be obtained for the success of the plan.

    · Consider what existing resources may be leveraged to enhance the improvement plan?

    **Conclusion**

    **References**

    Reference page should be double spaced throughout without extra spaces between entries.

    Each reference page entry should be formatted according to APA 7 guidelines with a hanging indent as is seen here.

    **## C4Assess1.docx**

    8

    Analyzing Delayed Response to Deteriorating Patient Conditions: A Quality Improvement Perspective

    **Analyzing Delayed Response to Deteriorating Patient Conditions: A Quality Improvement Perspective**

    Patient safety is a basic requirement in quality healthcare. Interventions in a timely manner in response to a patient worsening condition are essential to avoid adverse outcomes, decrease the cost of care, and provide better quality of care. Delayed responses in such scenarios can have critical implications for patient safety, team dynamics, institutional reputation, and more. A breakdown of the factors that cause delayed responses in healthcare is analyzed, with evidence-based solutions of how to end this problem, understanding that nurses can play a role in coordinating care to end this challenge. In addition, it identifies key stakeholders that will be important to the success of these quality improvement efforts in this area.

    **Factors Leading to Delayed Response**

    A number of factors that can cause delays in response to deteriorating patient conditions have been identified and fall within the individual, systemic, and environmental domains. One of the most important problems is the problem of insufficient staffing levels. Because of the low number of healthcare personnel, nurses are overloaded with work and do not have enough time to closely monitor patients. This can lead to missed or delayed recognition of early warning of deterioration. The problem is also aggravated by communication barriers within the healthcare team. Communication of critical information during handoffs or in high-pressure situations is often inefficient, resulting in critical information being missed or misinterpreted (Aseeri et al., 2024) while being effective in routine situations.

    There is also a major role played by training deficiencies. Also, poor training to detect and act on the early warning signs makes the healthcare professionals lose confidence and competence to act, thereby delaying intervention. Furthermore, technological gaps, including the lack of sophisticated monitoring tools or the inability to incorporate the technology into care workflows, contribute to precluding early identification with patient deterioration (Murthi et al., 2024).

    In addition, timely responses are affected by organizational culture. In healthcare settings, blame cultures can also act to deter the reporting or escalation of concerns, delaying necessary interventions. To improve patient outcomes, these systemic and individual factors need to be addressed.

    **Evidence-Based and Best-Practice Solutions**

    Several evidence-based strategies and best practices are available for healthcare organizations to address the problem of delayed responses.A good solution is the creation of Rapid Response Teams (RRTs). The significant improvement of outcomes with RRTs, consisting of experienced clinicians trained to respond to deteriorating patients, has been shown. Meneguin et al. (2024) show that RRTs decrease in-hospital cardiac arrests and mortality rates through early intervention.

    Another impactful measure is implementing Early Warning Scoring Systems (EWSS). The Modified Early Warning Score (MEWS) is a tool that systematically looks at patient conditions by assessing vital signs and allows the early recognition of potential deterioration (Baig et al., 2021). In addition to this, simulation for training developed the clinical decision-making abilities and made healthcare providers used to acting fast when facing critical situations.

    Standard communication protocols such as SBAR (Situation, Background, Assessment, Recommendation) facilitate standardized and short messaging to avoid errors and errors in information transferable between team members when handling emergency scenarios (Suraya et al., 2024). Moreover, there is the integration with advanced monitoring systems and electronic health records (EHRs), with real-time alerts to help in early detection and proper intervention in time.

    Safety culture is equally important. Enhancing proactive risk management may be promoted by building an organizational culture that places patient safety at the forefront, and which supports open reporting of near misses without the fear of retribution.

    **Nurses' Role in Coordinating Care**

    By vigilant monitoring, how nurses communicate and how nurses coordinate is an important role in mitigating these delayed responses to deteriorating conditions. As nurses are always monitoring patients, they are in a distinctive position to spot the most subtle of changes in patient condition. Through daily interactions caring for patients, these individuals are able to identify potential warning signs early and expedite their collaboration with appropriate resources. Nurses play a crucial role as critical links for activating escalation protocols to rapidly start rapid response systems or appropriate interventions (Chua et al., 2023).

    The role of nursing is education and advocacy. Nurses educate patients and families to recognize and report symptoms and foster a collaborative partnership in care. Furthermore, they advocate for changes in the policy that will go a long way to ensuring measures of patient safety. Yet another important function is collaboration with other healthcare professionals. Nurses work closely with physicians, pharmacists, and other health professionals and allied health providers to provide holistic and individualized care plans (Alsubaie et al., 2024). In addition, nurses help collect and analyze data on patient outcomes, so trends can be identified and improve patient outcomes.

    **Stakeholder Engagement**

    Collaboration with a range of stakeholders is needed to implement successful quality improvement initiatives targeting delayed responses. Healthcare providers, administrators, and patients are key stakeholders.

    To develop and adhere to evidence based protocols for early intervention there is a need for collaboration between healthcare providers, including physicians, nurses and allied health professionals. Patients and families are engaged in recognizing early warning signs in order to share accountability and enhance communication (Chua et al., 2023).

    Healthcare administrators are key in facilitating an adequate supply of such necessary resources as adequate staffing and technological tools toward timely interventions. Organizational practices are also affected by the actions of policymakers and regulators that prescribe standards for patient safety and response times (Bhati et al., 2023). Driving the design, implementation, and evaluation of interventions to reduce delays in care are Quality Improvement (QI) teams.

    In summary, improving patient safety, reducing costs, and improving health care quality requires addressing delayed responses to deteriorating patient conditions. Through identifying and addressing systemic, individual, and technological factors, healthcare organizations can promote timely interventions that save lives and provide better outcomes. Being central to the care of the patient, nurses spearhead the work of monitoring, spearheading, and speaking out for improvements. Key stakeholders must be engaged, and evidence-based practices to mitigate this patient safety issue (i.e., RRTs, EWSS, and standardized communication protocols) expediently implemented to resolve this issue. Healthcare systems can develop safer environments with rapid responses and the best patient outcomes by continuous quality improvement efforts.

    **References**

    Alsubaie, S. S., Bukhamseen, Z. F. A., Alyami, F. S. A., Alotaibi, M. F., Alkahtani, F. A., Alkhamsan, M. S., … & Al Khamees, Z. H. (2024). Multidisciplinary Approaches in General Medical Practice: Enhancing Collaboration for Better Patient Care.
    _Journal of Ecohumanism_,
    _3_(7), 2659-2669.
    [https://ecohumanism.co.uk/joe/ecohumanism/article/view/4665](https://ecohumanism.co.uk/joe/ecohumanism/article/view/4665)

    Aseeri, A. M., Alsalem, M. S. S., Alsalem, F. S. S., Alshahrani, A. A., Kuriri, A. M., Muhajjab, H. M., … & Khormi, T. M. (2024). Impact of Poor Communication among Nurses and Internal Medicine physicians on Patient Safety: A Narrative Review with case studies.
    _Journal of International Crisis and Risk Communication Research_, 411-425.
    [https://jicrcr.com/index.php/jicrcr/article/view/1004](https://jicrcr.com/index.php/jicrcr/article/view/1004)

    Baig, M. M., GholamHosseini, H., Afifi, S., & Lindén, M. (2021). A systematic review of rapid response applications based on early warning score for early detection of inpatient deterioration.
    _Informatics for Health and Social Care_,
    _46_(2), 148-157.
    [https://www.tandfonline.com/doi/abs/10.1080/17538157.2021.1873349](https://www.tandfonline.com/doi/abs/10.1080/17538157.2021.1873349)

    Bhati, D., Deogade, M. S., & Kanyal, D. (2023). Improving patient outcomes through effective hospital administration: a comprehensive review.
    _Cureus_,
    _15_(10).
    [https://pmc.ncbi.nlm.nih.gov/articles/PMC10676194/](https://pmc.ncbi.nlm.nih.gov/articles/PMC10676194/)

    Chua, W. L., Wee, L. P. C., Lim, J. Y. G., Yeo, M. L. K., Jones, D., Tan, C. K., … & Liaw, S. Y. (2023). Automated rapid response system activation—Impact on nurses' attitudes and perceptions towards recognising and responding to clinical deterioration: Mixed‐methods study.
    _Journal of Clinical Nursing_,
    _32_(17-18), 6322-6338.
    [https://onlinelibrary.wiley.com/doi/full/10.1111/jocn.16734](https://onlinelibrary.wiley.com/doi/full/10.1111/jocn.16734)

    Meneguin, S., Pollo, B., Fernandes Pollo, C., & Zorzi Segalla, A. V. (2024). The Role of Nursing in Rapid Response Teams in the Care of Cardiorespiratory Arrest: An Integrative Review.
    _Enfermería: Cuidados Humanizados_,
    _13_(1).
    [http://www.scielo.edu.uy/scielo.php?pid=S2393-66062024000101205&script=sci_arttext&tlng=en](http://www.scielo.edu.uy/scielo.php?pid=S2393-66062024000101205&script=sci_arttext&tlng=en)

    Murthi, S., Martini, N., Falconer, N., & Scahill, S. (2024). Evaluating EHR-Integrated Digital Technologies for Medication-Related Outcomes and Health Equity in Hospitalised Adults: A Scoping Review.
    _Journal of Medical Systems_,
    _48_(1), 79.
    [https://link.springer.com/article/10.1007/s10916-024-02097-5](https://link.springer.com/article/10.1007/s10916-024-02097-5)

    Suraya, C. S. C., bin Sansuwito, T., Dioso, R. I., & Wisuda, A. C. (2024). Effective communication in nursing: a comprehensive systematic review of best practices.
    _Journal Of Nursing Science Research_,
    _1_(1), 34-48.
    [https://jurnalilmiah.ici.ac.id/index.php/jnsr/article/view/450](https://jurnalilmiah.ici.ac.id/index.php/jnsr/article/view/450)

  • [Solved] Applying Ethical Principles

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    – 2 years ago **files (1)** – ## assessment3.docx **## assessment3.docx** **Assessment 3: Applying Ethical Principles target date: 1/27/25** Develop a solution to a specific ethical dilemma faced by a health care professional by applying ethical principles. Describe the issues and a possible solutio…

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    – 2 years ago

    **files (1)**

    – ## assessment3.docx

    **## assessment3.docx**

    **Assessment 3: Applying Ethical Principles target date: 1/27/25**

    Develop a solution to a specific ethical dilemma faced by a health care professional by applying ethical principles. Describe the issues and a possible solution in a paper of 3-5 pages.

    **Introduction**

    Whether you are a nurse, a public health professional, a health care administrator, or in another role in the health care field, you must base your decisions on a set of ethical principles and values. Your decisions must be fair, equitable, and defensible. Each discipline has established a professional code of ethics to guide ethical behavior. In this assessment, you will practice working through an ethical dilemma as described in a case study. Your practice will help you develop a method for formulating ethical decisions.

    **Instructions**

    **Note**: The requirements outlined below correspond to the grading criteria in the scoring guide. At a minimum, be sure to address each point. In addition, you are encouraged to review the performance-level descriptions for each criterion to see how your work will be assessed.

    For this assessment, develop a solution to a specific ethical dilemma faced by a health care professional. In your assessment:

    1. Select one of the case studies presented in the
    [Assessment 03 Supplement: Applying Ethical Principles [PDF]](https://courseroom.capella.edu/courses/33737/files/5992635?wrap=1) [Download Assessment 03 Supplement: Applying Ethical Principles [PDF]](https://courseroom.capella.edu/courses/33737/files/5992635/download?download_frd=1) resource.

    0.
    **Note**: The case study may not supply all of the information you need. In such cases, you should consider a variety of possibilities and infer potential conclusions. However, please be sure to identify any assumptions or speculations you make.

    1. Summarize the facts in the selected case study and use the three components of an ethical decision-making model to analyze an ethical problem or issue and the factors that contributed to it.

    1. Identify which case study you selected and briefly summarize the facts surrounding it. Identify the problem or issue that presents an ethical dilemma or challenge and describe that dilemma or challenge.

    1. Identify who is involved or affected by the ethical problem or issue.

    1. Access the
    [Ethical Decision-Making Model](http://media.capella.edu/CourseMedia/nhs4000element18816/wrapper.asp) media piece and use the three components of the ethical decision-making model (moral awareness, moral judgment, and ethical behavior) to analyze the ethical issues.

    2. Apply the three components outlined in the Ethical Decision-Making Model media.

    1. Analyze the factors that contributed to the ethical problem or issue identified in the case study.

    3. Describe the factors that contributed to the problem or issue and explain how they contributed.

    1. Apply academic peer-reviewed journal articles relevant to an ethical problem or issue as evidence to support an analysis of the case.

    2. In addition to the readings provided, use the Capella library to locate at least one academic peer-reviewed journal article relevant to the problem or issue that you can use to support your analysis of the situation. The
    [NHS-FPX4000: Developing a Health Care Perspective Library Guide](https://capellauniversity.libguides.com/NHSFPX4000) will help you locate appropriate references. You will select at least one current scholarly or academic peer-reviewed journal articles published during the past 3–5 years that relate to your topic.

    0. Cite and apply key principles from the journal article as evidence to support your critical thinking and analysis of the ethical problem or issue.

    0. Review the
    [Think Critically About Source Quality](https://campustools.capella.edu/redirect.aspx?linkid=2451) resource.

    1. Assess the credibility of the information source.

    1. Assess the relevance of the information source.

    1. Discuss the effectiveness of the communication approaches present in a case study.

    3. Describe how the health care professional in the case study communicated with others.

    3. Assess instances where the professional communicated effectively or ineffectively.

    3. Explain which communication approaches should be used and which ones should be avoided.

    3. Describe the consequences of using effective and non-effective communication approaches.

    1. Discuss the effectiveness of the approach used by a professional to deal with problems or issues involving ethical practice in a case study.

    4. Describe the actions taken in response to the ethical dilemma or issue presented in the case study.

    4. Summarize how well the professional managed professional responsibilities and priorities to resolve the problem or issue in the case.

    4. Discuss the key lessons this case provides for health care professionals.

    1. Apply ethical principles to a possible solution to an ethical problem or issue described in a case study.

    5. Describe the proposed solution.

    5. Discuss how the approach makes this professional more effective or less effective in building relationships across disciplines within his or her organization.

    5. Discuss how likely it is the proposed solution will foster professional collaboration.

    1. Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.

    6. Apply the principles of effective composition.

    6. Determine the proper application of the rules of grammar and mechanics.

    1. Write using APA style for in-text citations, quotes, and references.

    7. Determine the proper application of APA formatting requirements and scholarly writing standards.

    7. Integrate information from outside sources into academic writing by appropriately quoting, paraphrasing, and summarizing, following APA style.

    **Example Assessment**: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

    1.
    [Assessment 3 Example [PDF]](https://courseroom.capella.edu/courses/33737/files/5992602?wrap=1) [Download Assessment 3 Example [PDF]](https://courseroom.capella.edu/courses/33737/files/5992602/download?download_frd=1).

    **Additional Requirements**

    Your assessment should also meet the following requirements:

    1.
    **Length**: 3–5 typed, double-spaced pages, not including the title page and reference page.

    1.
    **Font and font size**: Times New Roman, 12 point.

    1.
    **APA tutorial**: Use the
    [APA Style Paper Tutorial [DOCX]](https://campustools.capella.edu/redirect.aspx?linkid=4243) for guidance.

    1.
    **Written communication**: Use correct spelling, grammar, and punctuation.

    1.
    **References**: Integrate information from outside sources to include at least two references (the case study and an academic peer-reviewed journal article) and three in-text citations within the paper.

    1.
    **APA format**: Follow current APA guidelines for in-text citation of outside sources in the body of your paper and also on the reference page.

    **Competencies Measured**

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

    1. Competency 1: Apply information literacy and library research skills to obtain scholarly information in the field of health care.

    0. Apply academic peer-reviewed journal articles relevant to an ethical problem or issue as evidence to support an analysis of the case.

    1. Competency 3: Apply ethical principles and academic standards to the study of health care.

    1. Summarize the facts in a case study and use the three components of an ethical decision-making model to analyze an ethical problem or issue and the factors that contributed to it.

    1. Discuss effective communication approaches the provider can use to address the issue in the case study.

    1. Apply ethical principles to a possible solution to an ethical problem or issue described in a case study.

    1. Competency 4: Write for a specific audience, in appropriate tone and style, in accordance with Capella's writing standards.

    2. Discuss the effectiveness of the communication approaches present in a case study.

    2. Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.

    2. Write following APA style for in-text citations, quotes, and references.

    **## assessment3.docx**

    **Assessment 3: Applying Ethical Principles target date: 1/27/25**

    Develop a solution to a specific ethical dilemma faced by a health care professional by applying ethical principles. Describe the issues and a possible solution in a paper of 3-5 pages.

    **Introduction**

    Whether you are a nurse, a public health professional, a health care administrator, or in another role in the health care field, you must base your decisions on a set of ethical principles and values. Your decisions must be fair, equitable, and defensible. Each discipline has established a professional code of ethics to guide ethical behavior. In this assessment, you will practice working through an ethical dilemma as described in a case study. Your practice will help you develop a method for formulating ethical decisions.

    **Instructions**

    **Note**: The requirements outlined below correspond to the grading criteria in the scoring guide. At a minimum, be sure to address each point. In addition, you are encouraged to review the performance-level descriptions for each criterion to see how your work will be assessed.

    For this assessment, develop a solution to a specific ethical dilemma faced by a health care professional. In your assessment:

    1. Select one of the case studies presented in the
    [Assessment 03 Supplement: Applying Ethical Principles [PDF]](https://courseroom.capella.edu/courses/33737/files/5992635?wrap=1) [Download Assessment 03 Supplement: Applying Ethical Principles [PDF]](https://courseroom.capella.edu/courses/33737/files/5992635/download?download_frd=1) resource.

    0.
    **Note**: The case study may not supply all of the information you need. In such cases, you should consider a variety of possibilities and infer potential conclusions. However, please be sure to identify any assumptions or speculations you make.

    1. Summarize the facts in the selected case study and use the three components of an ethical decision-making model to analyze an ethical problem or issue and the factors that contributed to it.

    1. Identify which case study you selected and briefly summarize the facts surrounding it. Identify the problem or issue that presents an ethical dilemma or challenge and describe that dilemma or challenge.

    1. Identify who is involved or affected by the ethical problem or issue.

    1. Access the
    [Ethical Decision-Making Model](http://media.capella.edu/CourseMedia/nhs4000element18816/wrapper.asp) media piece and use the three components of the ethical decision-making model (moral awareness, moral judgment, and ethical behavior) to analyze the ethical issues.

    2. Apply the three components outlined in the Ethical Decision-Making Model media.

    1. Analyze the factors that contributed to the ethical problem or issue identified in the case study.

    3. Describe the factors that contributed to the problem or issue and explain how they contributed.

    1. Apply academic peer-reviewed journal articles relevant to an ethical problem or issue as evidence to support an analysis of the case.

    2. In addition to the readings provided, use the Capella library to locate at least one academic peer-reviewed journal article relevant to the problem or issue that you can use to support your analysis of the situation. The
    [NHS-FPX4000: Developing a Health Care Perspective Library Guide](https://capellauniversity.libguides.com/NHSFPX4000) will help you locate appropriate references. You will select at least one current scholarly or academic peer-reviewed journal articles published during the past 3–5 years that relate to your topic.

    0. Cite and apply key principles from the journal article as evidence to support your critical thinking and analysis of the ethical problem or issue.

    0. Review the
    [Think Critically About Source Quality](https://campustools.capella.edu/redirect.aspx?linkid=2451) resource.

    1. Assess the credibility of the information source.

    1. Assess the relevance of the information source.

    1. Discuss the effectiveness of the communication approaches present in a case study.

    3. Describe how the health care professional in the case study communicated with others.

    3. Assess instances where the professional communicated effectively or ineffectively.

    3. Explain which communication approaches should be used and which ones should be avoided.

    3. Describe the consequences of using effective and non-effective communication approaches.

    1. Discuss the effectiveness of the approach used by a professional to deal with problems or issues involving ethical practice in a case study.

    4. Describe the actions taken in response to the ethical dilemma or issue presented in the case study.

    4. Summarize how well the professional managed professional responsibilities and priorities to resolve the problem or issue in the case.

    4. Discuss the key lessons this case provides for health care professionals.

    1. Apply ethical principles to a possible solution to an ethical problem or issue described in a case study.

    5. Describe the proposed solution.

    5. Discuss how the approach makes this professional more effective or less effective in building relationships across disciplines within his or her organization.

    5. Discuss how likely it is the proposed solution will foster professional collaboration.

    1. Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.

    6. Apply the principles of effective composition.

    6. Determine the proper application of the rules of grammar and mechanics.

    1. Write using APA style for in-text citations, quotes, and references.

    7. Determine the proper application of APA formatting requirements and scholarly writing standards.

    7. Integrate information from outside sources into academic writing by appropriately quoting, paraphrasing, and summarizing, following APA style.

    **Example Assessment**: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

    1.
    [Assessment 3 Example [PDF]](https://courseroom.capella.edu/courses/33737/files/5992602?wrap=1) [Download Assessment 3 Example [PDF]](https://courseroom.capella.edu/courses/33737/files/5992602/download?download_frd=1).

    **Additional Requirements**

    Your assessment should also meet the following requirements:

    1.
    **Length**: 3–5 typed, double-spaced pages, not including the title page and reference page.

    1.
    **Font and font size**: Times New Roman, 12 point.

    1.
    **APA tutorial**: Use the
    [APA Style Paper Tutorial [DOCX]](https://campustools.capella.edu/redirect.aspx?linkid=4243) for guidance.

    1.
    **Written communication**: Use correct spelling, grammar, and punctuation.

    1.
    **References**: Integrate information from outside sources to include at least two references (the case study and an academic peer-reviewed journal article) and three in-text citations within the paper.

    1.
    **APA format**: Follow current APA guidelines for in-text citation of outside sources in the body of your paper and also on the reference page.

    **Competencies Measured**

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

    1. Competency 1: Apply information literacy and library research skills to obtain scholarly information in the field of health care.

    0. Apply academic peer-reviewed journal articles relevant to an ethical problem or issue as evidence to support an analysis of the case.

    1. Competency 3: Apply ethical principles and academic standards to the study of health care.

    1. Summarize the facts in a case study and use the three components of an ethical decision-making model to analyze an ethical problem or issue and the factors that contributed to it.

    1. Discuss effective communication approaches the provider can use to address the issue in the case study.

    1. Apply ethical principles to a possible solution to an ethical problem or issue described in a case study.

    1. Competency 4: Write for a specific audience, in appropriate tone and style, in accordance with Capella's writing standards.

    2. Discuss the effectiveness of the communication approaches present in a case study.

    2. Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.

    2. Write following APA style for in-text citations, quotes, and references.

  • [Solved] week 8

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please see attached – 2 years ago **files (1)** – ## week8.docx **## week8.docx** Topic: Childhood-Onset Fluency Disorder (Stuttering) The Assignment Create a study guide for your assigned disorder. Your study guide should be in the form of an outline with references, and you should incorporate visu…

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    Assignment Prompt & Instructions

    Please see attached

    – 2 years ago

    **files (1)**

    – ## week8.docx

    **## week8.docx**

    Topic: Childhood-Onset Fluency Disorder (Stuttering)

    The Assignment

    Create a study guide for your assigned disorder. Your study guide should be in the form of an outline with references, and you should incorporate visual elements such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. Be creative! It should not be in the format of an APA paper. Your guide should be informed by the
    _DSM-5-TR_ but also supported by at least three other scholarly resources.

    Areas of importance you should address, but are not limited to, are:

    · Signs and symptoms according to the
    _DSM-5-TR_

    · Differential diagnoses

    · Incidence

    · Development and course

    · Prognosis

    · Considerations related to culture, gender, age

    · Pharmacological treatments, including any side effects

    · Nonpharmacological treatments

    · Diagnostics and labs

    · Comorbidities

    · Legal and ethical considerations

    · Pertinent patient education considerations.

    ·
    **NRNP_6665_Week8_Assignment_Rubric**

    | | | | |
    | — | — | — | — |
    | NRNP_6665_Week8_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeCreate a study guide, in outline form with references, for your assigned disorder. Incorporate visual elements such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. | | | | | |
    | — | — | — | — |
    | **30 to >26.0 pts**<br>**Excellent**<br>The response is in a well-organized and detailed outline form. Informative and well-designed visual elements are incorporated….Followed directions correctly by uploading assignment to Gradebook and submitted to the discussion forum area. | **26 to >23.0 pts**<br>**Good**<br>The response is in an organized and detailed outline form. Appropriate visual elements are incorporated….Partially followed directions by uploading assignment to Gradebook but did not submit to the discussion forum area. | **23 to >20.0 pts**<br>**Fair**<br>The response is in outline form, with some inaccuracies or details missing. Visual elements are somewhat vague or inaccurate….Partially followed directions by submitting to the discussion forum area but did not upload assignment to Gradebook. | **20 to >0 pts**<br>**Poor**<br>The response is unorganized, not in outline form, or is missing. Visual elements are inaccurate or missing….Did not follow directions as did not submit to discussion forum area and did not upload assignment to gradebook per late policy. | | 30 pts |
    | This criterion is linked to a Learning OutcomeContent areas of importance you should address, but are not limited to, are:• Signs and symptoms according to the DSM-5-TR• Differential diagnoses• Incidence• Development and course• Prognosis• Considerations related to culture, gender, age• Pharmacological treatments, including any side effects• Nonpharmacological treatments• Diagnostics and labs• Comorbidities• Legal and ethical considerations• Pertinent patient education considerations | | | | | |
    | — | — | — | — |
    | **50 to >44.0 pts**<br>**Excellent**<br>The response throughly addresses all required content areas. | **44 to >39.0 pts**<br>**Good**<br>The response adequately addresses all required content areas. Minor details may be missing. | **39 to >34.0 pts**<br>**Fair**<br>The response addresses all required content areas, with some inaccuracies or vagueness. No more than one or two content areas are missing. | **34 to >0 pts**<br>**Poor**<br>The response vaguely or inaccurately addresses the required content areas. Or, three or more content areas are missing. | | 50 pts |
    | This criterion is linked to a Learning OutcomeSupport your guide with references to the DSM-5-TR and at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines. Be sure they are current (no more than 5 years old). | | | | | |
    | — | — | — | — |
    | **10 to >8.0 pts**<br>**Excellent**<br>The response is supported by the DSM-5 and at least three current, evidence-based resources from the literature. | **8 to >7.0 pts**<br>**Good**<br>The response provides at least three current, evidence-based resources from the literature that appropriately support the assessment and diagnosis of the patient in the assigned case study. | **7 to >6.0 pts**<br>**Fair**<br>Three evidence-based resources are provided to support assessment and diagnosis of the patient in the assigned case study, but they may only provide vague or weak justification. | **6 to >0 pts**<br>**Poor**<br>Two or fewer resources are provided to support assessment and diagnosis decisions. The resources may not be current or evidence based. | | 10 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation | | | | | |
    | — | — | — | — |
    | **5 to >4.0 pts**<br>**Excellent**<br>Uses correct grammar, spelling, and punctuation with no errors | **4 to >3.5 pts**<br>**Good**<br>Contains one or two grammar, spelling, and punctuation errors | **3.5 to >3.0 pts**<br>**Fair**<br>Contains several (three or four) grammar, spelling, and punctuation errors | **3 to >0 pts**<br>**Poor**<br>Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding | | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – The guide follows correct APA format for parenthetical/narrative in-text citations and reference list. | | | | | |
    | — | — | — | — |
    | **5 to >4.0 pts**<br>**Excellent**<br>Uses correct APA format with no errors | **4 to >3.5 pts**<br>**Good**<br>Contains one or two APA format errors | **3.5 to >3.0 pts**<br>**Fair**<br>Contains several (three or four) APA format errors | **3 to >0 pts**<br>**Poor**<br>Contains many (five or more) APA format errors | | 5 pts |
    | Total Points: 100 |

    ·
    [Previous](https://waldenu.instructure.com/courses/146166/modules/items/5639958) [Next](https://waldenu.instructure.com/courses/146166/modules/items/5639972)

    **## week8.docx**

    Topic: Childhood-Onset Fluency Disorder (Stuttering)

    The Assignment

    Create a study guide for your assigned disorder. Your study guide should be in the form of an outline with references, and you should incorporate visual elements such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. Be creative! It should not be in the format of an APA paper. Your guide should be informed by the
    _DSM-5-TR_ but also supported by at least three other scholarly resources.

    Areas of importance you should address, but are not limited to, are:

    · Signs and symptoms according to the
    _DSM-5-TR_

    · Differential diagnoses

    · Incidence

    · Development and course

    · Prognosis

    · Considerations related to culture, gender, age

    · Pharmacological treatments, including any side effects

    · Nonpharmacological treatments

    · Diagnostics and labs

    · Comorbidities

    · Legal and ethical considerations

    · Pertinent patient education considerations.

    ·
    **NRNP_6665_Week8_Assignment_Rubric**

    | | | | |
    | — | — | — | — |
    | NRNP_6665_Week8_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeCreate a study guide, in outline form with references, for your assigned disorder. Incorporate visual elements such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. | | | | | |
    | — | — | — | — |
    | **30 to >26.0 pts**<br>**Excellent**<br>The response is in a well-organized and detailed outline form. Informative and well-designed visual elements are incorporated….Followed directions correctly by uploading assignment to Gradebook and submitted to the discussion forum area. | **26 to >23.0 pts**<br>**Good**<br>The response is in an organized and detailed outline form. Appropriate visual elements are incorporated….Partially followed directions by uploading assignment to Gradebook but did not submit to the discussion forum area. | **23 to >20.0 pts**<br>**Fair**<br>The response is in outline form, with some inaccuracies or details missing. Visual elements are somewhat vague or inaccurate….Partially followed directions by submitting to the discussion forum area but did not upload assignment to Gradebook. | **20 to >0 pts**<br>**Poor**<br>The response is unorganized, not in outline form, or is missing. Visual elements are inaccurate or missing….Did not follow directions as did not submit to discussion forum area and did not upload assignment to gradebook per late policy. | | 30 pts |
    | This criterion is linked to a Learning OutcomeContent areas of importance you should address, but are not limited to, are:• Signs and symptoms according to the DSM-5-TR• Differential diagnoses• Incidence• Development and course• Prognosis• Considerations related to culture, gender, age• Pharmacological treatments, including any side effects• Nonpharmacological treatments• Diagnostics and labs• Comorbidities• Legal and ethical considerations• Pertinent patient education considerations | | | | | |
    | — | — | — | — |
    | **50 to >44.0 pts**<br>**Excellent**<br>The response throughly addresses all required content areas. | **44 to >39.0 pts**<br>**Good**<br>The response adequately addresses all required content areas. Minor details may be missing. | **39 to >34.0 pts**<br>**Fair**<br>The response addresses all required content areas, with some inaccuracies or vagueness. No more than one or two content areas are missing. | **34 to >0 pts**<br>**Poor**<br>The response vaguely or inaccurately addresses the required content areas. Or, three or more content areas are missing. | | 50 pts |
    | This criterion is linked to a Learning OutcomeSupport your guide with references to the DSM-5-TR and at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines. Be sure they are current (no more than 5 years old). | | | | | |
    | — | — | — | — |
    | **10 to >8.0 pts**<br>**Excellent**<br>The response is supported by the DSM-5 and at least three current, evidence-based resources from the literature. | **8 to >7.0 pts**<br>**Good**<br>The response provides at least three current, evidence-based resources from the literature that appropriately support the assessment and diagnosis of the patient in the assigned case study. | **7 to >6.0 pts**<br>**Fair**<br>Three evidence-based resources are provided to support assessment and diagnosis of the patient in the assigned case study, but they may only provide vague or weak justification. | **6 to >0 pts**<br>**Poor**<br>Two or fewer resources are provided to support assessment and diagnosis decisions. The resources may not be current or evidence based. | | 10 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation | | | | | |
    | — | — | — | — |
    | **5 to >4.0 pts**<br>**Excellent**<br>Uses correct grammar, spelling, and punctuation with no errors | **4 to >3.5 pts**<br>**Good**<br>Contains one or two grammar, spelling, and punctuation errors | **3.5 to >3.0 pts**<br>**Fair**<br>Contains several (three or four) grammar, spelling, and punctuation errors | **3 to >0 pts**<br>**Poor**<br>Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding | | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – The guide follows correct APA format for parenthetical/narrative in-text citations and reference list. | | | | | |
    | — | — | — | — |
    | **5 to >4.0 pts**<br>**Excellent**<br>Uses correct APA format with no errors | **4 to >3.5 pts**<br>**Good**<br>Contains one or two APA format errors | **3.5 to >3.0 pts**<br>**Fair**<br>Contains several (three or four) APA format errors | **3 to >0 pts**<br>**Poor**<br>Contains many (five or more) APA format errors | | 5 pts |
    | Total Points: 100 |

    ·
    [Previous](https://waldenu.instructure.com/courses/146166/modules/items/5639958) [Next](https://waldenu.instructure.com/courses/146166/modules/items/5639972)

  • [Solved] MOOD STABILIZER

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    \*\* PLEASE FOLLOW RUBRIC ATTACHED IN FILES!*** *SCREENSHOT OF INSTRUCTIONS IN FILES!!** This Ais designed to help you analyze the many considerations for prescribing mood stabilizers, as well as organizing the many different lab components to consider when prescribing to a patient. Directio…

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    Assignment Prompt & Instructions

    \*\* PLEASE FOLLOW RUBRIC ATTACHED IN FILES!***

    *SCREENSHOT OF INSTRUCTIONS IN FILES!!**

    This Ais designed to help you analyze the many considerations for prescribing mood stabilizers, as well as organizing the many different lab components to consider when prescribing to a patient.

    Directions:

    Construct a 5- to 6-p p  discussing each of the four traditional mood stabilizer medications: carbamazepine, lamotrigine, lithium, and valproate products. Support your answers with **five (5)** evidence-based, peer-reviewed scholarly literature.

    **Note:** A P A style format will apply.

    Your p should include the following for each:

    – Proposed mechanism of action
    – Baseline assessment, laboratory considerations, and frequency of ongoing labs and assessments

    **Note:** Discuss the importance of assessment and labs.
    – Special population considerations (birth assigned gender, age, other medical comorbidity considerations)
    – FDA approval indications
    – Typical dosing with discussion on therapeutic endpoints for psychiatric use
    – Major drug–drug interaction considerations
    – For each of these medications, please review potential drug–drug interactions listed below. Consider alternative dosing schedules, clinical implications for the drug interactions, additional patient education needed, any additional monitoring recommended, or collaboration needed with other medical professions (such as, primary care providers)
    – Lamotrigine + Valproate
    – Lamotrigine + Rifampin
    – Valproate + Estrogen containing birth control.
    – Valproate + Amitriptyline
    – Lithium + Furosemide
    – Lithium + Lisinopril
    – Carbamazepine + Lurasidone
    – Carbamazepine + Grapefruit juice
    – Discuss the ethical, legal, and social implications related to prescribing bipolar and other related mood-disorder diagnoses therapy for patients.

    Required readings:

    – Goldin, D. S. (2023). _Fast facts for psychopharmacology for nurse practitioners_. Springer Publishing.

    – Chapter 8, “Mood Stabilizers“ (pp. 150—178)
    – Stahl, S. M. (2021). _Stahl's essential psychopharmacology: Neuroscientific basis and practical applications_ (5th ed.). Cambridge University Press.

    – Chapter 6, "Mood Disorders and the Neurotransmitter Networks Norepinephrine and y-Aminobutyric Acid (GABA)" (pp. pp. 244—282)
    – American Psychiatric Association. (2010). [_Practice guideline for the treatment of patients with bipolar disorderLinks to an external site._](https://psychiatryonline.org/pb/assets/raw/sitewide/practice_guidelines/guidelines/bipolar.pdf) (2nd ed.). APA. https://psychiatryonline.org/pb/assets/raw/sitewide/practice_guidelines/guidelines/bipolar.pdf
    – [Drugs.comLinks to an external site.](https://www.drugs.com/). (2023). https://www.drugs.com/

    **Note:** Please use the following resource to check the most up-to-date box warnings, FDA approvals and indications, recommendations for follow-up evaluations, changes, etc.
    – Approved Medications for Bipolar and Related Mood Disorders

    **Note:** Utilize the following medication table to familiarize yourself with the medications aligned with the topics presented this week.

    – [\
    \
    Screenshot2024-12-30at12.29.02PM.png](https://www.sweetstudy.com/files/screenshot2024-12-30at12-29-02pm-png-10152459 "Screenshot2024-12-30at12.29.02PM.png")
    – [\
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    Screenshot2024-12-30at12.30.31PM.png](https://www.sweetstudy.com/files/screenshot2024-12-30at12-30-31pm-png-10152461 "Screenshot2024-12-30at12.30.31PM.png")
    – [\
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    Screenshot2025-01-12at10.18.51AM.png](https://www.sweetstudy.com/files/screenshot2025-01-12at10-18-51am-png "Screenshot2025-01-12at10.18.51AM.png")
    – [\
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    Screenshot2025-01-12at10.18.11AM.png](https://www.sweetstudy.com/files/screenshot2025-01-12at10-18-11am-png "Screenshot2025-01-12at10.18.11AM.png")
    – [\
    \
    Screenshot2024-12-30at12.30.49PM.png](https://www.sweetstudy.com/files/screenshot2024-12-30at12-30-49pm-png-10152467 "Screenshot2024-12-30at12.30.49PM.png")
    – [\
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    Screenshot2025-01-12at10.18.45AM.png](https://www.sweetstudy.com/files/screenshot2025-01-12at10-18-45am-png "Screenshot2025-01-12at10.18.45AM.png")
    – [\
    \
    Screenshot2025-01-12at10.19.11AM.png](https://www.sweetstudy.com/files/screenshot2025-01-12at10-19-11am-png "Screenshot2025-01-12at10.19.11AM.png")
    – [\
    \
    Screenshot2025-01-12at10.18.54AM.png](https://www.sweetstudy.com/files/screenshot2025-01-12at10-18-54am-png "Screenshot2025-01-12at10.18.54AM.png")

    – 2 years ago

  • [Solved] Discussion Post

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  • [Solved] Leader vs. Manager

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    Explain, with concrete examples, the differences among leadership, management, and followership. Then, discuss the following: – At times, do the examples overlap with a nurse acting in all three capacities at the same time? – Are two of the three capacities more likely to overlap? If yes, which two …

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    Assignment Prompt & Instructions

    Explain, with concrete examples, the differences among leadership, management, and followership. Then, discuss the following:

    – At times, do the examples overlap with a nurse acting in all three capacities at the same time?
    – Are two of the three capacities more likely to overlap? If yes, which two capacities?
    – Pick a current local, state, or national political leader and differentiate the leadership and management qualities of the leader. Who are these leaders and followers?
    –  Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.
    – All replies must be constructive and use literature where possible.

    – 2 years ago