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NURS FPX 4020 Improvement Plan In-Service Presentation Example

NURS FPX 4020 Improvement Plan In-Service Presentation Example Assignment Brief

Course: NURS FPX 4020 Improving Quality of Care and Patient Safety

Assignment Title: Assessment 3: Improvement Plan In-Service Presentation

Assignment Instructions Overview:

This assignment is designed to assess your ability to develop and deliver an engaging and informative in-service presentation related to a Medication Safety Improvement Plan. The primary goal is to showcase your proficiency in key competencies such as analyzing successful quality improvement initiatives, explaining the nurse’s role in coordinating care, and applying professional, scholarly, evidence-based strategies to communicate effectively.

Understanding Assignment Objectives:

In this assignment, you will build on the Medication Safety Improvement Plan developed in Assessment 2 and create an 8–14 slide PowerPoint presentation. The presentation, accompanied by detailed speaker’s notes, will be designed for a hypothetical in-service session targeting nursing staff. The focus is on promoting knowledge acquisition and skill application related to the safety improvement initiative.

The assignment will assess your ability to:

Analyze the Elements of a Successful Quality Improvement Initiative:

• Explain the need and process to improve safety outcomes related to medication administration.
• Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.

Explain the Nurse’s Role in Coordinating Care:

• List clearly the purpose and goals of an in-service session focusing on safe medication administration for nurses.
• Explain the audience’s role in and importance of making the improvement plan focusing on medication administration successful.

Apply Professional, Scholarly, Evidence-Based Strategies to Communicate Effectively:

• Ensure slides are easy to read, error-free, and organized with a clear purpose or goals.
• Provide detailed speaker notes that are clear, organized, and professionally presented.
• Communicate with nurses in a respectful and informative way, presenting expectations and soliciting feedback on communication strategies for future improvement.

The Student’s Role:

As a student undertaking this assignment, your role is to:

• Utilize the knowledge gained throughout the course to develop a comprehensive Medication Safety Improvement Plan.
• Design an in-service presentation agenda and outcomes that clearly articulate the purpose and goals of the session, addressing the importance of safe medication administration for nurses.
• Present a thorough overview of the Safety Improvement Plan, emphasizing its significance in reducing medication errors, improving patient outcomes, and enhancing the overall work environment.
• Engage the audience by explaining their critical role in implementing and driving the improvement plan, highlighting the direct impact on patient safety and the overall success of the initiative.
• Create resources and activities within the presentation that encourage skill development and process understanding related to safe medication administration.
• Communicate effectively through well-organized slides and detailed speaker notes, ensuring clarity, professionalism, and alignment with evidence-based strategies.
• Demonstrate a commitment to ongoing improvement by soliciting feedback from the audience and outlining how this feedback will be integrated into future sessions.

Remember to refer to the provided literature and best practices, and leverage the AONE Nurse Executive Competencies as you design and deliver the in-service presentation. Your ability to lead and educate other nurses, demonstrating leadership and valuable resourcefulness, will be key in this assignment.

Detailed Assessment Instructions for the NURS FPX 4020 Assessment Improvement Plan In-Service Presentation Assignment

For this assessment, you will develop an 8–14 slide PowerPoint presentation with thorough speaker’s notes designed for a hypothetical in-service session related to the safe medication administration improvement plan you developed in Assessment 2.

As a practicing professional, you are likely to present educational in-services or training to staff pertaining to quality improvement (QI) measures of safety improvement interventions. Such in-services and training sessions should be presented in a creative and innovative manner to hold the audience’s attention and promote knowledge acquisition and skill application that changes practice for the better. The teaching sessions may include a presentation, audience participation via simulation or other interactive strategy, audiovisual media, and participant learning evaluation.

The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety, and greater patient satisfaction rates in the health care environment (Patel & Wright, 2018).

As you prepare to complete the assessment, consider the impact of in-service training on patient outcomes as well as practice outcomes for staff nurses. Be sure to support your thoughts on the effectiveness of educating and training staff to increase the quality of care provided to patients by examining the literature and established best practices.

You are encouraged to explore the AONE Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONE Nurse Executive Competencies — especially those related to competencies relevant to developing an effective training session and presentation. This is for your own practice and self-assessment, and demonstrates your engagement in the course.

Demonstration of Proficiency

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

Competency 1: Analyze the elements of a successful quality improvement initiative. Explain the need and process to improve safety outcomes related to medication administration. Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.

Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs. List clearly the purpose and goals of an in-service session focusing on safe medication administration for nurses. Explain audience’s role in and importance of making the improvement plan focusing on medication administration successful.

Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care. Slides are easy to read and error free. Detailed speaker notes are provided. Speaker notes are clear, organized, and professionally presented. Organize content with clear purpose or goals and with relevant and evidence-based sources (published within 5 years).

Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.

Reference for NURSFPX4020 Capella Assessment 3: Improvement Plan In-Service Presentation.

Patel, S., & Wright, M. (2018). Development of interprofessional simulation in nursing education to improve teamwork and collaboration in maternal child nursing. Journal of Obstetric, Gynecologic & Neonatal Nursing, 47(3), s16–s17.

Professional Context

As a baccalaureate-prepared nurse, you will often find yourself in a position to lead and educate other nurses. This colleague-to-colleague education can take many forms, from mentoring to informal explanations on best practices to formal in-service training. In-services are an effective way to train a large group. Preparing to run an in-service may be daunting, as the facilitator must develop his or her message around the topic while designing activities to help the target audience learn and practice. By improving understanding and competence around designing and delivering in-service training, a BSN practitioner can demonstrate leadership and prove him- or herself a valuable resource to others.

Scenario

For this assessment it is suggested you take one of two approaches:

Build on the work that you have done in your first two assessments and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to your safety improvement plan pertaining to medication administration, or

Locate a safety improvement plan through an external resource and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to the issues and improvement goals pertaining to medication administration safety.

Instructions

The final deliverable for this assessment will be a PowerPoint presentation with detailed presenter’s notes representing the material you would deliver at an in-service session to raise awareness of your chosen safety improvement initiative focusing on medication administration and to explain the need for it. Additionally, you must educate the audience as to their role and importance to the success of the initiative. This includes providing examples and practice opportunities to test out new ideas or practices related to the safety improvement initiative.

Be sure that your presentation 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.

List the purpose and goals of an in-service session focusing on safe medication administration for nurses.

Explain the need for and process to improve safety outcomes related to medication administration.

Explain to the audience their role and importance of making the improvement plan focusing on medication administration successful.

Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.

Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.

There are various ways to structure an in-service session; below is just one example:

Part 1: Agenda and Outcomes. Explain to your audience what they are going to learn or do, and what they are expected to take away.

Part 2: Safety Improvement Plan. Give an overview of the current problem focusing on medication administration, the proposed plan, and what the improvement plan is trying to address. Explain why it is important for the organization to address the current situation.

Part 3: Audience’s Role and Importance. Discuss how the staff audience will be expected to help implement and drive the improvement plan. Explain why they are critical to the success of the improvement plan focusing on medication administration. Describe how their work could benefit from embracing their role in the plan.

Part 4: New Process and Skills Practice. Explain new processes or skills. Develop an activity that allows the staff audience to practice and ask questions about these new processes and skills. In the notes section of your PowerPoint, brainstorm potential responses to likely questions or concerns.

Part 5: Soliciting Feedback. Describe how you would solicit feedback from the audience on the improvement plan and the in-service. Explain how you might integrate this feedback for future improvements.

Remember to account for activity and discussion time.

Additional Requirements :

Presentation length: There is no required length; use just enough slides to address all the necessary elements. Remember to use short, concise bullet points on the slides and expand on your points in the presenter’s notes. If you use 2 or 3 slides to address each of the parts in the above example, your presentation would be at least 10 slides and no more than 15 slides (not including the title, conclusion, or references slides).

Speaker notes: Speaker notes (located under each slide) should reflect what you would actually say if you were delivering the presentation to an audience. This presentation does NOT require audio or a transcript. Another presenter would be able to use the presentation by following the speaker’s notes.

APA format: Use APA formatting for in-text citations. Include an APA-formatted reference slide at the end of your presentation.

Number of references: Cite a minimum of 5 sources of scholarly or professional evidence to support your assertions. Resources should be no more than 5 years old.

Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information. Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.

PLEASE READ THE INSTRUCTIONS CAREFULLY AND TAKE YOUR TIME TO MEET EVERY REQUIREMENT!

Resources:

Leadership Competencies

• American Organization of Nurse Executives. (2015). Nurse executive competencies [PDF]. Retrieved from https://www.aonl.org/nurse-executive-competencies
• The AONE nurse executive competencies may be a helpful resource as you design your presentation, especially with regard to communication and collaboration.

Evidence and Value-Based Decision Making

Zadeh, R., Sadatsafavi, H., & Xue, R. (2015). Evidence-based and value-based decision making about healthcare design: An economic evaluation of the safety and quality outcomes. HERD: Health Environments Research & Design Journal, 8(4), 58–76.

• This article presents a model for taking different decision-making approaches to improve outcomes.

Facilitating Learning

Fewster-Thuente, L. (2014). A contemporary method to teach collaboration to students. Journal of Nursing Education, 53(11), 641–645.

This article may give you some ideas for a skills practice activity to include in your Improvement Plan In-Service Presentation.

• Green, J. K., & Huntington, A. D. (2017). Online professional development for digitally differentiated nurses: An action research perspective. Nurse Education in Practice, 22, 55–62.

Green and Huntington highlight five elements that are key to effective online professional development in this article describing an action-research project involving RNs in clinical settings.

• Moradi, K., Najarkolai, A. R., & Keshmiri, F. (2016). Interprofessional teamwork education: Moving toward the patient-centered approach. The Journal of Continuing Education in Nursing, 47(10), 449–460.

The study discussed in this article involved the development of a framework of interprofessional framework competencies on which curricula and assessment tools could be based. Such an approach may be useful for you to consider as you develop your presentation.

• Rakhudu, M. A., Davhana-Maselesele, M., & Useh, U. (2016). Concept analysis of collaboration in implementing problem-based learning in nursing education. Curationis, 39(1), 1–13.

In their effort to better understand and define collaboration in terms of problem-based learning, the authors observed the increasing importance of interprofessional collaboration to nursing education and other aspects of the health care profession.

• Capella Writing Center
• Introduction to the Writing Center.
• Access the various resources in the Capella Writing Center to help you better understand and improve your writing.

Assessment 3: Improvement Plan In-Service Presentation APA Style and Format

• Capella University follows the style and formatting guidelines in the Publication Manual of the American Psychological Association, known informally as the APA manual. Refer to the Writing Center’s APA Module for tips on proper use of APA style and format.

Capella University Library

• BSN Program Library Research Guide.
• The library research guide will be useful in guiding you through the Capella University Library, offering tips for searching the literature and other references for your assessments.

PowerPoint

Refer to these helpful Campus resources for PowerPoint tips:

• Capella University Library: PowerPoint Presentations.
• Guidelines for Effective PowerPoint Presentations [PPTX].

NURS FPX 4020 Improvement Plan In-Service Presentation Example Assignment

Slide 1: Title

• Title: Medication Safety Improvement Plan In-Service Presentation

Speaker Notes:

• • Good [morning/afternoon/evening], everyone. Today, we’re here to discuss a crucial aspect of patient care – Medication Safety Improvement Plan.
  • Medication errors can have serious consequences, and our goal is to address this issue through a comprehensive in-service presentation.

Slide 2: Introduction

Introduction:

• Medication errors are preventable adverse events occurring during prescribing, transcribing, or dispensing.
• Escalation at our medical facility due to factors like workload, inadequate training, and distractions (Farzi et al., 2017).
• Consequences include patient harm, prolonged hospital stay, increased costs, and potential lawsuits.

Speaker Notes:

• Let’s now look at the core of the issue. Medication errors are avoidable but have been on the rise at our facility due to various factors.
• We’ve noticed adverse effects on patients, increased hospital stays, and elevated costs. Today, we’ll explore how a Safety Improvement Plan can mitigate these issues.

Slide 3: Agenda and Outcomes

Agenda and Outcomes:

• 3-4 days of sessions focusing on safety improvement.
• Key Topics: Safety improvement, Audience role, New skills.
• Outcomes: Understanding strategies, Evidence-based practice, Teamwork importance, New skills acquisition.

Speaker Notes:

• Over the next 3-4 days, we’ll cover key topics critical to our safety improvement initiative.
• By the end of this in-service, our goal is for you to understand strategies, implement evidence-based practices, appreciate teamwork, and acquire new skills related to medication safety.

Slide 4: Safety Improvement Plan Overview

Safety Improvement Plan:

• Significant medication errors over the past 8 years.
• Addressing the issue vital for reducing morbidity and mortality, minimizing costs, and improving work environment.
• Proposed plan: Health information technology, effective communication, increased staff, and minimized interruptions (Hughes & Ortiz, 2015).

Speaker Notes:

• Now, let’s take a closer look at the Safety Improvement Plan. We’ve observed a significant increase in medication errors over the past 8 years.
• It’s crucial to address this issue not just for patient safety but also to reduce costs, improve work environment, and prevent potential legal challenges.

Slide 5: Audience’s Role and Importance

Audience’s Role and Importance:

• Staff will implement and drive the plan.
• Commenting, sharing experiences, taking responsibility, and embracing the plan.
• Critical for success as they are directly affected, integral to the process, and their response influences success.
• Benefits include minimal errors, trust from patients, and improved overall performance.

Speaker Notes:

• You, the staff, play a pivotal role in implementing and driving this plan. Your input, experiences, and commitment are invaluable.
• Your active participation is not just essential; it’s integral to the success of the plan. By embracing your roles, you contribute to minimal errors, gain trust, and enhance overall performance.

Slide 6: New Processes and Skills Practice

New Processes and Skills Practice:

• Emphasis on the “Five Rights” of medication administration.
• Right patient, drug, dose, route, and time (Martyn et al., 2019).
• Role play for effective practice, activities related to medication labels and orders for critical thinking, and question worksheets.
• Ensuring rigorous activities for skill development and understanding.

Speaker Notes:

• Let’s talk about the practical side. We’ll focus on the “Five Rights” of medication administration – ensuring the right patient, drug, dose, route, and time.
• We’ve designed role-playing activities, critical-thinking exercises, and question worksheets to enhance your skills and understanding.

Slide 7: Soliciting Feedback

Soliciting Feedback:

• Methods: Asking questions, surveys, exploratory discussions.
• Importance of feedback in shaping future improvements.
• Responding to feedback, making necessary changes, and compiling results.

Speaker Notes:

• Your feedback is crucial in shaping the success of this plan. We’ll employ various methods, from direct questions to surveys and exploratory discussions.
• We want to hear from you – your concerns, suggestions, and experiences. Your input will guide us in making necessary improvements for the future.

Slide 8: Conclusion

Conclusion:

• The improvement plan is tailored for patient safety.
• Audience’s roles are pivotal for success.
• Strategic processes and skills practice are essential.
• Soliciting feedback is integral for ongoing improvement.

Speaker Notes:

• In conclusion, our improvement plan is tailored to ensure patient safety, and your roles are central to its success.
• As we focus on the strategic processes and skills practice, keep in mind that your ongoing feedback is integral for continuous improvement.

Slide 9: References

References:

CDC. (2017). Medication Safety. [Link]

Farzi, S., Irajpour, A., Saghaei, M., & Ravaghi, H. (2017). Causes of medication errors in intensive care units. Journal of research in pharmacy practice, 6(3), 158.

Hughes, R. G., & Ortiz, E. (2015). Medication errors: why they happen, and how they can be prevented. Journal of infusion nursing, 28, 14-24.

Kasemsap, (2017). The perspectives of medical errors in the health care industry. In Impact of medical errors and malpractice on health economics, quality, and patient safety (pp. 113-143). IGI Global.

Martyn, -A., Paliadelis, P., & Perry, C. (2019). The safe administration of medication: Nursing behaviours beyond the five-rights. Nurse Education in Practice, 37, 109–114. [DOI Link]

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NRS 434NV Health Illness Continuum Nursing Essay Example

Assignment Brief: NRS 434NV Health Illness Continuum Nursing Essay

Assignment Overview:

The objective of this assignment is to explore and analyze the concept of the health-illness continuum in the context of nursing and patient care. Students are expected to focus on the importance of the health-illness continuum, its relevance to patient care, and its connection to human value, dignity, and flourishing. The assignment encourages personal reflection on the student’s state of health in alignment with the continuum and proposes strategies for moving towards wellness.

Understanding Assignment Objectives:

This assignment aims to enhance students’ comprehension of the health-illness continuum and its practical implications in nursing. It encourages critical thinking by exploring the continuum’s comprehensive role in patient care and its connection to fundamental aspects such as value, dignity, and human flourishing. Through personal reflection, students will gain insight into their own health status and develop strategies for achieving optimal well-being. The assignment emphasizes the integration of resources and practices that support wellness on both personal and patient care levels.

The Student’s Role:

As a student undertaking this assignment, your role is to:

• Demonstrate a comprehensive understanding of the health-illness continuum, its historical context, and its contemporary relevance in nursing.
• Analyze and articulate the continuum’s impact on patient care, considering its application in assessing diverse dimensions of well-being.
• Explore the ethical and holistic dimensions of the continuum, focusing on its role in promoting human value, dignity, and flourishing in healthcare.
• Engage in reflective practice by assessing your personal state of health in alignment with the continuum and proposing actionable strategies for improvement.
• Investigate and present various resources supporting wellness, highlighting their significance in fostering positive transitions along the health-illness spectrum.

Detailed Assessment Instructions for the NRS 434NV Health Illness Continuum Nursing Essay

Benchmark – Human Experience Across the Health-Illness Continuum

Research the health-illness continuum and its relevance to patient care. In a 750-1,000 word paper, discuss the relevance of the continuum to patient care and present a perspective of your current state of health in relation to the wellness spectrum. Include the following:

Examine the health-illness continuum and discuss why this perspective is important to consider in relation to health and the human experience when caring for patients.

Explain how understanding the health-illness continuum enables you, as a health care provider, to better promote the value and dignity of individuals or groups and to serve others in ways that promote human flourishing.

Reflect on your overall state of health. Discuss what behaviors support or detract from your health and well-being. Explain where you currently fall on the health-illness continuum.

NRS 434NV Human Experience Across the Health-Illness Continuum Essay

Discuss the options and resources available to you to help you move toward wellness on the health-illness spectrum. Describe how these would assist in moving you toward wellness (managing a chronic disease, recovering from an illness, self-actualization, etc.).

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

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. NRS 434NV Human Experience Across the Health-Illness Continuum Essay

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

Benchmark Information

This benchmark assesses the following competency:

RN-BSN

5.1. Understand the human experience across the health-illness continuum.

NRS 434NV Health Illness Continuum Nursing Essay Example

Introduction

The health-illness continuum serves as a dynamic framework illustrating the ever-changing nature of an individual’s health status, ranging from optimal wellness to illness and, ultimately, death. This model holds significant relevance in healthcare, as it provides a comprehensive view of a person’s physical, emotional, and psychological well-being. This paper explores the importance of the health-illness continuum in patient care, emphasizing its impact on the human experience. Furthermore, it reflects on the author’s current state of health, identifying behaviors that contribute to or detract from overall well-being, and outlines options and resources to progress towards wellness.

Understanding the Health-Illness Continuum in Patient Care

The health-illness continuum is a crucial concept in healthcare, offering a holistic perspective on an individual’s health status. It considers not only physical health but also emotional and psychological well-being. Recognizing the continuum’s significance allows healthcare providers to tailor patient care effectively. For instance, a positive outlook can influence a patient’s response to illness positively. Conversely, a negative perspective may impede recovery and exacerbate the condition.

The nurse-patient relationship plays a pivotal role in shaping a patient’s perspective. Through empathy and understanding, healthcare providers can establish a connection that fosters trust and encourages patients to adopt positive attitudes towards their health. Nurses and healthcare workers have the power to influence patients’ perspectives, promoting human flourishing and upholding the dignity of individuals or groups.

Reflection on Personal State of Health

In evaluating my overall state of health, I place myself on the health-illness continuum at the point labeled “normal health.” While I do not suffer from grave illnesses, I acknowledge certain behaviors that may impact my well-being. Reflecting on my mental health, I recognize moments of negativity and overthinking, which I actively work on improving for my benefit and the benefit of those under my care.

Detracting behaviors include inadequate sleep, insufficient exercise, and frequent consumption of unhealthy foods. On the positive side, I am cultivating habits such as staying hydrated, maintaining a mental health journal, and consistently using sunscreen. These small changes contribute to the development of healthier habits, aligning with my commitment to continuous self-improvement.

Options and Resources Towards Wellness

To progress towards higher-level wellness, I have identified key areas for improvement, including sleep patterns, exercise routines, and meal planning. Developing a comprehensive plan and adhering to it consistently are essential steps in achieving this goal. As a healthcare worker, investing in personal growth is crucial, as it enhances communication skills and fosters deeper connections with patients and colleagues.

Numerous resources are available to support this journey towards wellness. Peer support, mentorship, and professional development opportunities within the healthcare community offer valuable insights and encouragement. Additionally, utilizing available tools and technologies for self-assessment and goal tracking can enhance accountability and facilitate progress.

Conclusion

In conclusion, the health-illness continuum is a vital concept in healthcare, providing a holistic view of an individual’s well-being. Understanding and applying this continuum in patient care can positively influence outcomes and contribute to human flourishing. Reflecting on personal health and identifying behaviors that contribute to or detract from wellness is a crucial step in the journey towards higher-level wellness. Utilizing available options and resources empowers individuals to make positive changes, promoting a healthier and more fulfilling life. As healthcare providers, embracing the principles of the health-illness continuum enhances our ability to care for others and contribute to the well-being of the communities we serve.

NRS 434NV Health Illness Continuum Nursing Essay Example Two

Health is a dynamic condition that reflects an individual’s capacity to adapt to both internal and external environmental changes. In the realm of healthcare, assessing patients’ health status is crucial for delivering effective medical care. The health-illness continuum serves as a scale to depict an individual’s health status, and this paper seeks to explore its relevance to healthcare practices and delineate strategies for moving towards wellness.

Health and illness, existing at opposite extremes on a single scale, are conceptualized through the health-illness continuum, a visual representation of an individual’s health developed by Travis in 1972 and still widely utilized today (Hinkle & Cheever, 2018). This model is integral to patient care as it enables the evaluation of an individual’s health position on the continuum, reflecting the effectiveness of treatment or the deterioration of health (“Health promotion and disease prevention: NCLEX-RN,” 2020). Therefore, the health-illness continuum facilitates the assessment of patients’ well-being and the identification of necessary medical interventions.

An individual’s position on the health-illness continuum is influenced by diverse factors, encompassing both internal and external environments. Balancing these aspects is vital for ensuring and preserving patients’ well-being, necessitating nurses to recognize the intricate interconnections between them (Cooper & Gosnell, 2018). Beyond physical symptoms, family relationships and emotional stressors can significantly impact a patient’s state. Upholding individuals’ values involves creating comfortable physical and emotional conditions, considering ethnic, cultural, and economic influences as integral to dignity. A holistic healthcare approach, addressing physical, emotional, spiritual, and other needs, promotes overall patient flourishing (Cooper & Gosnell, 2018). Thus, the health-illness continuum serves as a tool to identify measures for enhancing patients’ value, dignity, and flourishing, guiding them towards wellness.

Illustrating the significance of the health-illness continuum through a personal example, as a college student, my health is generally good due to my young age and the absence of chronic diseases. However, my sedentary lifestyle and lack of physical exercise compromise my immune system, making me susceptible to seasonal diseases. Occasional unhealthy eating and insufficient vitamin intake further impact my health negatively. To progress towards wellness, I need to assess my physical and emotional state, focusing on general well-being and immunity. Incorporating regular exercise and a nutritious diet, along with stress management and ample rest, is key to moving towards optimal well-being (“Health promotion and disease prevention: NCLEX-RN,” 2020).

In conclusion, the health-illness continuum serves as a concise visual representation of health’s dynamic nature. Its significance in patient care lies in its ability to assess individuals’ health status and guide interventions to promote their value, dignity, and flourishing. For every individual, the health-illness continuum serves as a valuable tool for self-assessment, aiding in the identification of areas requiring improvement to attain overall well-being.

References

Cooper, K., & Gosnell, K. (2018). Foundations of nursing (8th ed.). Philadelphia, PA: Elsevier Health Sciences. Web.

Health promotion and disease prevention: NCLEX-RN. (2020). Web.

Hinkle, J.L., & Cheever, K.H. (Eds.). (2018). Brunner and Suddarth’s textbook of medical-surgical nursing. New Delhi, India: Wolters Kluwer. Web.

NRS 434NV Health Illness Continuum Nursing Essay Example Three

The concept of health is a dynamic process, depicting an individual’s ability to adapt to changing internal and external environments in order to maintain overall well-being. Successful adaptation, even in the face of stress or chronic illness, leads to a state of wellness, considered a higher level on the health-illness continuum. This continuum serves as a graphical representation of individual wellness, evaluating emotional, social, and psychological well-being. It acknowledges the fluctuating nature of well-being, recognizing that individuals undergo various stages of health and illness throughout their lives (Lundqvist & Andersson, 2021).

The health-illness continuum positions optimum health and wellness to the right and illness and premature death to the left. Individuals slide along this scale throughout life, aspiring to move towards the positive end of the spectrum. This paper delves into perspectives on the health-illness continuum and its significance in patient care.

According to the National Wellness Institute, the health-illness continuum comprises six elements: physical, social, emotional, intellectual, spiritual, and occupational wellness (Lundqvist & Andersson, 2021). Physical wellness pertains to self-care through exercise, sleep, and diet, while social wellness involves interactions and contributions to communities. Emotional wellness encompasses awareness, acceptance, and coping with emotions, while intellectual wellness focuses on engaging in activities that stimulate the brain. Occupational wellness is achieved through fulfilling work aligning with personal values, and spiritual wellness involves finding meaning in life based on beliefs and values (Gazaway et al., 2019).

When caring for a patient, a comprehensive examination of these elements is crucial, as well-being extends beyond the absence of disease or injuries. Assessing these facets acknowledges their impact on the recovery process. The health-illness continuum promotes a holistic approach to treatment, shifting from intermittent goals focusing solely on physical symptoms to broader, lasting goals that enhance overall life quality. This perspective addresses gaps in a patient’s treatment plan by connecting key elements and emphasizes conscious awareness of individual health (Swan et al., 2019).

For healthcare providers, the health-illness continuum offers an opportunity to address issues beyond direct treatment, reassures patients about the decisions they make for their well-being, and acknowledges emotional and spiritual aspects. This is particularly essential when dealing with chronic illnesses where medical interventions may be limited. For instance, a cancer patient may need emotional and spiritual support alongside medical interventions to improve overall well-being (Gazaway et al., 2019).

In alignment with Christian teachings, the health-illness continuum upholds human dignity by treating the patient rather than the disease, involving the patient in the wellness process. Patients are empowered to play a valuable role in enhancing their well-being, living according to their principles and values.

On a personal note, I find myself below the average mark on the health-illness continuum. During stressful moments, my habits such as opting for fast food and disrupted sleeping patterns contribute to a lower level of well-being. To move towards a higher level on the health-illness spectrum, I plan to seek the assistance of the school counselor to develop healthier stress management strategies. Additionally, engaging with a life coach will enhance self-awareness and help me utilize my resources more effectively in the pursuit of self-actualization.

References

Gazaway, S., Stewart, M., & Schumacher, A. (2019). Integrating palliative care into the chronic illness continuum: a conceptual model for minority populations. Journal of Racial and Ethnic Health Disparities, 6, 1078-1086.

Lundqvist, C., & Andersson, G. (2021). Let’s talk about mental health and mental disorders in elite sports: a narrative review of theoretical perspectives. Frontiers in Psychology, 12, 700829.

Ryan, R. M., Deci, E. L., Vansteenkiste, M., & Soenens, B. (2021). Building a science of motivated persons: Self-determination theory’s empirical approach to human experience and the regulation of behavior. Motivation Science, 7(2), 97.

Swanson, C., Thompson, A., Valentz, R., Doerner, L., & Jezek, K. (2019). Theory of Nursing for the Whole Person: A distinctly scriptural framework. Journal of Christian Nursing, 36(4), 222-227.

NRS 434NV Health Illness Continuum Nursing Essay Example Four

The health-illness continuum, initially proposed by John W. Travis and Regina S. Ryan (LeMone, 2017), serves as a visual representation of well-being that extends beyond the mere absence of illness. This paper aims to explore the relevance of the health-illness continuum in patient care and provide insights into the author’s current health status.

Health-Illness Continuum’s Importance to Patient Care

The Health-Illness continuum is a crucial framework that enhances patients’ health and enriches the human experience in healthcare. It categorizes health and illness on a continuum, with high-level wellness at one end and severe sickness or poor health at the other. This perspective emphasizes achieving high-level wellness, which includes a contented mental state and flourishing, over mere symptom alleviation (LeMone, 2017).

This approach is particularly vital in healthcare and nursing, allowing a comprehensive assessment of patients beyond the treatment of specific illnesses. It promotes a holistic approach, focusing on mental and emotional well-being, providing support for a better quality of life.

Relation of the Continuum to Value, Dignity, and Promotion of Human Flourishing

The health-illness continuum aligns with factors contributing to individual and societal prosperity, including value, dignity, and human flourishing. Human flourishing encompasses various elements, such as mental and physical health, happiness, life satisfaction, meaning, purpose, character, virtue, and close social relationships (VanderWeele, 2017). Dignity, closely connected to esteem and status, allows patients to live in accordance with their standards and values (Xiao et al., 2019). The continuum’s focus on mental and physical well-being positions healthcare providers to significantly contribute to individual and societal well-being.

Reflection on Personal State of Health and the Health-Illness Continuum

Reflecting on my health state, I find myself below the average mark on the health-illness continuum. Despite being young and free from chronic or acute diseases, I experience fatigue, mood swings, and low energy. Unhealthy lifestyle choices, including poor eating habits and irregular sleep patterns, contribute to a false sense of wellness.

To improve my well-being, I plan to focus on regular exercise, healthier eating, and behavior changes. Seeking professional support and engaging with a study counselor for self-actualization will complement these efforts, aiming for optimal well-being.

Resources Supporting Wellness

To progress toward optimal health, I plan to:

• Ensure at least 8 hours of sleep per night.
• Limit caffeine intake.
• Plan my days to allocate time for studies, workouts, and rest.

Additionally, seeking support from a study counselor aligns with my goal of achieving optimal well-being.

Conclusion

The health-illness continuum, emphasizing well-being over symptom alleviation, provides a valuable framework for effective healthcare. By evaluating patients holistically, healthcare practitioners can contribute to not only disease-free states but also flourishing individuals. The continuum’s relevance extends to personal well-being, encouraging individuals to focus on a comprehensive approach to a fulfilling life.

References

LeMone, P. (2017). Medical-surgical nursing. Volumes 1-3: Critical thinking for person-centered care. Melbourne: Pearson Australia.

VanderWeele, T. J. (2017). On the promotion of human flourishing. Proceedings of the National Academy of Sciences of the United States of America, 114(31), 8148-8156.

Xiao, J., Chow, K.M., Liu, Y., & Chan, C.W.H. (2019). Effects of dignity therapy on dignity, psychological well-being, and quality of life among palliative care cancer patients: A systematic review and meta-analysis. Psycho-Oncology, 28, 1791-1802.

NRS 434NV Health Illness Continuum Nursing Essay Example Five

The health-illness continuum suggests that individuals can actively progress towards enhanced health and well-being through various stages. Olde Rikkert et al. (2022) assert that phases like awareness, education, and self-management development initiate from sickness problems involving clinical signs, symptoms, and limitations. Public health physician Travis introduced this dynamic continuum, emphasizing the crucial understanding of connections between disease and well-being (Olde Rikkert et al., 2022). Moving from illness, marked by symptoms and impairment, towards a neutral point and then well-being through awareness, education, and growth is achievable. Health care providers, acknowledging health as highly personalized, play a vital role in guiding patients on their unique paths toward completeness (Swanson et al., 2019).

There are diverse levels of well-being, mirroring various sickness levels. Stohecker (2019) posits that the health-illness continuum illustrates the relationship between treatment and well-being paradigms. Wickramarathne et al. (2020) note that therapeutic perspectives, including medications and medical procedures, can bring patients to a neutral stage where disease effects are alleviated. The well-being perspective encourages individuals to strive for higher health levels. The continuum accommodates side effects, like fatigue and dissatisfaction, emphasizing the importance of prioritizing physical and mental well-being. Nursing professionals should guide patients towards health rather than just addressing illness.

Relation of Human-Illness Continuum to Value, Dignity, and Promotion of Human Flourishing

Understanding the health-illness continuum aids health care professionals in promoting the worth and dignity of individuals, fostering human flourishing. Stohecker (2019) indicates that excessive stress damaging the immune system can result in illness, and negative emotions may lead to unhealthy behaviors. Health is a lifestyle encompassing physical, psychological, and social dimensions, necessitating constant exploration and awareness (Wickramarathne et al., 2020). Balancing patients’ well-being is an ongoing process, teaching them to care for their physical and emotional selves.

Reflection on Personal State of Health and the Health Illness Continuum

Exploring the causes of my health condition is crucial for life balance and well-being. Farina et al. (2018) suggest that maintaining balance across physical, cognitive, social, spiritual, interpersonal, and professional well-being is vital. Nurses play a significant role in embracing life throughout the wellness-illness continuum, serving as role models for patients. Lifestyle choices, including exercise and stress management, are critical in moving towards wellness. Recognizing my position on the continuum between education and growth highlights the need for self-care.

Resources Supporting Wellness

Transitions between illness and wellness occur throughout life, requiring new skills and abilities (Polacsek et al., 2019). Resources, such as self-care practices, weight control, fitness, and stress management, assist in chronic disease management and self-actualization (Farina et al., 2018). Mindfulness activities reduce anxiety, promote inner tranquility, and enhance communication.

Conclusion

Embracing the health-illness continuum empowers nursing professionals to enhance human well-being by promoting value and dignity. Stress and negative emotions can impact health, emphasizing the need for a comprehensive approach across physical, psychological, and social dimensions. Wellness practices, including mindfulness and healthy habits, contribute to patients’ overall well-being.

References

Farina, S. M., Minerva, E., Glunt, J., & Bernardo, L. M. (2018). Introducing mindfulness practices for self-care. Journal for Nurses in Professional Development, 34(4), 194–198.

Fawcett, J., Derboghossian, G., Flike, K., Gómez, E., Han, H. P., Kalandjian, N., Tapayan, S., & Pletcher, J. E. (2019). Thoughts about real nursing. Nursing Science Quarterly, 32(4), 331–332.

Olde Rikkert, M. G., Melis, R. J., Cohen, A. A., & Peeters, G. M. E. E. (2022). Why illness is more important than disease in old age. Age and Ageing, 51(1).

Polacsek, M., Boardman, G. H., & McCann, T. V. (2019). The influence of a successful wellness-illness transition on the experience of depression in older adults. Issues in Mental Health Nursing, 41(1), 31-37.

Stohecker, J. (2019). A new vision of wellness. Healthy.net.

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NURS FPX 4020 Assessment Enhancing Quality and Safety Example Assignment

Assignment Brief: NURS FPX 4020 Assessment Enhancing Quality and Safety Example Assignment

Course: NURS FPX 4020 Improving Quality of Care and Patient Safety

Assignment Title: Assessment 1: Assessment Enhancing Quality and Safety

Overview:

This assignment focuses on improving quality and safety in healthcare, specifically addressing patient falls as a significant safety concern. Students will explore the risk factors associated with patient falls, look into practical solutions to mitigate this issue, understand the vital role of nurses in fall prevention, and identify key stakeholders for effective collaboration.

Understanding Assignment Objectives:

The primary goals of this assignment are to:

1. Analyze Patient Fall Risk Factors: Investigate and understand both internal and external factors contributing to the safety risk of patient falls. Utilize relevant literature and resources to gain insights into these risk elements.
2. Explore Evidence-Based Solutions: Examine practical practices and solutions aimed at preventing patient falls. This includes assessing the effectiveness of interventions, such as minimizing psychoactive drug use, conducting gait and balance training, and providing vitamin D supplementation.
3. Understand the Role of Nurses in Fall Prevention: Recognize and articulate the essential role of nurses in addressing patient falls. This involves assessing their involvement in fall risk assessment, patient education, and effective communication within the healthcare team.
4. Identify Stakeholders for Collaboration: Identify and discuss stakeholders essential for collaborative efforts in fall prevention. Understand the importance of working together involving patients, doctors, pharmacists, and other healthcare professionals.

The Student’s Role:

As a student undertaking this assignment, your role involves:

• Research and Analysis: Conduct in-depth research to understand the complexities of patient fall risk factors and evidence-based solutions. Utilize academic journals, textbooks, and reputable sources to gather information.
• Critical Thinking: Apply critical thinking skills to evaluate the effectiveness of evidence-based solutions. Consider the practicality of each intervention in real-world healthcare settings.
• Nursing Perspective: Embrace the role of a nurse by exploring how they contribute to fall prevention. Analyze their responsibilities, including fall risk assessment, patient education, and communication, to comprehend the comprehensive nature of nursing involvement.
• Stakeholder Identification: Identify and discuss key stakeholders involved in collaborative efforts for fall prevention. Emphasize the importance of effective communication and teamwork among healthcare professionals.

Detailed Assessment Instructions for the NURS FPX 4020 Assessment Enhancing Quality and Safety Assignment

For This Assessment, You Will Develop A 3-5 Page Paper That Examines A Safety Quality Issue In A Health Care Setting. You Will Analyze The Issue And Examine Potential Evidence-Based And Best-Practice Solutions From The Literature As Well As The Role

Demonstration of Proficiency

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

Competency 1: Analyze the elements of a successful quality improvement initiative.    

Explain evidence-based and best-practice solutions to improve patient safety related to a specific patient safety risk and reduce costs.

Competency 2: Analyze factors that lead to patient safety risks.    

Explain factors leading to a specific patient safety risk.

Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs.    

Explain how nurses can help coordinate care to increase patient safety and reduce costs.

Identify stakeholders with whom nurses would need to coordinate to drive quality and safety enhancements.

Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.    

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

References

Allen, M. (2013). How many die from medical mistakes in U.S. hospitals? Retrieved from https://www.npr.org/sections/health-shots/2013/09/20/224507654/how-many-die-from-medical-mistakes-in-u-s-hospitals.

Kohn, L. T., Corrigan, J., & Donaldson, M. S. (Eds.). (2000). To err is human: Building a safer health system. Washington, DC: National Academy Press.

Professional Context

As a baccalaureate-prepared nurse, you will be responsible for implementing quality improvement (QI) and patient safety measures in health care settings. Effective quality improvement measures result in systemic and organizational changes, ultimately leading to the development of a patient safety culture.

Scenario

Consider the hospital-acquired conditions that are not reimbursed under Medicare/Medicaid, some of which are specific safety issues such as infections, falls, medication errors, and other concerns that could have been prevented or alleviated with the use of evidence-based guidelines.

Choose a specific condition of interest and incorporate evidence-based strategies to support communication and ensure safe and effective care.

For this assessment, consider using one of the following approaches:

Expand on the scenario presented in Vila Health: Identifying Patient Safety Concerns and analyze a quality improvement (QI) initiative.

Analyze a current issue in clinical practice and identify a quality improvement (QI) initiative in the health care setting.

Instructions

The purpose of this assessment is to better understand the role of the baccalaureate-prepared nurse in enhancing quality improvement (QI) measures that address safety risk. This will be within the specific context of patient safety risks at a health care setting of your choice. You will do this by exploring the professional guidelines and best practices for improving and maintaining patient safety in health care settings from organizations such as QSEN and the IOM. Looking through the lens of these professional best practices to examine the current policies and procedures currently in place at your chosen organization and the impact on safety measures for patients, you will consider the role of the nurse in driving quality and safety improvements. You will identify stakeholders in QI improvement and safety measures as well as consider evidence-based strategies to enhance quality of care and promote safety in the context of your chosen health care setting.

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 that you know what is needed for a distinguished score.

Explain factors leading to a specific patient-safety risk.

Explain evidence-based and best-practice solutions to improve patient safety related to a specific patient-safety risk and reduce costs.

Explain how nurses can help coordinate care to increase patient safety and reduce costs.

Identify stakeholders with whom nurses would coordinate to drive safety enhancements.

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

Additional Requirements

Length of submission: 3–5 pages, plus title and reference pages.

Number of references: Cite a minimum of 4 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old.

APA formatting: References and citations are formatted according to current APA style

NURS FPX 4020 Assessment Enhancing Quality and Safety Example Assignment

Administration-related errors

Patient safety and the quality of care are paramount goals in healthcare, directly impacting treatment outcomes and patient satisfaction. Continuous quality improvement is integral to enhancing the overall efficiency of healthcare services. However, challenges persist in achieving quality enhancement, with a notable concern being medication errors, defined by the National Coordinating Council for Medication Error Reporting and Prevention (NCCMERP, n.d) as “any preventable event that may cause or lead to inappropriate medication use or patient harm.” Medication errors (M.E.s) occurring during drug administration are often attributed to nurses. Although these errors can happen throughout the healthcare system, this paper specifically addresses the gravity of the issue within acute care settings.

Acute hospitals, providing short-term yet critical treatment services, such as emergency or intensive care, are prone to distractions and require quick decision-making. This setting increases the likelihood of medication administration errors (MAEs), posing a threat to patient safety. To address this, nurses need to implement effective strategies and solutions to minimize administration-related errors and improve care quality.

Overview of Medication Errors

Medication errors (M.E.s) constitute a significant healthcare issue, resulting in both minor and severe harm to patients. According to the U.S. Food and Drug Administration (FDA, 2019), there are over 100,000 reported presumed cases of M.E.s annually. Additionally, up to 9,000 people in the U.S. die each year due to these errors (Tariq et al., 2021). The associated costs are substantial, exceeding $40 billion per year in total care costs for patients affected by M.E.s (Tariq et al., 2021). Beyond financial implications, M.E.s contribute to perceptions of negligence, carelessness, or inexperience among healthcare staff, eroding trust in healthcare services.

Factors Leading to Medication Administration Errors

While medication errors (M.E.s) can occur at any stage of medication use, they are particularly prevalent during administration, accounting for up to 25% of drug administration instances (Koyama et al., 2020). Inattention and distraction are leading causes of MAEs, often resulting in errors such as administering the wrong drug, dose, or to the wrong patient. Nursing inattentiveness is linked to factors like high workload, multitasking, and increased patient flow (Bucknall et al., 2019). Distractions, common in healthcare facilities, especially in acute care settings, contribute to the most frequent administration-related M.E.s.

Competence or skill flaws, insufficient drug knowledge, misunderstandings related to abbreviations or poor handwriting, similar drug names, packaging, incorrect routes of administration, and non-compliance with recommendations and protocols further contribute to MAEs (Tariq et al., 2021). These factors elevate the risk of patient harm. However, the majority of these factors are preventable human errors that can be mitigated through the implementation of appropriate strategies.

Strategies to Improve Patient Safety

Improving patient safety and care quality necessitates a reduction in M.E. rates. Adherence to the “five-rights” rule, ensuring the right patient receives the right drug at the right time, dose, and route, is a fundamental strategy (Martyn et al., 2019). However, recent studies suggest the need for new frameworks, emphasizing the importance of managing workflow, avoiding interruptions, and implementing patient-centered strategies to contribute to safe and prompt medication administration (Martyn et al., 2019). The introduction of new teaching strategies, such as reflection and remediation educational models, can raise awareness of proper drug administration and reduce MAEs (McCabe & Ea, 2016). Computerizing and automating the medication preparation and administration process is another strategy endorsed by research, as it significantly reduces the occurrence of medication errors (Risør et al., 2018).

Nurse Roles

Nurses play a pivotal role in healthcare, particularly in acute care settings, where they are involved in various aspects, including medication prescribing, preparation, dispensing, and administration. Educated, experienced, and attentive nurses contribute to the prevention of medication errors through their high level of competence. Nurses are crucial in the medication use process, serving as the last line of defense to prevent MAEs by double-checking the correctness of medication, dose, patient, time, and route before administration.

Nurse Coordination with Stakeholders

Interdisciplinary collaboration is crucial to preventing medication administration errors. Nurses often require additional information from clinicians, physicians, pharmacists, or other nurses to ensure safe drug administration. Effective communication with patients is also essential, as missing patient information, failure to obtain medical and allergy histories, or not being aware of side effects can lead to MAEs. Nurses act as intermediaries, connecting healthcare professionals with patients, coordinating communication, and ensuring safe medication use.

Conclusion

Medication errors related to drug administration pose significant risks to patient safety, ranging from minor harm to potential fatality. While various factors contribute to these errors, they are preventable incidents requiring diligent efforts to explore and implement effective strategies. Reducing the rate of MAEs is crucial to providing patients with safe and quality care. The skills, knowledge, and attitudes of nursing staff are instrumental and should be maintained at a high level to ensure the prevention of medication errors.

References

Bucknall, T., Fossum, M., Hutchinson, A. M., Botti, M., Considine, J., Dunning, T., Hughes, L., Weir-Phyland, J., Digby, R. & Manias, E. (2019). Nurses’ decision‐making, practices and perceptions of patient involvement in medication administration in an acute hospital setting. Journal of Advanced Nursing, 75(6), 1316-1327. Web.

Food and Drug Administration (2019). Working to reduce medication errors. Web.

Koyama, A. K., Maddox, C. S., Li, L., Bucknall, T., & Westbrook, J. I. (2020). Effectiveness of double checking to reduce medication administration errors: a systematic review. BMJ Quality & Safety, 29(7), 595–603. Web.

Martyn, J., & Paliadelis, P. (2019). Nurses’ decision-making and the Five Rights of medication administration. Contemporary Nurse, 55(1), 116–126. Web.

McCabe, B., & Ea, E. (2016). Medication administration error reduction efforts in nursing homes: A systematic review and synthesis of quantitative evidence. International Journal of Nursing Studies, 62, 92-103. Web.

Risør, B. W., Lisby, M., Sørensen, J., & Bro, L. (2018). Two strategies for introducing barcoding of drug administration to an electronic medication administration record. Journal of Patient Safety, 14(4), 459-465. Web.

Tariq, R. A., Rai, A. B., Tai, Y. H., & Raouf, M. (2021). Medication administration errors in pediatrics: A systematic review. Journal of Pediatric Nursing, 59, 25–33. Web.

NURS FPX 4020 Assessment Enhancing Quality and Safety Example Assignment Two

Introduction

Patient safety is a critical aspect of healthcare delivery, and medication administration errors (MAEs) pose a significant threat to patient well-being. This paper aims to explore the factors contributing to MAEs and present evidence-based strategies to enhance the quality of patient care while minimizing costs. By analyzing a specific incident involving a medication error and employing professional guidelines, this paper elucidates the role of baccalaureate-prepared nurses in coordinating care to drive safety enhancements.

Factors Leading to Patient Safety Risks

One illustrative incident involves Nurse Ella, who inadvertently administered rapid-acting insulin instead of long-acting insulin to a diabetic patient, Mr. Wallace. Several factors contribute to such medication errors:

Lack of Knowledge and Training: Inadequate knowledge about drug doses, interactions, and contraindications is a leading factor of medication administration errors. Research indicates that 78.7% of medication errors result from poor training of nurses (Hassen et al., 2022). Nurses possessing advanced pharmaceutical knowledge and subsequent training are less likely to make medication administration errors.

Communication Gap Between Healthcare Professionals: Insufficient communication and collaboration among healthcare staff contribute to medication errors. A study suggests a higher incidence of medication administration errors in settings with communication gaps (Ghasemi et al., 2022).

Prescribing Errors: Inaccurate prescriptions leading to incorrect dosages and inappropriate instructions are another significant factor. Incompletely written prescriptions contribute to 71% of prescription-related errors (White et al., 2019).

Stress, Burnout, and Mental Health Challenges: Elevated stress levels among nurses due to excessive workloads and long shifts contribute to psychological distress, burnout, and ultimately, medication errors. Burnout is linked to a fivefold increase in patient care and medication errors (White et al., 2019).

Evidence-Based Best Practices Solutions

To address these challenges, evidence-based and best practice solutions are crucial. Some effective strategies include:

QSEN Competencies: Implementation of Quality and Safety Education for Nurses (QSEN) competencies in nursing education has been shown to improve nurses’ quality and safety education by up to 75% (Watanabe et al., 2021).

Medication Reconciliation: Implementing medication reconciliation procedures during care transitions, contrasting a patient’s present pharmaceutical regimen with prescribed medications, improves patient safety (Koprivnik et al., 2020).

Computerized Physician Order Entry (CPOE): Electronically submitting medicine orders through CPOE systems reduces the chance of adverse drug events and improves patient safety (Skalafouris et al., 2022).

Barcode Medication Administration (BCMA) Systems: Using BCMA systems for correct medication delivery enhances patient safety by preventing drug errors through patient identification and barcoded labels (Ye, 2023).

Clinical Decision Support System (CDSS): Offering suggestions based on research to healthcare practitioners at the point of care, CDSS can notify healthcare professionals about possible medication combinations, dosage mistakes, or allergies (Manias et al., 2020).

Value-Based Formulary Management: Choosing medicines based on clinical potency, cost-effectiveness, and safety helps maintain high healthcare quality while cutting expenditures related to pharmaceuticals (Weinmeyer et al., 2021).

Nurse-Led Coordination to Optimize Patient Safety

Effective coordination among healthcare professionals, especially nurses, plays a pivotal role in optimizing patient safety. In the case of medication administration errors, nurses can collaborate with various stakeholders:

Coordination with Physicians and Pharmacists: Clear communication between nurses and physicians regarding treatment regimens, along with collaborative efforts with pharmacists, can reduce prescription transcribing and filling errors (Koprivnik et al., 2020).

Collaboration with IT Personnel: Mutual collaboration with IT personnel for the effective utilization of technology tools ensures the proper functioning of systems like CPOE, BCMA, and CDSS to prevent MAEs (Ye, 2023).

Interdisciplinary Collaboration: A holistic care approach by working with interdisciplinary teams and adherence to regulatory requirements reduces the risk of errors, ensuring patient safety and cost-effectiveness (Alrabadi et al., 2021).

Nurses’ Coordination with Other Stakeholders

Nurses play a crucial role in collaborating with various stakeholders to improve medicine delivery and enhance patient safety:

Collaboration with Physicians and Pharmacists: Nurses collaborate with physicians and pharmacists to ensure accurate medication administration. Quality improvement teams and nursing staff can work together to evaluate challenges and implement suitable strategies (Manias et al., 2020).

Involvement of Patients and Families: Better adherence and patient satisfaction can be achieved by involving patients and their families actively in the medication administration process.

Involvement of Medication Safety Officers and Administrators: Organizational prioritization of patient safety through the involvement of medication safety officers and administrators is crucial. Professional associations offer tools for the continuous advancement of medical practices (Manias et al., 2020).

Conclusion

Medication administration errors pose a significant threat to patient safety and contribute to increased treatment costs. However, employing evidence-based best practices and fostering effective coordination among healthcare professionals, especially nurses, can significantly reduce the occurrence of MAEs. The integration of QSEN competencies, medication reconciliation, and advanced technological tools, along with interdisciplinary collaboration, creates a holistic approach to patient care, ensuring safety and cost-effectiveness.

NURS FPX 4020 Assessment Enhancing Quality and Safety Example Assignment Three

Quality improvement initiatives are widespread across health organizations, emphasizing patient safety and quality care. Patient safety remains a top priority for interdisciplinary teams, particularly as medication errors pose common and recurring threats to healthcare, contributing to increased patient harm and mortality (Alotaibi & Federico, 2017). Medication errors are preventable and can result from various factors such as communication gaps, disturbances during medication retrieval and administration, missing patient information, poor labeling, inadequate medication reconciliation, and lack of knowledge.

Factors Leading to Patient Safety Risks

Medication errors can occur at any time and place, often during prescription and drug monitoring. Resolving this issue necessitates collective responsibility, involving interdisciplinary collaboration. Evidence-based practices play a crucial role in raising awareness among healthcare professionals. While medication errors can happen in diverse settings, home environments pose risks, especially for children due to negligent drug storage. Adherence to the five rights of medication administration — ensuring the right drug, patient, dosage, time, and route — is critical in preventing errors. Factors contributing to negligence include increased workloads, fatigue, and insufficient pharmacologic knowledge.

Evidence-based Practices

High-quality care aligns with evidence-based research, emphasizing patient-centered care and proper communication among staff. Involving patients and caregivers in medication education and ensuring clear instructions can enhance care quality. Best practices to enhance patient safety encompass double-checking procedures, using name alerts, planning medication administration to avoid disruptions, and leveraging available technologies.

The Nurse’s Role in Coordinating Care

Nurses, integral to hospital quality improvement, engage in various roles, including patient care, data collection, and medication management. Medication errors pose financial burdens, and nurses play a vital role in coordinating care to alleviate these challenges. Coordination involves assessing the work environment, implementing safety technologies, educating patients, and exercising caution with high-alert medications. Nurses share knowledge, ensure seamless care transitions, and collaborate with interdisciplinary teams to develop personalized care plans, contributing to cost efficiency.

Stakeholder Coordination for Quality and Safety Enhancements

Effective coordination involves collaboration with stakeholders such as society, administrators, patients, families, researchers, technicians, nursing educators, and physicians. Patients and families actively contribute to quality patient safety by providing essential information and seeking clarification on medications.

Conclusion

Patient safety remains paramount, necessitating a focus on preventing medication errors. Factors contributing to these errors are diverse, emphasizing the need for strict adherence to the five rights of medication administration. Coordination by nurses, evidence-based practices, and stakeholder collaboration are essential elements in enhancing quality and safety in healthcare.

NURS FPX 4020 Assessment Enhancing Quality and Safety Example Assignment Four

Introduction

Ensuring patient safety and delivering quality care stand out as paramount challenges in healthcare, involving healthcare facilities, nurses, physicians, and various professionals. Suboptimal quality and compromised patient safety result in adverse outcomes such as morbidity, mortality, increased care costs, prolonged hospital stays, diminished patient and job satisfaction, among other issues. This paper aims to examine the patient safety issue of medication administration, analyze evidence-based practices, and scrutinize the coordination among nurses and stakeholders.

Patient-safety risk focusing on medication administration

Medication administration, a pivotal process predominantly managed by nurses, involves multiple stakeholders, including physicians, pharmacists, and informatics nurses. Errors at any stage of this process can lead to medication administration errors (MAEs) and subsequent adverse events. Research indicates varying rates of prescription, dispensing, and dosage errors, emphasizing the substantial contribution of human errors, particularly by nurses. Interferences during medication administration, whether from patients, families, or distractions, further elevate the risk of errors. Factors like nurse-to-patient ratio, poor communication, and inadequate training are additional contributors, with the potential consequences ranging from mortality and morbidity to adverse effects.

Evidence-based and best practice solutions

Implementing evidence-based practices (EBPs) is crucial to address medication administration challenges. Training and educating healthcare staff based on guidelines from the Institute of Medicine (IOM) and the Quality and Safety Education for Nurses (QSEN) is a primary EBP. This includes vigilant verification of medication with electronic health records (EHRs), allergy checks, pre-administration assessment, accurate dosage calculation, and the avoidance of workarounds and abbreviations. Another EBP involves the implementation of a physician order entry system with error reporting and communication capabilities, aiming to reduce prescription, dispensing, and administration errors. Technological interventions, such as bar-code-based medication administration and voice-tagged dosage calculation, prove effective in preventing errors. Strategies like using color-coded tabards and checklists, along with interprofessional collaboration, contribute to reducing interruptions and enhancing communication during medication administration.

Coordinated care among nurses to improve quality and patient safety

Nurses play a crucial role in coordinating care to address burnout and create supportive work environments. Collaborative efforts during medication administration, such as sharing responsibilities and supporting each other during interruptions, contribute to error reduction. Effective communication among nurses to identify patient allergies and educate colleagues about EHRs and technology usage enhances skills and knowledge. Nurse leaders manage resources and conflicts, ensuring a coordinated approach to resolve practice issues. Shared decision-making and coordinated care further contribute to efficient workflow and decreased medication errors.

Stakeholders and safety enhancement

Coordination among various stakeholders, including informatics nurses, pharmacists, physicians, therapists, nurse leaders, and patients, is essential for safety enhancement. Patients’ active involvement in treatment decisions and their contribution to health history and allergy information are critical. Informatics nurses play a vital role in data management, error reporting, and correction processes within EHRs. Physicians, pharmacists, and nurse leaders collaborate to prevent and correct medication errors, while therapists and specialists provide valuable insights into patient conditions. Effective communication and coordination among stakeholders help in resolving conflicts and ensuring patient safety.

References

Abukhader, I., & Abukhader, K. (2020). Effect of medication safety education program on intensive care nurses’ knowledge regarding medication errors. Journal Of Biosciences And Medicines, 08(06), 135-147.

Armstrong, G. (2019). QSEN safety competency: the key ingredient is just culture. The Journal Of Continuing Education In Nursing, 50(10), 444-447.

Bradley, C., Luder, H., Beck, A., Bowen, R., Heaton, P., & Kahn, R. et al. (2016). Pediatric asthma medication therapy management through community pharmacy and primary care collaboration. Journal Of The American Pharmacists Association, 56(4), 455-460.

Hammoudi, B., Ismaile, S., & Abu Yahya, O. (2017). Factors associated with medication administration errors and why nurses fail to report them. Scandinavian Journal Of Caring Sciences, 32(3), 1038-1046.

Huckels-Baumgart, S., Niederberger, M., Manser, T., Meier, C., & Meyer-Massetti, C. (2017). A combined intervention to reduce interruptions during medication preparation and double-checking: a pilot-study evaluating the impact of staff training and safety vests. Journal Of Nursing Management, 25(7), 539-548.

Korb-Savoldelli, V., Boussadi, A., Durieux, P., & Sabatier, B. (2018). Prevalence of computerized physician order entry systems–related medication prescription errors: A systematic review. International Journal Of Medical Informatics, 111, 112-122.

Manias, E. (2018). Effects of interdisciplinary collaboration in hospitals on medication errors: an integrative review. Expert Opinion On Drug Safety, 17(3), 259-275.

Montgomery, A., Azuero, A., Baernholdt, M., Loan, L., Miltner, R., & Qu, H. et al. (2020). Nurse burnout predicts self-reported medication administration errors in acute care hospitals. Journal For Healthcare Quality, Publish Ahead of Print.

Palese, A., Ferro, M., Pascolo, M., Dante, A., & Vecchiato, S. (2019). “I am administering medication—please do not interrupt me”: red tabards preventing interruptions as perceived by surgical patients. Journal Of Patient Safety, 15(1), 30-36.

Pop, M., & Finocchi, M. (2016). Medication errors: a case-based review. AACN Advanced Critical Care, 27(1), 5-11.

Tariq, R., Vashisht, V., Sinha, A., & Scherbak, y. (2021). Medication dispensing errors and prevention. Retrieved 17 March 2021, from https://www.ncbi.nlm.nih.gov/books/NBK519065/.

Thomas, L., Donohue-Porter, P., & Stein Fishbein, J. (2017). Impact of interruptions, distractions, and cognitive load on procedure failures and medication administration errors. Journal Of Nursing Care Quality, 32(4), 309-317.

Thompson, K., Swanson, K., Cox, D., Kirchner, R., Russell, J., & Wermers, R. et al. (2018). Implementation of bar-code medication administration to reduce patient harm. Mayo Clinic Proceedings: Innovations, Quality & Outcomes, 2(4), 342-351.

Tsegaye, D., Alem, G., Tessema, Z., & Alebachew, W. (2020). Medication administration errors and associated factors among nurses. International Journal Of General Medicine, Volume 13, 1621-1632.

Verweij, L., Smeulers, M., Maaskant, J., & Vermeulen, H. (2016). Quiet please! drug round tabards: are they effective and accepted? A Mixed-Method Study. Journal Of Nursing Scholarship, 46(5), 340-348.

NURS FPX 4020 Assessment Enhancing Quality and Safety Example Assignment Five

Introduction

Patient safety is a major concern in healthcare, with patient falls being a significant safety issue. A fall is described as “an unplanned descent to the floor (or extension of the floor [e.g., trash can or other equipment]) with or without injury to the patient and with or without assistance” (Tucker et al., 2019, p. 113). Falls can lead to various injuries, including fractures, functional decline, traumatic brain injury, and nursing home placement, making them the “leading cause of accidental death in people over 65 years old” (Lasater et al., 2016, p. 545). In addition to the human cost, falls increase healthcare expenses due to the need to treat preventable injuries. Healthcare organizations are thus focused on falls prevention to enhance patient safety and reduce healthcare costs. This paper examines the risk factors of patient falls and evidence-based solutions. It also explores the role of nurses in falls prevention and identifies stakeholders with whom nurses should collaborate to address this safety concern.

Factors Leading to Patient-Safety Risk

Patient fall risk factors can be categorized as intrinsic and extrinsic. Intrinsic factors include patient characteristics such as age, sex, previous falls, balance impairment, gait, activities of daily living (ADL) disabilities, stroke, cognitive impairments, Parkinson’s disease, and incontinence (Kwan et al., 2016). The risk of falls increases with age, with those aged 65-74 years having a 32% probability and those over 80 years having a 37% probability (Kwan et al., 2016). Extrinsic factors related to the environment include home hazards, use of assistive devices, and inappropriate footwear (Morone et al., 2018; Kwan et al., 2016). The Morse scale assesses risk factors such as history of falls, secondary diagnosis, walk assistance, parenteral therapy, mental status, and gait to determine an individual’s risk of falls (Nadia & Permanasari, 2018).

Evidence-Based Solutions

Addressing patient falls begins with identifying at-risk patients and conducting a multifactorial fall risk assessment for older patients (Morone et al., 2018). Assessment should include factors like gait, balance, mental status, reflexes, and various functions (Morone et al., 2018). Analyzing the type of fall is crucial for selecting preventive strategies, categorizing falls as accidental, unanticipated physiological, anticipated physiological, or intentional (Morone et al., 2018). Evidence-based practices include minimizing psychoactive drug use, engaging in gait and balance training, and providing vitamin D supplementation (Morone et al., 2018). Managing conditions identified during risk assessment, such as visual impairment or a hazardous home environment, is also critical. Effective fall prevention involves interventions addressing both clinical assessment findings and individual risk assessment outcomes (Morone et al., 2018).

The Role of Nurses in Addressing Patient-Safety Risk

Nurses play a central role in addressing the safety issue of patient falls due to their extensive patient interaction and involvement in the care team (Nadia & Permanasari, 2018). Nurses contribute to fall risk assessment using tools like the Morse scale, inform patients about fall risks, and provide necessary assistance. Effective communication among nurses is vital for ensuring patient safety, as poor communication can jeopardize care coordination (Tucker et al., 2019).

Stakeholders

Collaboration with various stakeholders is essential for implementing evidence-based solutions for patient falls. Nurses should educate patients and families on fall risks and prevention strategies. Cooperation with doctors and pharmacists is crucial for adjusting medications and administering vitamin D. Nurses should also work with social workers and doctors to implement strategies like exercise programs, motivational interviewing, and environmental assessment. Effective communication among nurses is necessary for sharing information about safety issues and addressing them (Lasater et al., 2016; Tucker et al., 2019).

References

Kwan, E., Straus, S., & Holroyd-Leduc, J. (2016). Risk factors for falls in the elderly. In A. Huang & L. Mallet (Eds.), Medication-related falls in older people (pp. 91-101). Adis.

Lasater, K., Cotrell, V., McKenzie, G., Simonson, W., Morgove, M. W., Long, E. E., & Eckstrom, E. (2016). Collaborative falls prevention: Interprofessional team formation, implementation, and evaluation. The Journal of Continuing Education in Nursing, 47(12), 545-550.

Morone, G., Federici, A., Tramontano, M., Annicchiarico, R., & Salvia, A. (2018). Strategies to prevent falls. In G. Sandrini, V. Homberg, L. Saltuari, N. Smania, & A. Pedrocchi (Eds.), Advanced technologies for the rehabilitation of gait and balance disorders (pp. 149-158). Springer.

Nadia, P., & Permanasari, V. Y. (2018). Compliance of the nurse for fall risk assessment as a procedure of patient safety: A systematic review. KnE Life Sciences, 4(9), 207-219.

Tucker, S., Sheikholeslami, D., Farrington, M., Picone, D., Johnson, J., Matthews, G., Evans, R., Gould, R., Bohlken, D., Comried, L., Petrulevich, K., Perkhounkova, E., & Cullen, L. (2019). Patient, nurse, and organizational factors that influence evidence‐based fall prevention for hospitalized oncology patients: An exploratory study. Worldviews on Evidence-Based Nursing, 16(2), 111-120.

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NURS FPX 4010 Interview and Interdisciplinary Issue Identification Assignment Example

NURS FPX 4010 Assessment 2: Interview and Interdisciplinary Issue Identification

Assignment Brief: NURS FPX 4010 Interview and Interdisciplinary Issue Identification

Course: NURS FPX 4010 Leading People, Processes, and Organizations in Interprofessional Practice

Assignment Title: Assessment 2: Interview and Interdisciplinary Issue Identification

Assignment Overview:

This assignment aims to enhance students’ understanding of healthcare challenges, particularly understaffing, through an interview with a nurse manager, and to explore interdisciplinary solutions using change theories, leadership strategies, and collaboration approaches. By looking into real-world scenarios and theoretical frameworks, students will gain insights into the complexities of healthcare management and develop critical thinking skills.

Understanding Assignment Objectives:

This assignment is designed to:

1. Enhance your interviewing skills and ability to extract relevant information from a healthcare professional.
2. Develop critical thinking regarding the identified healthcare challenge (understaffing) and its multifaceted impact.
3. Apply theoretical frameworks, specifically Kurt Lewin’s change model and democratic leadership, to propose interdisciplinary solutions.
4. Explore collaboration approaches that contribute to effective interdisciplinary teams in healthcare settings.

The Student’s Role:

As a student, your role involves:

• Planning and executing a semi-structured interview with a nurse manager, ensuring thoughtful and relevant questions.
• Analyzing the identified healthcare challenge, emphasizing interdisciplinary aspects.
• Applying change theories and leadership concepts to propose viable solutions.
• Engaging in critical thinking to explore collaboration approaches that contribute to the overall effectiveness of interdisciplinary healthcare teams.

NURS FPX 4010 Interview and Interdisciplinary Issue Identification Assignment Example

Interview Summary

I conducted an interview with a registered nurse working in the intensive care unit (ICU) of a local hospital. The nurse, a female in her late twenties, has accumulated five years of experience in the mentioned hospital. Her responsibilities include administering medications, evaluating vital signs, performing diagnostic and therapeutic procedures, and monitoring medical equipment.

The nurse highlighted a critical issue in the hospital’s safety culture, emphasizing its inadequacies. Despite existing safety protocols, medical errors are prevalent, and there is a pervasive culture of concealing mistakes rather than reporting them. Recent management changes triggered an investigation into medical errors, but the results are pending.

The nurse attributed the prevalence of medical errors to a lack of collaboration. While interdisciplinary teams exist, there is a tendency for blame-shifting between physicians and nurses. The nurse acknowledges the potential benefits of interdisciplinary teamwork but notes issues such as a lack of trust, physicians’ dominance, and inadequate nurse participation in decision-making.

Issue Identification

The identified issue is the deficient safety culture in the hospital, leading to a high incidence of medical errors. The lack of a collaborative environment exacerbates the problem, hindering effective communication and cooperation among healthcare professionals. An interdisciplinary approach is essential to address these challenges, fostering a culture of safety and improving collaboration.

Change Theories for an Interdisciplinary Solution

To address the issue, the Five As Behavior Change Model can be applied. This model involves assessing the situation, advising on the benefits of change, agreeing on specific goals, assisting in overcoming barriers, and arranging a comprehensive plan. The interdisciplinary team, following this model, would assess current behaviors and beliefs related to safety, advise on the benefits of a safety culture, agree on specific safety goals, assist in overcoming barriers, and arrange a comprehensive plan for implementation.

This model has demonstrated effectiveness in various settings and is supported by the study conducted by Lopez-Jeng and Eberth (2019). Their research, published in a peer-reviewed journal, provides a current and credible foundation for implementing the Five As Behavior Change Model.

Leadership Strategies for an Interdisciplinary Solution

Transformational leadership is identified as the most suitable strategy to address the safety culture issue. Healthcare professionals need support, encouragement, and guidance rather than a punitive approach. Transformational leaders inspire and motivate teams toward a shared vision, promoting collaboration and fostering a positive work environment.

Research by Kagan, Porat, and Barnoy (2019) supports the effectiveness of transformational leadership in shaping the quality and safety culture in hospitals. Published in a peer-reviewed journal, this study provides credible insights into the impact of leadership strategies on patient satisfaction and safety culture.

Collaboration Approaches for Interdisciplinary Teams

For effective collaboration within interdisciplinary teams, a transformational leadership approach is recommended. Each team should have a leader who acknowledges the need for change and values input from all members. Additionally, involving patients in the creation of a safety culture, as suggested by Kagan et al. (2019), can enhance the interdisciplinary approach.

The hospital’s prior research on medical errors provides an opportunity to evaluate the current safety culture based on the perspectives of healthcare professionals, administrators, and patients. This approach helps identify weaknesses and barriers to establishing a robust safety culture.

Conclusion

In conclusion, the interview with the ICU nurse highlighted a critical issue in the hospital’s safety culture, leading to a high incidence of medical errors. An interdisciplinary approach, guided by the Five As Behavior Change Model and supported by transformational leadership, is recommended to address the identified issue. Collaboration within interdisciplinary teams, incorporating the perspectives of healthcare professionals and patients, is crucial for the successful implementation of a safety culture. This foundation will inform the development of a comprehensive plan in the subsequent phases of the project.

References

Kagan, I., Porat, N., & Barnoy, S. (2019). The quality and safety culture in general hospitals: Patients’, physicians’, and nurses’ evaluation of its effect on patient satisfaction. International Journal for Quality in Health Care, 31(4), 261-268.

Lopez-Jeng, C., & Eberth, S. D. (2019). Improving hospital safety culture for falls prevention through interdisciplinary health education. Health Promotion Practice.

Tetuan, T., Ohm, R., Kinzie, L., McMaster, S., Moffitt, B., & Mosier, M. (2017). Does systems thinking improve the perception of safety culture and patient safety? Journal of Nursing Regulation, 8(2), 31-39.

NURS FPX 4010 Interview and Interdisciplinary Issue Identification Assignment Example Two

Summary

The interviewee for Assessment Two is an Advanced Certified Oncology Nurse Practitioner at a major cancer center. Due to the prevailing COVID-19 situation, the interview was conducted telephonically, utilizing a set of questions provided for the assessment as a basic guide. The interview, conducted in a semi-structured manner, was recorded. The cancer center comprises various disciplines, including surgical, radiation, and medical oncologists, pain management specialists, social workers, psychologists, nurse practitioners, and discipline-specific nursing staff. Notably, the cancer center recently transitioned from an independent medical oncology practice to becoming part of the Christian Care Health System, signifying a significant cultural shift. The nurse practitioner’s primary responsibilities include coordinating between disciplines, writing referrals and orders, managing chemotherapy, pain management, education, and follow-up calls.

A pertinent issue highlighted by the nurse practitioner is the encroachment of disciplines beyond their defined scope of practice, leading to interference in the responsibilities of other disciplines. This issue is exacerbated by a perceived lack of strong motivational leadership to aid the oncology practice in adapting to its new role within the larger corporation. Additionally, while the organization emphasizes teamwork, true interprofessional collaboration is limited, and a silo mentality prevails. The interviewee’s attempt to contribute to a collaborative team was met with resistance, reflecting a need for effective leadership and a shift in organizational culture.

Issue Identification

The primary issue identified during the interview is the infringement of one discipline into the scope of practice of another, resulting in a disruption of patient care. Examples include the medical oncology group managing a patient’s pain until it is deemed uncontrolled, at which point the patient is referred to the pain management group. Challenges arise when patients experience uncontrolled pain and communicate this to their medical oncologist, raising questions about the appropriate course of action. The multidisciplinary approach is deemed suitable for addressing this issue, with evidence supporting interprofessional practice for improved patient care, safety, and prevention of medical errors (Bosch & Mansel, 2015).

Change Theory

Change theory, as applied to the organization, involves understanding the existing culture, beliefs, and values that influence the organization’s openness to change. Kurt Lewin’s Field Theory is considered relevant in this context, offering a framework for analyzing group behavior and environmental factors. The goal is to identify and modify forces that hinder or promote change. The application of Lewin’s theory is crucial for targeting the cultural shift needed within the organization, encouraging collaboration as the norm.

Leadership Strategy

Effective leadership is identified as a crucial component for driving organizational change and fostering interprofessional collaboration. The transformational leadership style, characterized by charisma, inspiration, effective communication, and empowerment, is deemed suitable for the current situation. The existing leadership is perceived as weak, lacking communication and transparency. A transformational leader is seen as instrumental in guiding the cancer center toward an interdisciplinary approach.

Collaborative Approach

The literature emphasizes a collaborative approach centered on putting the patient first. This patient-centric focus serves as an equalizer, aligning individual team members’ interests with patient interests. Active and respectful communication is highlighted as a tool for building interprofessional collaboration, emphasizing the importance of a common language and standardized communication methods. Interprofessional rounding is suggested as a beneficial practice to prevent disciplines from infringing on each other’s practices and gain insights into preventing future issues.

Conclusion

In conclusion, change theory, leadership, and collaborative practice are identified as essential tools for improving healthcare. Change theory provides a mechanism for understanding and altering organizational culture, but effective leadership is required to drive and motivate the workforce toward interdisciplinary practice. Patient-centric collaboration and open communication are proposed as fundamental principles for fostering a collaborative approach. The integration of these tools can lead to a positive shift in organizational culture, promoting true interprofessional collaboration for enhanced patient care and safety.

References

Batras, D., Duff, C., & Smith, B. J. (2015). Organizational change theory: Implications for health promotion practice. Health Promotion International, 31(2), 231-241.

Bergstedt, K., & Wei, H. (2020). Leadership strategies to promote frontline nursing staff engagement. Nursing Management, 48-53.

Bosch, B., & Mansel, H. (2015). Interprofessional collaboration in healthcare: Lessons to be learned from competitive sports. CPJRPC, 176-179.

Hussain, S. T., Lei, S., Akram, T., Haider, M. J., & Hussain, S. H. (2016). Kurt Lewin’s change model: A critical review of the role of leadership and employee involvement in organizational change. Journal of Innovation & Knowledge, 3, 125-127.

Tomasik, J., & Flemming, C. (2015). Lessons from the field: Promising interprofessional collaboration practices. Retrieved from www.rwjf.org/en/library/research/2015/03/lessons-from-the-field.html

NURS FPX 4010 Interview and Interdisciplinary Issue Identification Assignment Example Three

Summary of the Interview

The interview followed a semi-structured approach to gain insights from a nursing colleague regarding her organization, its past and current challenges, her role and responsibilities, the effectiveness of interventions, impacts on diverse populations, the role of nurse leaders, leadership strategies, and interdisciplinary collaboration within the organization (McIntosh & Morse, 2015). The colleague works in a profit-based acute healthcare facility with 75 beds, utilizing advanced technologies such as automated EHRs, patient monitoring systems, telemedicine, error reporting software, and data analytics for nursing informatics to enhance care quality. As an ICU nurse, her duties encompass monitoring, recording patient data, ordering diagnostics tests, coordinating with healthcare professionals, administering medication, treating wounds, and educating patients and families.

The interview, conducted in a flexible style, allowed the interviewee ample opportunity to express perspectives. Open-ended questions were utilized to delve deeper into healthcare issues, with a focus on statistics and benchmarks to gauge issue severity. Past challenges such as resistance to implementing technology were addressed through nurse training, transformational leadership, and the hiring of specialized nurses.

Identified Issue from the Interview

While various issues require interdisciplinary collaboration, the significant concern is medication errors, demanding a collaborative approach involving nurses, physicians, lab technicians, pharmacists, informatics nurses, and pain management nurses (Srinivasamurthy et al., 2021). Collaboration is essential due to the involvement of multiple healthcare professionals, making it challenging to detect errors and identify root causes. Delays in patient care due to communication gaps can threaten patient safety. A blame culture further complicates the issue, involving different stakeholders and potentially compromising patient care (Tena et al., 2018).

Analysis of Potential Change Theories

Lewin’s change theory, with stages of unfreezing, moving, and refreezing, is deemed suitable for addressing the issue. While driving forces include quality of care and patient safety, resistance forces center around a blame culture. This theory facilitates unfreezing the current process, implementing change, and refreezing to establish the change, fostering collaboration and shared decision-making (Smith & Gullett, 2019). Rogers’ theory, with stages of awareness, interest, evaluation, implementation, and adoption, complements Lewin’s model, focusing on motivating professionals to adopt change and evaluating outcomes (Smith & Gullett, 2019). Spradley’s eight-step change theory emphasizes evaluation and stabilization, supporting change implementation through collaborative efforts.

Leadership Strategies

To address potential resistance, transformational and servant leadership styles are recommended, involving strategies like group discussions, understanding stakeholders’ perspectives, motivation, action plans for collaboration, support provision, fostering an inclusive work environment, root-cause analysis to reduce blame culture, and establishing direct communication channels. Sharing the workload during medication administration through effective staffing and scheduling can further enhance collaboration (Jember et al., 2018).

Collaborative Approaches from the Literature

Various collaborative models have been proposed in the literature. Manias (2018) suggests a multimodal interdisciplinary collaboration model, encompassing communication tools, logs, collaborative medication review, adherence to protocols, direct involvement of pharmacists, and collaborative conferences and workshops. Tena et al. (2018) propose root-cause analysis with a safety checklist to identify discrepancies in patient information. Jember et al. (2018) and Srinivasamurthy et al. (2021) highlight the positive impact of a medication error system integrated with computerized physician entry, involving all stakeholders to reduce medication errors.

References

Ahrq.gov. (2020). How do you measure fall rates and fall prevention practices? [URL].

Hunitie, M. (2016). A cross-sectional study of the impact of transformational leadership on integrative conflict management. Asian Social Science, 12(5), 47. [DOI]

Jember, A., Hailu, M., Messele, A., Demeke, T., & Hassen, M. (2018). Proportion of medication error reporting and associated factors among nurses: a cross-sectional study. BMC Nursing, 17(1). [DOI]

Manias, E. (2018). Effects of interdisciplinary collaboration in hospitals on medication errors: an integrative review. Expert Opinion On Drug Safety, 17(3), 259-275. [DOI]

McIntosh, M., & Morse, J. (2015). Situating and constructing diversity in semi-structured interviews. Global Qualitative Nursing Research, 2, 233339361559767. [DOI]

Smith, M., & Gullett, D. (2019). Nursing theories and nursing practice (5th ed.). F A Davis.

Srinivasamurthy, S., Ashokkumar, R., Kodidela, S., Howard, S., Samer, C., & Chakradhara Rao, U. (2021). Impact of computerized physician order entry (CPOE) on the incidence of chemotherapy-related medication errors: a systematic review. European Journal Of Clinical Pharmacology. [DOI]

Tena, R., League, S., & Brennan, J. (2018). Preventing wrong site, wrong procedure, wrong patient errors. Nursing Made Incredibly Easy!, 16(3), 10-13. [DOI]

Weller, S., Vickers, B., Bernard, H., Blackburn, A., Borgatti, S., Gravlee, C., & Johnson, J. (2018). Open-ended interview questions and saturation. PLOS ONE, 13(6), e0198606. [DOI]

NURS FPX 4010 Interview and Interdisciplinary Issue Identification Assignment Example Four

Interview Summary

I conducted a telephonic interview with Mr. Kelly (pseudonym), the nurse manager at Sanford Medical Center, Bismarck. The facility, comprising a team of specialists, emphasizes healthcare excellence through a combination of compassionate patient care, expertise, and advanced technology. Mr. Kelly oversees financial and human resources, maintains care standards and quality, ensures staff and patient satisfaction, and fosters a safe environment. In the interview, I posed the following questions:

1. What is the main challenge facing your organization?
2. How does this problem affect the ability to complete your duties?
3. How have you or your organization tried to address this problem?
4. Does your organization have a culture of collaboration?

Mr. Kelly acknowledged understaffing, particularly in the nursing department, as the primary challenge. Shortages in the emergency department compromise patient care quality, leading to nurses working extended hours. The resultant stress contributes to physical, mental, and emotional health issues among nurses, affecting patient satisfaction. Sanford Medical Center addresses understaffing by retaining nurses through a supportive work environment, flexible staffing schedules, and initiatives to prevent burnout. The organization also emphasizes interdisciplinary collaboration, exemplified by a situation where teamwork proved effective during a patient influx.

Issue Identification

The issue of understaffing necessitates discussions on teamwork and interdisciplinary communication to enhance nursing unit efficiency, patient safety, and care quality (Hensel et al., 2017). Teamwork skills improvement and interdisciplinary communication integration from psychology, management, and social studies can address this challenge (Tuaminen et al., 2016).

Change Theories for Interdisciplinary Solution

Kurt Lewin’s three-step model offers an interdisciplinary solution to understaffing. The model involves unfreezing, moving, and refreezing. Nursing education serves as a solution, with awareness creation, sustained efforts for change, and post-implementation evaluations (Sutherland, 2013).

Leadership Strategies for Interdisciplinary Solution

Democratic leadership, involving participative decision-making, fosters collaboration in addressing understaffing. This approach encourages engagement, values collaboration, and leverages individual strengths and talents (Smith et al., 2018).

Collaboration Approaches for Interdisciplinary Teams

Creating trusting communication, implementing team-building activities, and recognizing achievements contribute to efficient interdisciplinary teams (Tappen, 2016). Open-plan offices, team-building workshops, and recognition initiatives foster collaboration and positive interaction among nursing staff.

References

Hensel, K. O., van den Bruck, R., Klare, I., Heldmann, M., Ghebremedhin, B., & Jenke, A. C. (2017). Nursing staff fluctuation and pathogenic burden in the NICU-effective outbreak management and the underestimated relevance of non-resistant strains. Scientific Reports, 7(1), 1-7.

Tuominen, O. A., Lundgren-Laine, H., Kauppila, W., Hupli, M., & Salanterä, S. (2016). A real-time Excel-based scheduling solution for nursing staff reallocation. Nursing Management, 23(6).

Morley, L., & Cashell, A. (2017). Collaboration in health care. Journal of Medical Imaging and Radiation Sciences, 48(2), 207-216.

Tappen, R. M. (2016). They know me here: Patients’ perspectives on their nursing home experiences. Online Journal of Issues in Nursing, 21(1).

Detailed Assessment Instructions for the NURS FPX 4010 Interview and Interdisciplinary Issue Identification Assignment

Assessment 2 Instructions: Interview and Interdisciplinary Issue Identification

Top of Form

Bottom of Form

• PRINT
• For this assessment, you will create a 2-4 page report on an interview you have conducted with a health care professional. You will identify an issue from the interview that could be improved with an interdisciplinary approach, and review best practices and evidence to address the issue.

As a baccalaureate-prepared nurse, your participation and leadership in interdisciplinary teams will be vital to the health outcomes for your patients and organization. One way to approach designing an improvement project is to use the Plan-Do-Study-Act (PDSA) cycle. The Institute for Healthcare Improvement describes it thus:

The Plan-Do-Study-Act (PDSA) cycle is shorthand for testing a change in the real work setting—by planning it, trying it, observing the results, and acting on what is learned. This is the scientific method adapted for action-oriented learning…Essentially, the PDSA cycle helps you test out change ideas on a smaller scale before evaluating the results and making adjustments before potentially launching into a somewhat larger scale project (n.d.).   

You might also recognize that the PDSA cycle resembles the nursing process. The benefit of gaining experience with this model of project design is that it provides nurses with an opportunity to ideate and lead improvements. For this assessment, you will not be implementing all of the PDSA cycle. Instead, you are being asked to interview a health care professional of your choice to determine what kind of interdisciplinary problem he or she is experiencing or has experienced in the workplace. This interview, in Assessment 2, will inform the research that you will conduct to propose a plan for interdisciplinary collaboration in Assessment 3.

It would be an excellent choice to complete the PDSA Cycle activity prior to developing the report. The activity consists of four questions that create the opportunity to check your understanding of best-practices related to each stage of the PDSA cycle. The information gained from completing this formative will promote your success with the Interview and Interdisciplinary Issue Identification report. This will take just a few minutes of your time and is not graded.

Reference

Institute for Healthcare Improvement. (n.d.). How to improve. Retrieved from https://www.ihi.org/resources/Pages/HowtoImprove/default.aspx

Demonstration of Proficiency

• • Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.

• Summarize an interview focused on past or current issues at a health care organization.
• Describe collaboration approaches from the literature that could be relevant in establishing or improving an interdisciplinary team to address an organizational issue.

• Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
  • Identify an issue from an interview for which an evidence-based interdisciplinary approach would be appropriate.
• Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.
  • Describe change theories and a leadership strategy that could help develop an interdisciplinary solution to an organizational issue.
• Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
  • Communicate with writing that is clear, logically organized, and professional, with correct grammar and spelling, using current APA style.

Professional Context

This assessment will introduce the Plan-Do-Study-Act (PDSA) Model to create change in an organization. By interviewing a colleague of your choice, you will begin gathering information about an interprofessional collaboration problem that your colleague is experiencing or has experienced. You will identify a change theory and leadership strategies to help solve this problem.

Scenario

This assessment is the first of three related assessments in which you will gather interview information (Assessment 2);  design a proposal for interdisciplinary problem-solving, (Assessment 3); and report on how an interdisciplinary improvement plan could be implemented in a place of practice (Assessment 4). At the end of the course, your interviewee will have a proposal plan based on the PDSA cycle that he or she could present to stakeholders to address an interdisciplinary problem in the workplace.

For this assessment, you will need to interview a health care professional such as a fellow learner, nursing colleague, administrator, business partner, or another appropriate person who could provide you with sufficient information regarding an organizational problem that he or she is experiencing or has experienced, or an area where they are seeking improvements. Consult the Interview Guide [DOCX] for an outline of how to prepare and the types of information you will need to complete this project successfully.

Remember: this is just the first in a series of three assessments.

Instructions

For this assessment, you will report on the information that you collected in your interview, analyzing the interview data and identifying a past or current issue that would benefit from an interdisciplinary approach. This could be an issue that has not been addressed by an interdisciplinary approach or one that could benefit from improvements related to the interdisciplinary approach currently being used. You will discuss the interview strategy that you used to collect information. Your interview strategy should be supported by citations from the literature. Additionally, you will start laying the foundation for your Interdisciplinary Plan Proposal (Assessment 3) by researching potential change theories, leadership strategies, and collaboration approaches that could be relevant to issue you have identified. Please be certain to review the scoring guide to confirm specific required elements of this assessment. Note that there are differences between basic, proficient and distinguished scores.

When submitting your plan, use the Interview and Issue Identification Template [DOCX], which will help you to stay organized and concise. As you complete the template, make sure you use APA format for in-text citations for the evidence and best practices that are informing your plan, as well as for the reference list at the end.

Additionally, be sure to address 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.

• Summarize an interview focused on past or current issues at a health care organization.
• Identify an issue from an interview for which an evidence-based interdisciplinary approach would be appropriate.
• Describe potential change theories and a leadership strategies that could inform an interdisciplinary solution to an organizational issue.
• Describe collaboration approaches from the literature that could facilitate establishing or improving an interdisciplinary team to address an organizational issue.
• Communicate with writing that is clear, logically organized, and professional, with correct grammar and spelling, and using current APA style.

Additional Requirements

• Length of submission: Use the provided template. Most submissions will be 2 to 4 pages in length. Be sure to include a reference page at the end of the plan.
• Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than 5 years old. 
• APA formatting: Make sure that in-text citations and reference list follow current APA style.

Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.

Interview and Interdisciplinary Issue Identification Scoring Guide

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NHS FPX 4000 Applying Ethical Principles Capella Essay Example

NHS FPX 4000 Assessment 1: Applying Ethical Principles

Assignment Brief: NHS FPX 4000 Applying Ethical Principles Capella Essay

Course: NHS FPX 4000 Developing a Health Care Perspective

Assignment Title: Assessment 1: Applying Ethical Principles

Assignment Objectives:

The primary objective of this assignment is to evaluate the application of ethical principles in healthcare decision-making. Students are tasked with analyzing a case study involving ethical dilemmas, utilizing the ethical decision-making model, and demonstrating effective communication approaches. The focus is on understanding and resolving ethical challenges by applying key ethical principles in healthcare.

Overview of the Case Study:

The case study involves Dr. Angela Kerr, a pediatrician, and the parents of a 5-day-old baby, Ana. The parents, Jenna and Chris Smith, refuse to vaccinate Ana based on their beliefs associating vaccines with autism. Dr. Kerr faces an ethical dilemma as she navigates the tension between respecting parental autonomy and advocating for the well-being of the child and the community through vaccination.

Breakdown of the Assignment Instructions:

• Analysis of Ethical Issues: Evaluate the ethical issues presented in the case study, considering the principles of autonomy, beneficence, nonmaleficence, and justice. Discuss the conflicts between parental autonomy and public health concerns.
• Ethical Decision-Making Model: Apply the ethical decision-making model, comprising moral awareness, moral judgment, and ethical behavior, to analyze Dr. Kerr’s actions. Assess how Dr. Kerr navigates the ethical dilemma and maintains a balance between respecting autonomy and promoting beneficence.
• Effectiveness of Communication Approach: Examine Dr. Kerr’s communication approach. Evaluate the effectiveness of her communication in addressing the concerns of the parents and conveying the importance of vaccination. Discuss how communication contributes to ethical decision-making.
• Resolving the Ethical Dilemma: Propose strategies for resolving the ethical dilemma presented in the case study. Consider additional sources and approaches Dr. Kerr could use to reinforce the importance of vaccination and address parental concerns while respecting autonomy.
• The Student’s Role: Assume the role of a healthcare ethics analyst tasked with providing insights and recommendations to Dr. Kerr. Demonstrate a comprehensive understanding of ethical principles and their practical application in healthcare scenarios.
• Conclusion: Summarize the key findings and recommendations based on the analysis. Emphasize the significance of applying ethical principles in healthcare decision-making and resolving ethical dilemmas effectively.

Detailed Assessment Instructions for the NHS FPX 4000 Assignment: Applying Ethical Principles Capella Essay

Assessment 1 Instructions: Applying Ethical Principles 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 3-5-page paper. 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. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: • Competency 1: Apply information literacy and library research skills to obtain scholarly information in the field of health care. • Apply academic peer-reviewed journal articles relevant to an ethical problem or issue as evidence to support an analysis of the case. • Competency 3: Apply ethical principles and academic standards to the study of health care. • 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. • Discuss the effectiveness of the communication approaches present in a case study. • Discuss the effectiveness of the approach used by a professional to deal with problems or issues involving ethical practice in a case study. • Apply ethical principles to a possible solution to an ethical problem or issue described in a case study. • Competency 4: Write for a specific audience, in appropriate tone and style, in accordance with Capella’s writing standards. • Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics. • Write following APA style for in-text citations, quotes, and references. 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. Access the Ethical Case Studies media piece to review the case studies you may use for this assessment. • Select the case most closely related to your area of interest and use it to complete the assessment. ▪ 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. • Include the selected case study in your reference list, using proper APA Style and Format. 2. 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. • 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. • Identify who is involved or affected by the ethical problem or issue. • Access the Ethical Decision-Making Model 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. ▪ Apply the three components outlined in the Ethical Decision-Making Model media. • Analyze the factors that contributed to the ethical problem or issue identified in the case study. ▪ Describe the factors that contributed to the problem or issue and explain how they contributed. 3. Apply academic peer-reviewed journal articles relevant to an ethical problem or issue as evidence to support an analysis of the case. • 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 How Do I Find Peer-Reviewed Articles? library guide will help you locate appropriate references. (https://capellauniversity.libguides.com/peerreview) ▪ Cite and apply key principles from the journal article as evidence to support your critical thinking and analysis of the ethical problem or issue. ▪ Review the Think Critically About Source Quality resource. • Assess the credibility of the information source. • Assess the relevance of the information source. 4. Discuss the effectiveness of the communication approaches present in a case study. • Describe how the health care professional in the case study communicated with others. • Assess instances where the professional communicated effectively or ineffectively. • Explain which communication approaches should be used and which ones should be avoided. • Describe the consequences of using effective and non-effective communication approaches. 5. Discuss the effectiveness of the approach used by a professional to deal with problems or issues involving ethical practice in a case study. • Describe the actions taken in response to the ethical dilemma or issue presented in the case study. • Summarize how well the professional managed professional responsibilities and priorities to resolve the problem or issue in the case. • Discuss the key lessons this case provides for health care professionals. 6. Apply ethical principles to a possible solution to an ethical problem or issue described in a case study. • Describe the proposed solution. • Discuss how the approach makes this professional more effective or less effective in building relationships across disciplines within his or her organization. • Discuss how likely it is the proposed solution will foster professional collaboration. 7. Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics. • Apply the principles of effective composition. • Determine the proper application of the rules of grammar and mechanics. 8. Write using APA style for in-text citations, quotes, and references. • Determine the proper application of APA formatting requirements and scholarly writing standards. • Integrate information from outside sources into academic writing by appropriately quoting, paraphrasing, and summarizing, following APA style.

NHS FPX 4000 Assignment: Applying Ethical Principles Capella Essay Example

Healthcare professionals often find themselves entangled in ethical dilemmas that demand careful consideration of ethical principles. In the case study “Incident 10: To vaccinate or not,” the Smith family, parents of a five-day-old newborn named Ana, expressed their decision to abstain from vaccinating their child due to perceived risks. Dr. Angela Kerr, the pediatrician, faced the ethical dilemma of balancing parental autonomy with the well-being of the child. This essay explores the ethical issues, analyzes the case using the Ethical Decision-Making Model, assesses communication effectiveness, and proposes a solution grounded in ethical principles.

Case Study Overview

The case study, “Incident 10: To vaccinate or not” (Capella, 2022), scrutinizes the decision-making process of the Smith family regarding their five-day-old newborn, Ana. Ana was born without complications in a community hospital, and her parents, Jenna and Chris Smith, expressed their intention to raise her naturally. This included exclusive breastfeeding for the first six months, preparing organic baby food, and abstaining from vaccinating Ana. Despite Dr. Kerr, the pediatrician, explaining the importance of vaccination, addressing myths, and providing information on safety, the Smiths remained firm in their decision, posing an ethical dilemma for Dr. Kerr.

Case Analysis Using Ethical Decision-Making Model

• Moral Awareness: Moral awareness involves recognizing the presence of an ethical dilemma. In this case, the dilemma revolves around the Smiths’ decision not to vaccinate Ana. Dr. Kerr identifies the potential risks associated with their choice.
• Moral Judgment: Dr. Kerr employs moral judgment by presenting facts and evidence to the Smiths. She highlights the benefits of vaccination, debunking myths and addressing concerns about autism. This step is crucial for informed decision-making.
• Ethical Behavior: Dr. Kerr exhibits ethical behavior by respecting the autonomy of the Smiths while fulfilling her duty to advocate for Ana’s health. She provides reliable information, ensuring transparency and fostering shared decision-making.

Communication Effectiveness:

Dr. Kerr’s communication approach is characterized by active listening and informative dialogue. She acknowledges the Smiths’ concerns, discusses the benefits of vaccination, and introduces the Vaccine Adverse Event Reporting System. While her communication is clear and non-judgmental, the Smiths remain firm in their decision.

Proposed Solution Applying Ethical Principles:

1. Autonomy: Respecting the principle of autonomy, Dr. Kerr should acknowledge the Smiths’ right to make decisions for Ana. She can express understanding and validate their concerns, fostering a collaborative decision-making process.
2. Beneficence: Considering beneficence, Dr. Kerr should continue providing information on the benefits of vaccination. Emphasizing the positive impact on Ana’s health and the community aligns with the principle of acting in the patient’s best interest.
3. Non-Maleficence: To adhere to non-maleficence, Dr. Kerr must ensure that Ana is not intentionally harmed. By emphasizing the safety of vaccines and debunking misinformation, she safeguards Ana’s well-being.
4. Justice: Justice demands fairness and equality. Dr. Kerr should underscore the role vaccination plays in protecting vulnerable individuals, contributing to community health. This aligns with the principle of justice in healthcare distribution.

Conclusion:

In conclusion, the case study highlights the ethical dilemma surrounding parental decision-making on vaccination. Dr. Kerr’s approach incorporates ethical principles, emphasizing autonomy, beneficence, non-maleficence, and justice. The proposed solution encourages ongoing dialogue, education, and collaboration to address the Smiths’ concerns while safeguarding Ana’s health. Health care professionals must navigate such ethical challenges with sensitivity, effective communication, and a commitment to ethical principles.

References

Baumgaertner, B., Carlisle, J. E., Justwan, F. (2018). The influence of political ideology and trust on willingness to vaccinate. PLOS ONE, 13(1), e0191728. https://doi.org/10.1371/journal.pone.0191728

Capella University (2022). Incident 10: To vaccinate or not? https://media.capella.edu/CourseMedia/nhs4000element18655/wrapper.asp

Cole, J., Teegala, Y. (March 15, 2022). Motivational interviewing and vaccine acceptance in children: The MOTIVE study. https://doi.org/10.1016/j.vaccine.2022.01.058

NHS FPX 4000 Assignment: Applying Ethical Principles Capella Essay Example Two

Applying Ethical Principles

At some point in life, individuals encounter ethical dilemmas that challenge their moral principles or code of ethics. Healthcare professionals face ethical issues across diverse settings, and to fulfill their responsibilities, they can rely on the four basic ethical principles: autonomy, beneficence, maleficence, and justice (Vermont Ethics Network, 2011).

Case Study Overview

In response to an Ethical Case Study report at Capella University, Corey Davidson is appointed as the Emergency Department (ED) director at Crosby Community Hospital. Despite having a strong reputation, concerns about Corey’s age and declining health affecting his medical performance arise. Margaret Truman, the Director of Nursing, discusses Corey’s worries, highlighting his non-compliance with evidence-based protocols. Corey is now faced with an ethical dilemma: whether to revoke Dr. Lacy’s ED privileges or respect the clinical judgment of the community’s experienced physician.

Analysis of Ethical Issues

The primary issue in Corey’s ethical dilemma is Dr. Lacy’s resistance to adapting to new hospital rules and refusal to follow evidence-based protocols, potentially harming patient outcomes. Dr. Lacy’s practices, such as prescribing Lasix without a definitive diagnosis, raise concerns about patient safety and effective treatment.

Using the Ethical Decision-making Model

The ethical decision-making paradigm involves three phases: moral awareness, moral judgment, and ethical behavior (Capella, 2018a). Corey becomes ethically aware of Dr. Lacy’s performance issues when Margaret brings them to his attention. Corey’s moral judgment is clear when faced with the possibility of revoking Dr. Lacy’s ED credentials, guiding his subsequent ethical actions.

Effectiveness of Communication and Approach

Open communication is crucial, and Corey’s availability for staff communication allows him to be informed about hospital concerns. However, closed-loop communication and clarification could improve the situation. Miscommunication arises as Corey doesn’t question Dr. Lacy’s awareness of new rules, affecting the overall understanding of the issue.

Resolving the Ethical Dilemma by Applying Ethical Principles

Corey’s ethical dilemma can be addressed by considering the principles of autonomy, beneficence, nonmaleficence, and fairness. Beneficence and nonmaleficence guide Corey’s duty to act in the patient’s best interest, and Dr. Lacy’s non-compliance may warrant revocation of ED privileges. Consultation with Dr. Lacy and exploring alternative diagnostic methods, like POCUS, can enhance communication and collaboration.

Conclusion

The ethical decision-making model, influenced by the four ethical principles, aids healthcare professionals like Corey in navigating ethical dilemmas. In this case, Corey’s dilemma regarding Dr. Lacy’s performance is resolved through a comprehensive approach that considers autonomy, beneficence, nonmaleficence, and fairness.

References

American Medical Association. (2001). AMA principles of medical ethics. Retrieved from AMA Principles of Medical Ethics

Capella University (2018a). Ethical Decision-Making Model. Retrieved from Capella University Website: NHS-FP4000 course room.

Capella University (2018b). Old School or Out of Touch? Ethical Case Studies. Retrieved from Capella University Website: NHS-FP4000 course room.

Long, B., Koyfman, A., & Chin, E. J. (2018). Misconceptions in acute heart failure diagnosis and Management in the Emergency Department. The American journal of emergency medicine, 36(9), 1666-1673.

Vermont Ethics Network. (2021). Medical Ethics / Health Care Ethics. Vermont Ethics Network

NHS FPX 4000 Assignment: Applying Ethical Principles Capella Essay Example Three

In healthcare settings, ethical challenges frequently arise, creating a pivotal moment for healthcare professionals and patients where decision-making becomes intricate. To guide medical practitioners in navigating ethical scenarios, four ethical standards were established—autonomy, emphasizing each individual’s right to make their own choices; beneficence, dedicated to prioritizing the patient’s best interests; non-maleficence, focusing on healthcare professionals’ responsibility to protect patients from harm; and justice, promoting fairness and equality for all individuals. These principles serve as a framework for addressing ethical dilemmas in the healthcare environment (Levitt, 2014). While they may not always offer definitive solutions, these principles assist healthcare workers in making the most informed clinical judgments and decisions possible amid challenging situations.

Overview of the Case Study

The case study titled “To Vaccinate, or Not” presents a scenario involving two parents, Jenna and Chris, who opt not to vaccinate their 5-day-old child, Ana. Their preference is to nurture their daughter naturally, encompassing exclusive breastfeeding for the initial six months, utilizing organic baby food, and refraining from immunization. Their decision is informed by researched information associating vaccines with autism, leading them to believe that the potential risks outweigh the benefits of vaccination for their daughter. In contrast, Ana’s pediatrician, Dr. Kerr, counters this information, strongly advocating for Ana to receive full vaccination. Dr. Kerr underscores the significant reduction in fatal infections achieved through vaccinations and highlights the role of vaccines in eradicating diseases like measles in the United States. She also elaborates on the regular updates maintained by government databases such as the Vaccination Adverse Event Reporting System (VAERS), funded by the CDC and FDA, which track vaccine safety data. Additionally, Dr. Kerr emphasizes the importance of vaccinations in protecting children who cannot receive them due to medical reasons. Despite Dr. Kerr’s evidence-based explanations, the Smiths persist in their decision, creating an ethical dilemma for the pediatrician.

Analysis of Ethical Issues in the Case Study

Dr. Kerr faces a significant ethical challenge as the Smiths decline to vaccinate Ana, potentially jeopardizing her health. As a healthcare provider, Dr. Kerr is required to possess extensive knowledge and confidence in advocating for the undeniable benefits and safety of immunizations on behalf of Ana (De St. Maurice & Edwards, 2016). Upon hearing the Smiths’ reasons and the comprehensive research that led to their decision, Dr. Kerr finds herself compelled to advocate for the health of her patient by providing education to the parents. This situation gives rise to an ethical dilemma centered around the principles of autonomy, beneficence, and non-maleficence.

Autonomy, the concept that individuals have the right to make decisions for themselves, is a foundational principle. However, in this specific scenario involving a baby like Ana, the responsibility for decision-making lies with her parents. Beneficence reflects the physician’s commitment to act in the patient’s best interest, upholding various moral principles to prevent harm. Simultaneously, non-maleficence underscores the physician’s obligation to refrain from causing harm to others. In this case, Dr. Kerr unequivocally believes that vaccinating Ana is the optimal decision, as the benefits of vaccination far outweigh the associated risks. This ethical dilemma emerges from the clash between the parents’ autonomy in decision-making and Dr. Kerr’s commitment to beneficence and non-maleficence in safeguarding Ana’s well-being.

Ethical Decision-Making Model to Analyze the Case Study

The Ethical Decision-Making Model involves three integral components: moral awareness, moral judgment, and ethical behavior. Of these, moral awareness, signifying the identification and acknowledgment of ethical considerations, stands out as the most crucial element. Dr. Kerr’s moral awareness is palpable in this case, evident when she openly acknowledges her disagreement with Ana’s parents’ decision not to immunize her. The sensitivity to one’s values and morality plays a pivotal role in shaping moral understanding.

Moral judgment, the process of deciding between right and wrong, is influenced by individual differences, cognitive biases, and organizational culture. Dr. Kerr’s righteous judgment is evident as she provides Ana’s parents with accurate and well-informed information, aiming to assist them in making an informed decision. This reflects her commitment to navigating the ethical complexities surrounding vaccination decisions.

Finally, ethical behavior encompasses taking the appropriate actions to address the identified issues. Dr. Kerr’s ethical behavior is manifest in her recommendation to Ana’s parents that the child be vaccinated because it is in her best interest. In this way, Dr. Kerr translates her moral awareness and judgment into ethical actions, aligning with her duty to advocate for the well-being of her patient.

Effectiveness of Communication Approaches in the Case Study

The effectiveness of communication approaches in the case study is notable in Dr. Kerr’s conscientious efforts to engage with Ana’s parents. Her communication strategies are characterized by attentiveness, non-judgmental demeanor, and a commitment to understanding the parents’ perspectives. Dr. Kerr’s ability to listen sensitively to their reasoning fosters an open and respectful dialogue, creating an environment conducive to effective communication.

Maintaining a non-judgmental attitude is identified as a crucial element in the communication process. Dr. Kerr’s approach reflects this principle, ensuring that Ana’s parents feel comfortable expressing their thoughts and preferences without the fear of being judged. This open-mindedness contributes to building trust, a fundamental component in delivering high-quality patient care.

Recognizing the importance of parental consent in the decision-making process, Dr. Kerr employs informative data to convey facts about the effectiveness of immunization. Specifically, she addresses the parents’ concerns about a perceived link between vaccines and autism, debunking this notion with evidence-based information. Dr. Kerr’s responses are grounded in research findings, such as the lack of evidence supporting thimerosal’s role in causing autism.

Overall, Dr. Kerr’s communication approach is characterized by respect for parental opinions and decisions. By combining attentiveness, non-judgmental communication, and evidence-based information, she strives to encourage Ana’s parents to reconsider their beliefs while respecting their autonomy in the decision-making process.

Resolving the Ethical Dilemma by Applying Ethical Principles

In resolving the ethical dilemma presented in this case study, Dr. Kerr grapples with considerations related to autonomy, beneficence, and non-maleficence. Although Ana is her patient, being under the age of 18 means that her parents hold the authority to make decisions regarding her health. Dr. Kerr demonstrates respect for autonomy by actively listening to Ana’s parents and refraining from pressuring them to vaccinate her. However, she also upholds the principle of beneficence by advocating for Ana’s health and recommending immunization as a beneficial course of action.

Furthermore, Dr. Kerr exhibits non-maleficence by imparting information to Ana’s parents about the positive aspects of vaccination, emphasizing that immunization is the healthiest choice for their child. To enhance the effectiveness of her communication, it may be advantageous to provide Ana’s parents with additional resourceful data regarding the benefits of immunizations and dispelling any misconceptions, such as the alleged link to autism. Dr. Kerr’s suggestion to use credible sources aligns with evidence-based practices, potentially influencing the parents’ perspectives and motivating them to reconsider their decision.

In conclusion, this case underscores the critical role of ethical concepts in guiding healthcare workers to make sound clinical judgments and decisions in challenging situations. Dr. Kerr’s approach reflects a commitment to ethical principles and a consideration of the well-being of the patient, highlighting the importance of navigating such dilemmas with respect, informed communication, and a focus on promoting health.

References

De St. Maurice, A., & Edwards, K. (2016). Vaccine Hesitancy in Children—A Call for Action. Children, 3(2), 7. https://doi.org/10.3390/children3020007

Esernio-Jenssen, D., & Offit, P. (2020). Don’t hesitate–vaccinate! Journal of Child & Adolescent Trauma, 13(3), 337-341. https://doi.org/10.1007/s40653-020-00324-y

Levitt, D. (2014). Ethical Decision-Making in a Caring Environment: The Four Principles and LEADS. Healthcare Management Forum, 27(2), 105–107. https://doi.org/10.1016/j.hcmf.2014.03.013

NHS FPX 4000 Application of Ethical Principles: Capella Essay Example Four

Applying Ethical Principles

In a healthcare setting, ethical decision-making principles are crucial to navigate diverse situations. The primary ethical principles in healthcare encompass justice, autonomy, nonmaleficence, and beneficence (Jill Day et al., 2018). Autonomy involves informed consent, sharing accurate information, and maintaining confidentiality. These principles serve as a framework for guiding health practitioners in ethical decision-making across various scenarios, including assisting patients in making informed decisions about their health.

Overview of the Case Study

L. Straight, the director of Hopewell Hospital, is considering reducing Dr. Cutrite’s privileges due to his deteriorating physical and mental state owing to age. Despite the decline in Dr. Cutrite’s capabilities, Straight, influenced by his political standing, continues to recommend him for various procedures. A significant incident arises when a plastic syringe needle protector is left in a patient’s belly after surgery, leading to an ethical dilemma. The operating room supervisor reports the issue without expressing concern, and the surgical team, including Dr. Cutrite, downplays the mistake. Straight plans to recall the patient without disclosing the truth, adding an unethical dimension to the situation (Capella, 2022).

Analysis of Ethical Issues

This case unfolds multiple ethical dilemmas within healthcare. Firstly, Straight fails to fulfill his role by not reducing Dr. Cutrite’s responsibilities, disregarding the doctor’s declining physical and mental condition. Secondly, the surgical team’s response to the mistake, especially Dr. Cutrite’s directive against taking action and Straight’s intention to conceal the error from the patient, raises ethical concerns. Leaving a plastic syringe protector in a patient’s body is a serious mistake with potential health risks, and the lack of urgency and transparency in addressing it is unethical. Dr. Cutrite’s use of influence to dissuade action further compounds the ethical issues.

Applying the Ethical Decision-Making Model

The ethical decision-making model consists of three components: moral awareness, moral judgment, and ethical behavior. Straight demonstrates moral awareness by recognizing the ethical dilemma and considering recalling the patient. However, his judgment is flawed as his intention is to conceal the details, resulting in unethical behavior. In contrast, the health practitioners, including Dr. Cutrite and the supervisor, lack moral awareness, and their judgment leads to a course of action that neglects ethical considerations.

Effectiveness of Communication Approaches

Effective communication is pivotal in healthcare to ensure quality outcomes (Buljac-Samardzic et al., 2020). In this case, communication breakdowns contribute to ethical lapses. The failure to report the mistake in a timely manner, the nonchalant reporting by the supervisor, and the lack of reprimand for Dr. Cutrite’s actions all indicate ineffective communication. Timely and accurate information sharing, coupled with a focus on patient safety, could have averted the potential harm caused by the oversight.

Solution

Resolving ethical concerns within healthcare requires adherence to principles such as justice, autonomy, nonmaleficence, and beneficence. Beneficence dictates acting in the best interest of patients, while nonmaleficence prohibits causing harm. In this case, failure to adhere to these principles resulted in harm to the patient. The ethical dilemma involves autonomy, beneficence, and nonmaleficence. The practitioners’ intention to hide the truth and Dr. Cutrite’s influence on clinical decisions placed the patient at risk. Adhering to these principles would guide the practitioners toward ethical behavior, ensuring patient well-being.

Conclusion

Patient health should be the paramount concern in healthcare, guided by the application of ethical principles. These principles offer a framework for health practitioners to make ethically sound decisions. In the presented case study, Straight faces the decision of recalling the patient and informing them of the mistake, as well as demoting Dr. Cutrite—both actions aligning with ethical behavior. The resolution to such cases lies in promoting principles of beneficence, nonmaleficence, and autonomy to address ethical dilemmas effectively.

References

Buljac-Samardzic, M., Doekhie, K. D., & van Wijngaarden, J. D. (2020). Interventions to improve team effectiveness within health care: a systematic review of the past decade. Human resources for health, 18(1), 1-42.

Capella. (2022). Ethical Case Studies. Retrieved from https://media.capella.edu/CourseMedia/nhs4000element18655/wrapper.asp

Capella.edu. (2022). Ethical Decision-Making Model. Retrieved from https://media.capella.edu/CourseMedia/nhs4000element18816/wrapper.asp

Jill Day, B. G. S., LDA, R., CDA, C., & Sarah Stream, B. A. (2018). Ethics in the Dental Office: Autonomy, beneficence, non-maleficence, and justice should guide your decisions. Dental Assistant, 87(4), 8-9.

Spoljar, D., Curkovic, M., Gastmans, C., Gordijn, B., Vrkic, D., Jozepovic, A., … & Borovecki, A. (2020). Ethical content of expert recommendations for end-of-life decision-making in intensive care units: A systematic review. Journal of critical care, 58, 10-19.

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