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Nursing HTN SOAP Note for Hypertension Example [Solved]

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Nursing HTN SOAP Note for Hypertension Example [Solved]

Nursing HTN SOAP Note for Hypertension ExampleAssignment Brief: HTN SOAP Note for Hypertension

Overview:

This assignment focuses on creating a comprehensive SOAP (Subjective, Objective, Assessment, Plan) note for a hypothetical patient with hypertension. The objective is to improve your skills in documenting and communicating vital information related to hypertension care. By engaging in this assignment, you will strengthen your abilities in considering both subjective and objective elements, conducting assessments, and formulating appropriate plans for managing hypertension.

Understanding Assignment Objectives:

SOAP Note Structure:

  • Understand the SOAP note structure.
  • Identify and define each section’s purpose, including Subjective, Objective, Assessment, and Plan.

Patient Encounter Documentation:

  • Learn to document a patient encounter systematically.
  • Understand the importance of including subjective information, objective measurements, professional assessments, and tailored plans.

Hypertension Management:

  • Explore the details of documenting hypertension-related information.
  • Develop skills in assessing blood pressure readings, interpreting lab results, and creating effective plans for hypertension management.

The Student’s Role:

Your role as a student is to assume the position of a healthcare professional responsible for documenting a patient encounter related to hypertension. Imagine yourself as a nurse, nurse practitioner, or physician’s assistant in a clinical setting. Your task is to create a SOAP note that encapsulates crucial details regarding the patient’s hypertension, incorporating both the patient’s self-reported information and objectively measurable data.

Assignment Guidelines:

SOAP Note Creation:

  • Create a detailed SOAP note for a hypothetical patient with hypertension.
  • Ensure each section (Subjective, Objective, Assessment, Plan) is clearly defined and filled with relevant information.

Subjective Section:

  • Include the patient’s self-reported information such as symptoms, concerns, lifestyle habits, medication adherence, and relevant medical history related to hypertension.

Objective Section:

  • Document measurable and observable data, including blood pressure readings, physical examinations, and any relevant lab or diagnostic test results.

Assessment Section:

  • Offer your professional assessment and interpretation of the patient’s hypertension status based on both subjective and objective information.

Plan Section:

Outline a comprehensive treatment plan, interventions, and recommendations for managing the patient’s hypertension. This should include lifestyle modifications, medication recommendations, follow-up plans, and educational aspects.

 HTN SOAP Note for Hypertension Example

Patient Information:

  • Name: Mr. W.S.
  • Age: 65-year-old
  • Sex: Male
  • Source: Patient
  • Allergies: None
  • Current Medications: Atorvastatin tab 20 mg, 1-tab PO at bedtime
  • PMH: Hypercholesterolemia
  • Immunizations: Influenza last 2018-year, tetanus, and hepatitis A and B 4 years ago.
  • Surgical History: Appendectomy 47 years ago.
  • Family History:
    • Father-died at 81; no reported information
    • Mother-alive, 88 years old, Diabetes Mellitus, HTN
    • Daughter-alive, 34 years old, healthy
  • Social History: No smoking or illicit drug use, occasional alcoholic beverage consumption, retired, widow, lives alone.

SUBJECTIVE:

Chief Complaint: Headaches that started two weeks ago.

Symptom Analysis/HPI:

Mr. W.S., a 65-year-old male, complains of recurring headaches over the past two weeks. Blood pressure readings on three occasions were elevated (159/100, 158/98, and 160/100). He occasionally experiences dizziness. Stress in the workplace has been reported for the last month.

Denies chest pain, palpitation, shortness of breath, nausea, or vomiting.

Review of Systems (ROS):

  • CONSTITUTIONAL: Denies fever or chills, weakness, or weight loss.
  • NEUROLOGIC: Reports headaches and dizziness, denies changes in LOC, tremors, or seizures.
  • HEENT: Denies head injury, changes in vision, diplopia, blurred vision, ear pain, hearing loss, or nasal issues.
  • RESPIRATORY: Denies shortness of breath, cough, or hemoptysis.
  • CARDIOVASCULAR: No chest pain, tachycardia, orthopnea, or paroxysmal nocturnal dyspnea.
  • GASTROINTESTINAL: Denies abdominal pain, flatulence, nausea, vomiting, or diarrhea.
  • GENITOURINARY: Denies hematuria, dysuria, or changes in urinary frequency.
  • MUSCULOSKELETAL: Denies falls, pain, or abnormal sounds.
  • SKIN: No changes in coloration, rashes, or pruritus.

Objective Data:

  • CONSTITUTIONAL: Vital signs: Temperature: 98.5 °F, Pulse: 87, BP: 159/92 mmHg, RR: 20, PO2: 98% on room air, Ht: 6’4”, Wt: 200 lb, BMI: 25. Reports pain 0/10.
  • General Appearance: Alert and oriented x 3, no acute distress.
  • NEUROLOGIC: Alert, CN II-XII grossly intact, oriented, sensation intact, bilateral UE/LE strength 5/5.
  • HEENT: Normocephalic, atraumatic, symmetric, non-tender. No abnormalities in eyes, ears, nose, or throat.
  • CARDIOVASCULAR: S1S2, regular rate and rhythm, no murmur or gallop noted. Capillary refill < 2 sec.
  • RESPIRATORY: No dyspnea, use of accessory muscles. Clear breath sounds bilaterally.
  • GASTROINTESTINAL: No mass or hernia. Bowel sounds present, no bruits. Abdomen soft, non-tender.
  • MUSCULOSKELETAL: No pain, normal ROM.
  • INTEGUMENTARY: Intact, no lesions, rashes, cyanosis, or jaundice.

Assessment:

Essential (Primary) Hypertension (ICD10 I10): Given symptoms and high blood pressure (156/92 mmHg), classified as stage 2. Once organic causes ruled out (renal, adrenal, thyroid), this diagnosis is confirmed.

Differential Diagnosis:

  • Renal artery stenosis (ICD10 I70.1)
  • Chronic kidney disease (ICD10 I12.9)
  • Hyperthyroidism (ICD10 E05.90)

Plan:

Diagnosis: Clinical evaluation, history, physical examination, and routine laboratory tests. Basic tests include CMP, CBC, Lipid profile, TSH, Urinalysis, and ECG.

Pharmacological Treatment:

  • Thiazide-like diuretic and/or CCB.
  • Hydrochlorothiazide tab 25 mg, Initial dose: 25 mg orally once daily.

Non-Pharmacologic Treatment:

  • Weight loss
  • Healthy diet (DASH)
  • Reduced sodium intake
  • Increased potassium intake
  • Regular physical activity
  • Tobacco cessation
  • Stress management

Education:

  • Provide nutrition/dietary information.
  • Daily blood pressure monitoring at home for 7 days, record, and bring to next visit.
  • Medication intake compliance.
  • Education on possible complications: stroke, heart attack, etc.

Follow-ups/Referrals:

  • Evaluation with PCP in 1 week for managing blood pressure.
  • Urgent Care visit prn.
  • No referrals needed currently.

References:

Domino, F., Baldor, R., Golding, J., Stephens, M. (2017). The 5-Minute Clinical Consult 2017 (25th ed.). Print (The 5-Minute Consult Series).

Codina Leik, M. T. (2014). Family Nurse Practitioner Certification Intensive Review (2nd ed.). ISBN 978-0-8261-3424-0

HTN SOAP Note for Hypertension Example Two

Patient Information:

  • Name: Mr. U
  • Age: 48 years old
  • Blood Pressure (BP): 165/90 mm Hg

Background:

Mr. U’s BP is elevated, and he is reluctant to take medication. He has been trying to manage it through diet and weight loss. His family history is significant for hypertension, with both parents and several siblings affected. Mr. U has a history of smoking one pack per day for 30 years, and he does not consume alcohol. He currently takes no medications.

Review of Symptoms:

Denies chest pain, shortness of breath, claudication, headache, dizziness, palpitations, weight change, constipation, daytime sleepiness, and snoring.

Physical Examination:

  • BP: 165/90 mm Hg in both arms
  • Pulse: 84 bpm
  • Respiratory Rate: 16 breaths per minute
  • Weight: 220 pounds
  • BMI: 30 kg/m²

Additional Findings:

  • Fundoscopic exam: Arteriolar narrowing with no hemorrhages or exudates
  • Cardiovascular exam: S4 present, no S3 or murmurs
  • No abdominal bruits, normal pulses, and no peripheral edema
  • Neurologic exam: Normal

Initial Test Results:

  • ECG: Left ventricular hypertrophy by voltage, otherwise normal
  • TSH: 1.0 microunit/mL
  • Urine albumin–creatinine ratio: Normal
  • Electrolytes: Na 145 mEq/L, K 4.2 mEq/L, Cl 100 mEq/L, BUN 11 mg/dL, creatinine 0.5 mg/dL
  • Fasting glucose: 90 mg/dL
  • Fasting lipid panel: Total cholesterol 240 mg/dL, HDL 40 mg/dL, triglycerides 100 mg/dL, LDL 180 mg/dL

Assessment:

  • Hypertension
  • Early Retinopathy
  • Hypercholesterolemia
  • Left ventricular hypertrophy
  • Obesity

Rule out secondary hypertension.

Plan:

  • Smoking cessation counseling
  • Referral to a nutritionist for diet and exercise guidance
  • Medications:
    • Hydrochlorothiazide 12.5 mg daily for hypertension
    • Atorvastatin 40 mg daily for hypercholesterolemia

Follow-up:

One month later, BP is 145/85 mm Hg. Despite no initiation of exercise and continued smoking, counseling on lifestyle modifications is reinforced. Six months later, with diet changes and regular exercise, Mr. U has lost 5 pounds, and his BP is 135/82 mm Hg. He continues to smoke.

SOAP NOTE:

S:

A 48-year-old man presents with a BP of 165/90 mmHg. He has been attempting lifestyle modifications, including diet and weight management, to avoid medication. No alcohol use, and a significant family history of hypertension is noted. Past medical history includes smoking 1 pack/day for 30 years. Denies several symptoms, including chest pain, shortness of breath, headache, and more.

O:

BP: 165/90 mmHg in both arms, Pulse: 84 bpm, RR: 16 breaths per minute, Weight: 220 lbs, BMI: 30. Lungs clear, cardiac exam shows S4, no S3 or murmurs. Fundoscopic exam reveals arteriolar narrowing. Abdominal bruits, pulses, and peripheral edema are normal. Neurologic exam is unremarkable.

Initial test results include ECG findings of left ventricular hypertrophy, normal TSH, and urine albumin–creatinine ratio. Electrolytes, glucose, and lipid panel values are within normal limits.

A:

Hypertension, Early Retinopathy, Hypercholesterolemia, Left ventricular hypertrophy, Obesity. Rule out secondary hypertension.

P:

Counseling for smoking cessation, referral to a nutritionist. Medications initiated: Hydrochlorothiazide 12.5 mg and Atorvastatin 40 mg daily.

Summary:

Hypertension can be either primary or secondary. Mr. U, with a family history of hypertension, is managing his elevated BP through lifestyle changes and medications. Regular follow-ups and reinforcement of lifestyle modifications are essential in controlling hypertension and preventing complications.

HTN SOAP Note for Hypertension Example Three

SUBJECTIVE:

Chief Complaint (C/C): “I’ve had a couple high blood pressure readings at home and bloody nose x 3 days”

History of Present Illness (HPI):

A 35-year-old male landscape worker reports elevated home blood pressure readings, reaching over 200 and 235 mm Hg on two occasions this month. Additionally, he experienced three episodes of nosebleeds during the past week, unrelated to any specific triggers, which were self-managed by applying pressure and leaning forward. The patient works outdoors and is exposed to environmental factors and heat. He denies nasal congestion, vigorous nose blowing, but reports itchy eyes, alleviated by washing his face multiple times daily. No other health complaints. Reports a recent decrease in alcohol consumption, a shift to healthier meals, and stable weight. Review of systems is negative for other symptoms.

Objective:

Vital Signs:

  • T: 98.0°F
  • P: 54 bpm
  • RR: 16 breaths per minute
  • 1st BP: 150/84 mm Hg
  • 2nd BP: 131/86 mm Hg
  • Ht: 61 in
  • Wt: 199.3 lbs
  • BMI: 37.62

Laboratory Results:

  • 1/2019: A1c: 5.5, LDL: 99, HDL: 49, Triglycerides: 180, Cholesterol: 189, GFR: 113, TSH: 3.65
  • Labs drawn today (9/10/2020): CBC, CMP, lipid panel, TSH, HbA1c, microalbumin

Physical Examination:

  • General: Well-appearing, groomed, cooperative
  • Skin: Normal, no rashes or lesions
  • HEENT: Normocephalic, atraumatic, normal bilateral tympanic membranes, clear nasal passages
  • Neck: Supple, no lymphadenopathy
  • Respiratory: Clear lung sounds, non-labored respirations
  • Cardiovascular: Regular rate and rhythm, no murmurs or edema
  • Musculoskeletal: No joint deformities or abnormalities
  • Neurologic: Alert and oriented, normal speech, no motor or sensory deficits

Assessment:

Epistaxis (R04.0):

  • Treatment: Saline nasal irrigation to reduce irritation.
  • Diagnostics: None today.
  • Education: Nasal precautions, use of saline nasal irrigation.
  • Follow-up: In 4 weeks or as needed if symptoms worsen.

Essential Hypertension (I10):

  • Treatment: Edarbi 40mg PO, lifestyle modifications.
  • Diagnostics: Blood pressure re-check at end of visit (131/86 mm Hg).
  • Education: BP control, lifestyle changes, medication adherence.
  • Follow-up: In 4 weeks with home blood pressure logs for review.

Clinical Decision Making:

  • Labs drawn today: To assess for possible chronic kidney disease, anemia, or hypothyroidism, potential causes of elevated blood pressure.
  • Home blood pressure log: Monitors baseline and aids in effective medication titration.
  • Language barrier: Addressed by involving a Spanish-speaking nurse and providing printed education materials in Spanish.
  • Learning Experience: Utilized an otoscope for the first time, gaining valuable hands-on experience.
  • Future Improvement: Consider taking a medical Spanish course to enhance communication skills.
  • Insightful Takeaway: Effective communication and patient education are crucial, and language-appropriate materials enhance understanding.

References:

American Diabetes Association. (2019). Standards of Medical Care in Diabetes.

James, P. A., Oparil, S., Carter, B. L., Cushman, W. C., Dennison-Himmelfarb, C., Handler, J., … & Smith Jr, S. C. (2014). Evidence-based guideline for the management of high blood pressure in adults: report from the panel members appointed to the Eighth Joint National Committee (JNC 8). JAMA, 311(5), 507-520.

National Heart, Lung, and Blood Institute. (2014). The seventh report of the Joint National Committee on prevention, detection, evaluation, and treatment of high blood pressure.

HTN SOAP Note for Hypertension Example Four

Medical Specialty:

SOAP / Chart / Progress Notes

Sample Name: Hypertension – Progress Note

Description: Patient with hypertension, syncope, and spinal stenosis – for recheck.

SUBJECTIVE:

The patient, a 78-year-old female, presents for a recheck. She reports having hypertension but denies chest pain, palpitations, orthopnea, nocturnal dyspnea, or edema.

PAST MEDICAL HISTORY / SURGERY / HOSPITALIZATIONS:

Reviewed and unchanged from the dictation on 12/03/2023.

MEDICATIONS:

  • Atenolol 50 mg daily
  • Premarin 0.625 mg daily
  • Calcium with vitamin D (two to three pills daily)
  • Multivitamin daily
  • Aspirin as needed
  • TriViFlor 25 mg (two pills daily)
  • Elocon cream 0.1% and Synalar cream 0.01% used as needed for rash.

ALLERGIES:

  • Benadryl, phenobarbitone, morphine, Lasix, and latex.

FAMILY HISTORY / PERSONAL HISTORY:

Reviewed. Positive family history of congestive heart failure, myocardial infarction, and ischemic cardiac disease. Brother deceased from lymphoma, and one living brother has had angioplasties x 2. Another brother has asthma. Mother died from congestive heart failure, and father died from myocardial infarction at 56. Personal history negative for alcohol or tobacco use.

REVIEW OF SYSTEMS:

  • Bones and Joints: Lower back pain radiating down the right leg. Under evaluation by Dr. XYZ for spinal stenosis.
  • Genitourinary: Occasional nocturia.

PHYSICAL EXAMINATION:

  • Vital Signs: Weight: 227.2 pounds, Blood pressure: 144/72, Pulse: 80, Temperature: 97.5 degrees.
  • General Appearance: Elderly female not in acute distress.
  • Mouth: Posterior pharynx clear.
  • Neck: Without adenopathy or thyromegaly.
  • Chest: Lungs resonant to percussion. Normal breath sounds.
  • Heart: Normal S1 and S2 without gallops or rubs.
  • Abdomen: Without masses or tenderness.
  • Extremities: Without edema.

IMPRESSION/PLAN:

Hypertension: Continue with current medication.

Syncope: No recurrence since the episode around Thanksgiving. No arrhythmias found in prior cardiac studies.

Spinal Stenosis: Under evaluation. Potential surgery in the near future.

References:

James, P. A., Oparil, S., Carter, B. L., Cushman, W. C., Dennison-Himmelfarb, C., Handler, J., … & Smith Jr, S. C. (2014). Evidence-based guideline for the management of high blood pressure in adults: report from the panel members appointed to the Eighth Joint National Committee (JNC 8). JAMA, 311(5), 507-520.

American College of Cardiology/American Heart Association Task Force on Clinical Practice Guidelines. (2017). ACC/AHA hypertension guideline 2017. Journal of the American College of Cardiology, 71(19), e127-e248.

HTN SOAP Note for Hypertension Example Five

Patient Information:

  • Name: Sanjay War
  • Age: 64 Years
  • Height: 6 Feet 2 Inches
  • Weight: 95 Kg

S: Subjective:

Sanjay reports living alone and being an occasional drinker, but he does not smoke. Family history reveals both parents had hypertension. Current medications include Hydrochlorothiazide 25mg, Doxazosin 2mg, Carvedilol 12.5mg, Mucinex D 2 tablets, Naproxen 220 mg, and Metformin 500mg.

O: Objective Findings:

  • Blood Pressure: 160/85 mm Hg (3 months ago)
  • Heart Rate: 76 bpm
  • Weight: 95 kg
  • Height: 6’2
  • BMI: 26.8 (overweight)
  • Total Cholesterol: 171mg/dl, LDL: 99mg/dl, HDL: 40mg/dl
  • Triglycerides: 158mg/dl
  • Serum creatinine: 2.2 mg/dl
  • Blood Glucose: 110mg/dl
  • Uric Acid: 6.7 mg/dl

A: Assessment:

Sanjay’s blood pressure is above the goal, considering his diabetes. Factors contributing to suboptimal blood pressure control include medication side effects (Mucinex D, Naproxen), and non-compliance with a low sodium diet. ACEIs or ARBs are recommended for diabetes. Carvedilol, a non-selective beta-blocker, may not be the best choice for COPD.

P: Plan:

  1. Discontinue guaifenesin/pseudoephedrine preparation.
  2. Discontinue Naproxen. Replace with an alternative (e.g., acetaminophen) for headaches and gout.
  3. Gradually discontinue Carvedilol.
  4. Add Lisinopril 5mg once daily, considering dry cough or angioedema.
  5. Monitor B.P, K, renal function, glucose, and lipid profile.
  6. Continue HCLTZ 25mg po qam.
  7. Continue Doxazosin 2mg. Change dosing schedule to reduce possible Doxazosin-induced dizziness.
  8. Continue Metformin 500mg.

References:

James, P. A., Oparil, S., Carter, B. L., Cushman, W. C., Dennison-Himmelfarb, C., Handler, J., … & Smith Jr, S. C. (2014). Evidence-based guideline for the management of high blood pressure in adults: report from the panel members appointed to the Eighth Joint National Committee (JNC 8). JAMA, 311(5), 507-520.

American College of Cardiology/American Heart Association Task Force on Clinical Practice Guidelines. (2017). ACC/AHA hypertension guideline 2017. Journal of the American College of Cardiology, 71(19), e127-e248.

Frequently Asked Questions (FAQs) on HTN SOAP Notes for Hypertension

What is a SOAP note for hypertension?

A SOAP note for hypertension is a structured method of documenting a patient’s encounter related to high blood pressure. It consists of four sections: Subjective, Objective, Assessment, and Plan, and is commonly used by healthcare professionals to record and communicate information about a patient’s hypertension.

What does the “S” in the SOAP note for hypertension stand for?

The “S” stands for “Subjective.” This section includes the patient’s self-reported information, such as their symptoms, concerns, lifestyle habits, medication adherence, and any relevant medical history related to hypertension.

What does the “O” in the SOAP note for hypertension stand for?

The “O” stands for “Objective.” Here, the healthcare provider documents measurable and observable data, including vital signs (such as blood pressure readings), physical examinations, and any relevant lab or diagnostic test results.

What does the “A” in the SOAP note for hypertension stand for?

The “A” stands for “Assessment.” In this section, the healthcare provider offers their professional assessment and interpretation of the patient’s hypertension status based on both subjective and objective information.

What does the “P” in the SOAP note for hypertension stand for?

The “P” stands for “Plan.” In this section, the healthcare provider outlines the treatment plan, interventions, and recommendations for managing the patient’s hypertension.

What information is included in the “Subjective” section for hypertension?

The “Subjective” section may include the patient’s reported symptoms (such as headaches, dizziness), medication history, lifestyle factors (diet, exercise), family history of hypertension, and any concerns or questions the patient may have.

What information is included in the “Objective” section for hypertension?

The “Objective” section includes the patient’s blood pressure readings (systolic and diastolic), heart rate, physical examination findings (like the presence of edema), and any relevant laboratory results (such as renal function tests).

What does the “Assessment” section involve for hypertension?

The “Assessment” section involves the healthcare provider’s clinical judgment of the patient’s hypertension condition. It may include the classification of the hypertension stage, risk assessment for complications, and evaluation of any related health issues.

What does the “Plan” section entail for hypertension?

The “Plan” section outlines the proposed management and treatment strategies for the patient’s hypertension. This can include lifestyle modifications, medication recommendations, follow-up appointments, and education on hypertension management.

How often should SOAP notes for hypertension be updated?

The frequency of updating SOAP notes for hypertension depends on the patient’s condition and treatment plan. They can be updated after each visit or as significant changes occur in the patient’s blood pressure or overall health.

Can patients access their own SOAP notes for hypertension?

In some cases, patients may have access to their medical records, including SOAP notes, as part of their right to access their health information. However, this can vary based on healthcare facility policies and regulations.

Are SOAP notes only used by doctors for hypertension?

No, SOAP notes are used by a variety of healthcare professionals, including doctors, nurses, nurse practitioners, and physician assistants, to document and communicate information about a patient’s hypertension care and management.

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NRS 434NV Health Illness Continuum Nursing Essay Example

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NRS 434NV Health Illness Continuum Nursing Essay Example

NRS 434NV Health Illness Continuum Nursing Essay ExampleAssignment 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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DNP 835 PS 101 Introduction to Patient Safety Reflection Example

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DNP 835 Topic 1 DQ 1 PS 101: Introduction to Patient Safety Reflection Example

DNP 835 Topic 1 DQ 1 PS 101: Introduction to Patient Safety Reflection ExampleAssignment Brief: DNP 835 Topic 1 DQ 1 PS 101: Introduction to Patient Safety Reflection Assignment

Assignment Overview:

In this assignment, you will engage in a reflective analysis of the discussions in DNP 835 Topic 1, specifically focusing on Patient Safety (PS) 101: Introduction to Patient Safety. The objective is to critically evaluate and respond to key concepts and insights shared by peers in the context of patient safety practices and initiatives.

Assignment Objectives:

  • Reflect on Patient Safety Discussions: Your main task is to think about the discussions that happened in DNP 835 Topic 1, particularly those related to patient safety. Consider various perspectives, insights, and experiences shared by your peers and evaluate their implications for healthcare practices.
  • Incorporate Assigned Readings: Include relevant information from the assigned readings, including references to the Joint Commission’s key elements, Lawati et al.’s systematic review, and the study by Storesund et al. on the impact of checklists in surgery.
  • Analyze Leadership Commitment: Evaluate the commitment of healthcare leadership to patient safety, as discussed in the posts. Assess the outlined strategies and principles for fostering a culture of safety within healthcare organizations.
  • Explore Surgical Safety Checklists: Look into the effectiveness of surgical safety checklists, drawing insights from the discussions on the World Health Organization Surgical Safety Checklist and the Surgical Patient Safety System (SURPASS) checklists. Consider how these tools contribute to preventing complications and improving patient outcomes.
  • Evaluate Nursing Errors: Think about the challenges and factors contributing to nursing errors, as highlighted in the posts. Analyze the implications of these errors for patient safety and explore potential strategies to address them.
  • Apply Patient Safety Concepts: Consider real-life examples shared by peers, such as the case of a doctor administering the wrong blood due to onboarding processes. Discuss how the principles of patient safety can be applied to mitigate such errors and improve overall healthcare processes.

The Student’s Role:

As a student, your role is to actively engage with the content discussed in DNP 835 Topic 1. Participate in the reflective process, bringing in your insights and experiences related to patient safety. Demonstrate a comprehensive understanding of the assigned readings and apply the concepts to the context of patient safety in healthcare settings. Your reflections should go beyond summarization and aim to provide thoughtful analyses, considering the broader implications for healthcare delivery and patient outcomes.

Detailed Assessment Instructions for the DNP 835 Topic 1 DQ 1 PS 101: Introduction to Patient Safety Reflection Assignment

DNP 835 Topic 1 DQ 1 Reflecting on the “IHI Module PS 101: Introduction to Patient Safety,” summarize why it is essential to improve patient safety

Topic 1 DQ 1

Reflecting on the “IHI Module PS 101: Introduction to Patient Safety,” summarize why it is essential to improve patient safety. Use one of the articles from this week’s topic Resources and describe the framework or theory that was used to improve the patient outcome. What outcome measures were identified and how did they align with the improvement project? Explain how the authors learned from the error or unintended events to ensure patient safety. Provide supporting evidence.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.

I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.

As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.

It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

 

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

DNP 835 Topic 1 DQ 1 PS 101: Introduction to Patient Safety Reflection Example

Reflection on IHI Module PS 101: Introduction to Patient Safety:

Improving patient safety is a critical aspect of healthcare, and the IHI Module PS 101 sheds light on the key elements, including leadership, policies, transparency, validation, and just culture, necessary for fostering a safety culture. The relevance of patient safety is emphasized through its impact on the quality of care. Safety culture, as defined by Lee et al. (2019), is shaped by individual and group values, attitudes, perceptions, competencies, and behavior patterns, determining an organization’s commitment to health and safety management.

Nurses, as frontline healthcare workers, play a pivotal role in promoting patient safety. Nursing knowledge, derived from nursing theories, is a valuable asset for delivering patient-centered care and improving outcomes (Ortiz, 2021). The importance of proper assessment and adherence to guidelines is highlighted by Haley and Fritz (2019), emphasizing the need to treat the resident and not the urine in long-term care settings.

Leadership commitment to a safety culture is crucial, as highlighted in the Joint Commission’s key elements. This commitment involves communication of support, modeling expected behavior, creating a code of conduct, fostering an environment for reporting errors without fear of punishment, and promoting collaboration across disciplines (Joint Commission, 2019).

The focus on patient safety extends to perioperative care, where the use of checklists, such as the World Health Organization surgical safety checklist and the Surgical Patient Safety System checklists, has a significant impact. The study by Storesund et al. (2020) demonstrates the effectiveness of these checklists in reducing adverse events, unplanned repeat surgeries, and rehospitalization rates.

The implementation of the World Health Organization Surgical Safety Checklist globally resulted in a noteworthy reduction in complications and mortality rates (Haugen et al., 2019). The emphasis on protocol adherence and the checklist’s comprehensive nature contribute to improved patient safety outcomes.

Patient safety is not without challenges, and errors, particularly in nursing, are prevalent. Factors contributing to nursing errors include heavy workload, inadequate knowledge, and suboptimal working environments (Mohsenpour et al., 2017). It is crucial to address these challenges systematically and collaboratively to enhance patient safety.

Reflecting on personal experiences, the need for effective onboarding processes and systematic approaches to addressing errors is evident. Ordering unnecessary labs, as discussed by Haley and Fritz (2019), highlights the importance of empowering nurses with clinical judgment skills to avoid overuse of medical resources.

References:

Haley, T., & Fritz, S. (2019). Treat the resident, not the urine: Using patient safety to reduce urinary tract infections and overuse of urine culture in long term care. American Journal of Infection Control, 47(6), S8. https://doi.org/10.1016/j.ajic.2019.04.148

Institute for Healthcare Improvement. (n.d.). Improving Health and Health Care Worldwide | IHI – Institute for Healthcare Improvement. https://my.ihi.org/

Joint Commission. Comprehensive accreditation manual for hospitals (CAMH). Oakbrook Terrace (IL): Joint Commission Resources; 2019.

Lee, S. E., Scott, L. D., Dahinten, V. S., Vincent, C., Lopez, K. D., & Park, C. G. (2019). Safety culture, patient safety, and quality of care outcomes: a literature review. Western journal of nursing research, 41(2), 279-304.

Mohsenpour M, Hosseini M, Abbaszadeh A, et al. Iranian paediatric nurses experience of nursing error: a content analysis. HK J Paediatr (New Series) 2017; 22: 97–102.

Ortiz, M. R. (2021). Best practices in patient-centered care: Nursing theory reflections. Nursing Science Quarterly, 34(3). https://doi-org/10.1177/08943184211010432

Storesund, A., Haugen, A. S., Flaatten, H., Nortvedt, M. W., Eide, G. E., Boermeester, M. A., Sevdalis, N., Tveiten, Ø., Mahesparan, R., Hjallen, B. M., Fevang, J. M., Størksen, C. H., Thornhill, H. F., Sjøen, G. H., Kolseth, S. M., Haaverstad, R., Sandli, O. K., & Søfteland, E. (2020). Clinical efficacy of Combined Surgical Patient Safety System and the World Health Organization’s checklists in surgery. JAMA Surgery, 155(7), 562. https://doi.org/10.1001/jamasurg.2020.0989

Haugen, A. S., Sevdalis, N., & Søfteland, E. (2019). Impact of the world health organization surgical safety checklist on patient safety. Anesthesiology, 131(2), 420-425.

Unread

Thank you for your insightful post. I concur with your statements regarding the critical importance of prioritizing patient safety. Particularly noteworthy is the assertion, “Due to the complexity of the healthcare system about patient care, practicing patient safety is vital to preventing errors and harm when caring for the patient. Nurses contribute to and promote patient safety practices.” In alignment with the Joint Commission’s key elements, the leadership of my organization has dedicated itself to fostering a safety culture. This commitment involves holding themselves and others accountable for the following:

  • Communicating leadership support for a culture of safety.
  • Modeling expected behavior within a safety culture.
  • Developing and enforcing a code of conduct that defines appropriate behavior supporting a safety culture and unacceptable behavior that can undermine it.
  • Creating an environment where people can speak up about errors without fear of punishment; utilizing this information to identify system flaws contributing to mistakes.
  • Applying a fair and consistent approach to evaluate the actions of staff involved in patient safety incidents.
  • Supporting event reporting of near misses, unsafe conditions, and adverse events.
  • Identifying and addressing organizational barriers to event reporting.
  • Cultivating an organization-wide willingness to examine system weaknesses and using findings to improve care delivery.
  • Promoting collaboration across ranks and disciplines to seek solutions to identified safety problems.
  • Periodically assessing an organization’s safety culture to track changes and improvements.

(Joint Commission, 2019)

Jan 9, 2023, 6:30 PM

Unread

Patient safety is the practice of preventing mistakes in medical care. It is essential to the quality of treatment that patients receive because even minor errors can negatively affect their general well-being. Patient safety requires a dedication to ongoing development and an emphasis on reducing risks and averting potential harm (Lawati et al., 2018). Patient safety is crucial because it protects patients from injury and raises the standard of care in general. Patients are more likely to experience better health outcomes when they receive safe care. As a result, it is crucial for healthcare professionals to put patient safety first and strive tirelessly to increase the security of the treatment they deliver. This essay describes the use of checklists in the perioperative care pathway to improve surgery patients’ safety and outcomes.

According to Storesund et al. (2020), the study aimed to determine the impact of the World Health Organization surgical safety checklist (WHO SSC) and the Surgical Patient Safety System (SURPASS) checklists on patient treatment results such as illness, death, and hospitalization length. The research design involved introducing the pre- and post-operative SURPASS checklists to the intraoperative surgical safety checklist in surgery departments at a tertiary hospital in Norway using a nonrandomized clinical trial approach. The primary purpose of these checklists was to improve patient outcomes by consistently following key safety steps throughout the perioperative care pathway.

My focus is to assess the incidence of complications during hospitalization, unplanned repeat surgeries, unplanned return visits within thirty days of being discharged, and death within thirty days. These outcomes were chosen because they are all indicators of patient safety and have the potential to have a significant impact on patient outcomes. The study aimed to improve patient outcomes overall by lowering the occurrence of complications, reoperations, and readmissions, as well as improving survival rates.

This study used the length of hospital stay (LOS) as a secondary outcome measure. While LOS is not directly related to patient safety, it can be an important indicator of the perioperative care pathway’s efficiency and effectiveness. The study aimed to improve the overall efficiency of the perioperative care pathway by lowering the LOS, which could lead to cost savings and improved patient satisfaction (Storesund et al., 2020). The identified outcome measures were generally aligned with the improvement project, as they were chosen to assess the impact of the checklists on key indicators of patient safety and efficiency in the perioperative care pathway.

The joint application of the two checklists was linked to decreased adverse events while in the hospital, unplanned repeat surgeries, and rehospitalization rates. According to Storesund et al. (2020), this finding raises the possibility that using these checklists could help identify and prevent mistakes or unintended events in the perioperative care pathway, improving patient outcomes.

References

Lawati, M. H., Dennis, S., Short, S. D., & Abdulhadi, N. N. (2018). Patient safety and safety culture in primary health care: A systematic review. BMC Family Practice, 19(1). https://doi.org/10.1186/s12875-018-0793-7

Storesund, A., Haugen, A. S., Flaatten, H., Nortvedt, M. W., Eide, G. E., Boermeester, M. A., Sevdalis, N., Tveiten, Ø., Mahesparan, R., Hjallen, B. M., Fevang, J. M., Størksen, C. H., Thornhill, H. F., Sjøen, G. H., Kolseth, S. M., Haaverstad, R., Sandli, O. K., & Søfteland, E. (2020). Clinical efficacy of Combined Surgical Patient Safety System and the World Health Organization’s checklists in surgery. JAMA Surgery, 155(7), 562. https://doi.org/10.1001/jamasurg.2020.0989

Jan 10, 2023, 7:12 PM

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Hi Lydia, thanks for your post and for discussing the surgical checklist for patient safety. Serious complications and sometimes loss of life have resulted from surgical errors. The introduction of a surgical checklist helped alleviate the complications previously experienced. The most common surgical complications are related to surgical techniques, infections, and postoperative bleeding. A record of 48.6 to 60.7% reduction in equipment errors was achieved with the use of a preoperative checklist. Implementation and practice of good teamwork, communication, and consistency of care are essential in achieving improved patient safety.

The use of the World Health Organization Surgical Safety Checklist was noted to reduce complications from 11.0 to 7.0%, with a mortality drop from 1.5 to 0.8% in a global setting of eight hospitals in eight countries (Haugen et al., 2019). In another scenario, the WHO checklist was reported to have resulted in a reduction of surgical complications from 19.9 to 12.4% in the intervention group, and the concurrent length of stay was reduced by 0.8 days. As with any procedure, it is essential to implement and adhere to the protocol in its entirety to achieve the desired outcomes.

Reference

Haugen, A. S., Sevdalis, N., & Søfteland, E. (2019). Impact of the world health organization surgical safety checklist on patient safety. Anesthesiology, 131(2), 420-425.

Jan 11, 2023, 11:28 PM

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Patient safety is a major concern in the healthcare system, and medical errors are the most significant threats in this regard. Generally, mistakes occur when one’s choice leads to negative or less desirable outcomes and in fact, the term “error” means to astray. The most frequent nursing students’ errors are related to hand hygiene and personal protection. In addition, the lack of enough skills and appropriate equipment are prevalent causes of nursing students’ errors.

Authorities in this field should attend to these errors in nursing education, clinical practice, and nursing studies in order to promote this profession in all of these three dimensions. Nurses play a crucial role in providing health care; however, the results of a study showed that 20% of nurses make at least one mistake during their working time. The factors leading to committing errors include heavy workload, a large number of patients, unstable patient status, nurses’ lack of adequate knowledge, improper working environment, and lack of support from and cooperation with experienced staff.

References

Mohsenpour M, Hosseini M, Abbaszadeh A, et al. Iranian paediatric nurses experience of nursing error: a content analysis. HK J Paediatr (New Series) 2017; 22: 97–102.

Jan 9, 2023, 4:45 PM

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I am unsure which stories touched me more, as I can see myself in every situation. For example, the doctor that accidentally administered the wrong blood due to inadequate onboarding processes could have easily avoided the mistake had he been familiar with the hospital’s procedures (Institute for Healthcare Improvement, n.d.). As many patients, including myself, have fallen victim to medical errors, we must begin to review the process (Institute for Healthcare Improvement, n.d.). Unfortunately, I am not optimistic when it comes to the nursing population, as it is likely that some will find it better to gloat about a colleague’s errors rather than focus on fixing the situation. However, the IHI curriculum pilot example shows that this process is ineffective in increasing patient safety but adds to the takeaways from the IHI lesson. The lesson examples that addressing errors systematically is the best approach (Institute for Healthcare Improvement, n.d.).

However, the assignment asks us to review the posted articles and provide a synopsis relevant to the topic; in this aspect, we know that ordering unnecessary labs increases costs (Haley & Fritz, 2019). In this case, simply empowering the nurses to assess and clinical judgment skills to assess residents for Urinary Tract Infections showed promise in reducing the orders for urine cultures (Haley & Fritz, 2019).

References

Haley, T., & Fritz, S. (2019). Treat the resident, not the urine: Using patient safety to reduce urinary tract infections and overuse of urine culture in long term care. American Journal of Infection Control, 47(6), S8. https://doi.org/10.1016/j.ajic.2019.04.148

Institute for Healthcare Improvement. (n.d.). Improving Health and Health Care Worldwide | IHI – Institute for Healthcare Improvement. https://my.ihi.org/

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