Archive for category: Health and Medical 3

upload your 5-minute advocacy pitch to your Instructor via the Kaltura Mashup tool accessible through the Project submission link provided. Be sure that your advocacy pitch synthesizes the following: 

• State your background and affiliation.
• Frame the public health issue to a specific course of action.
• Articulate multidisciplinary points that are most impactful to the issue or population(s) affected, citing at least two scholarly resources that emphasize these points.
• Specify why you are bringing this public health issue to his/her/their attention and identify opportunities to help.
• a brief description of the target audience for whom your pitch is directed. Then, explain the ethical theory that guided your advocacy pitch and whypost
• Student feedback 
• my project on mental illness; for the advocacy pitch

Assume that you have been invited to your state (IL) board of nursing or state nurses’ association meeting to brainstorm health policy issues. Identify an issue that you would bring before this meeting. What resources would you use? What communication techniques would you use? What agenda would you put forth? What skills are required of you as an advance practice nurse at this meeting?

References 3, one from Health policy and politics by Jeri Milstead 2016

Project 2: Promoting Health Care Quality

Section 4: Quality Improvement Strategies

Through your work on Section 3 of the Course Project, you have examined the gap between current performance and evidence-based targets and considered how addressing this gap relates to organizational priorities and large-scale aims for quality improvement.

In this section of the Course Project, you begin to think about quality improvement strategies that could help to bridge this gap. As noted in the Sadeghi, Barzi, Mikhail, and Shabot text, this is referred to as performance-driven planning.

Since the publication of the Institute of Medicine’s report “Crossing the Quality Chasm,” a good deal of attention has been paid to the need to examine processes that contribute to outcomes (Ernst, Wooldridge, Conway, Dressman, Weiland, Tucker, and Seid). As the USAID has noted, interventions “will not create the desired outcome to improve the quality of care unless the overall process of care delivery is also improved.” Therefore, attention to process redesign is a central aspect of cultivating strategies for improvement.

Throughout this course you have been considering the relationship between structure, process, and outcomes as it relates to health care quality. Looking at outcomes, alone, may not tell the “whole story.” For instance, if you are concerned with improving fall rates, evaluating the process—related activities or practices—can help you identify factors that contribute to outcomes and develop strategies for improving them.

For this section of your Course Project, you create a process map to examine a current process related to your quality improvement issue. You will use the results of the process mapping to redesign a process to help minimize or close the performance gap(s). As you proceed, keep in mind the importance of maintaining a patient-centered focus so the patient experience is not negatively affected by any changes in process.

To prepare:

Refer to the modified Donabedian model (access, structure, process, outcome, and patient experience) presented in Chapter 9 of the Sadeghi, Barzi, Mikhail, and Shabot text.

Recall the performance targets that you identified for Section 3 (in Week 6). What does the recommendation that performance-driven planning should “begin with the end in mind” suggest given your established goals?

Review the information presented in Chapter 9 of the Sadeghi, Barzi, Mikhail, and Shabot text, and think about how you would assess the organization’s strengths and weaknesses related to the performance gaps you identified in Section 3

Based on the above, start to think of specific evidence-based strategies that could be implemented to close/minimize the performance gaps you have identified. Consider both interventions (what) and processes (how). Focus on strategies that are supported by the latest research and could create systems-level change. These may be tentative for now, but be sure to identify at least one that specifically lends itself to a change in process (i.e., practice, protocol, pathway, activity). To complete this Assignment, you will create a process map and write a paper describing quality improvement strategies. 

Review the instructions provided in the Learning Resources for creating a process map.

With your quality improvement issue in mind, as well as the other work you have completed on your Course Project thus far, think about how creating a process map could help you to better understand your quality improvement issue and redesign an associated process.

Create a process map using Microsoft Word or PowerPoint.

Refine the strategies for promoting systems-level change to minimize or close the performance gap(s) that you began to think about in Week 7. As part of this, identify a way to redesign at least one process based on your analysis of the process map that you have created.

To complete:

Write a 2- to 3-page paper in which you describe quality improvement strategies that you selected related to your quality improvement issue.

Finalize your process map, which will be submitted along with the paper.

Submit your paper and process map.

Use the references of Week 6 and 7 and 8 discussion.

Select one of the AACN BSN Essentials and elaborate on its meaning and importance in your own future professional nursing practice. In your post intended to clearly and thoroughly address the topic of this TD, be sure to:

·         Identify the AACN BSN Essential that you have selected by name and number.

·         Clearly and thoroughly explain why you selected this Essential.

·         Clearly and thoroughly explain how this Essential will be used in your future professional nursing career.

Assessment of Cardiac Status (graded)

Esther Jackson is a 56-year-old black female who is 1-day post-op following a left radical mastectomy. During morning rounds, the off-going nurse shares with you during bedside report that the patient has been experiencing increased discomfort in her back throughout the night and has required frequent help with repositioning. She states that the patient was medicated for pain approximately 2 hours ago but is voicing little relief and states that you might want to mention that to the doctor when he rounds later this morning. With the patient appearing to be in no visible distress, you proceed on to the next patient’s room for report.

Approximately 1 hour later, you return to Ms. Jackson’s room with her morning pills and find her slumped over the bedside stand in tears. The patient states, “I don’t know what is wrong, I don’t feel right. My back hurts and I’m just so tired. What is wrong with me?” The patient refuses to take her medications at this time stating that she is starting to feel sick to her stomach.

Just then the nursing assistant comes into the patient’s room to record Ms. Jackson’s vital signs, you take this opportunity to quickly research the patient’s medication record to determine if she has a medication ordered for nausea. Upon return, the nursing assistant hands you the following vital signs: T 37, R 18, and BP 132/54, but states she couldn’t get the patient’s pulse because “it is all over the place.”

Please address the following questions related to the scenario.

1. What do you suspect is the cause of the patient’s symptoms?
2. Describe the course of action that you will take to confirm this suspicion and prevent further decline.
3. What further assessments, lab values, and tests will likely be ordered for this patient and how often? If testing is to be completed more than once, please explain the rationale for doing so.
4. While you are caring for this patient, how will you ensure that the needs of your other patients are being met?