What performance metrics /targets will you use to judge the success of your plan, and how will you measure your performance?

What performance metrics /targets will you use to judge the success of your plan, and how will you measure your performance?

 

Communication Plan

A strong communication plan can be instrumental in achieving goals, targeting diverse audiences and producing clear, memorable, and effective messages. Based on the

information and instructions below, craft a communication plan for the U.S. Centers for Disease Control and Prevention (CDC) that supports one of the Center’s key

initiatives.
The Centers for Disease Control and Prevention:
(www.cdc.gov)
The CDC is one of 11 federal agencies that are part of the Department of Health and Human Services. The agency has wide-ranging responsibilities related to the

prevention and treatment of diseases such as diabetes, influenza and HIV/AIDS, as well as the promotion of healthy lifestyle choices (nutrition, tobacco use, obesity,

etc.), the prevention of injuries, and issues related to environmental health and workplace safety.
Since 9/11, the CDC also has taken a lead role in ensuring readiness for the potential threat of bioterrorism, including anthrax, smallpox, and other deadly disease

agents. For instance, the Atlanta-based agency stores and controls the nation’s stockpile of smallpox vaccine and is the coordination point for local public health

departments in devising a plan for containing an outbreak or epidemic and administering the vaccine. In issues with national-security implications, it must also meld

its work with law-enforcement agencies such as the CIA, the FBI and the Department of Homeland Security.
The leadership of the CDC must balance the urgent goal of preparing for a bioterrorism emergency with the agency’s fundamental mission of preventing and controlling

infectious disease and other health hazards. HIV/AIDS, smoking, obesity, Type II diabetes and asthma are just a few of the real, long-term problems that are equally

crucial to public health. In addition, new threats, such as the swine and avian influenzas, regularly present themselves. Research and evaluation of ongoing health

communication programs have affirmed the value of using various communication strategies to promote health and prevent disease.
Health communication can take many forms, depending on the audience and the urgency of the risk. With any health risk there is always the danger of overreacting;

however, the CDC has a responsibility to let people know what is happening and what to do about it.
According to Dr. Thomas Frieden, director of the CDC, “When anyone dies at an early age from a preventable cause … it’s my fault.” He views his agency’s key

communication partners as the state and local health departments who monitor citizens’ health, the people who run health plans and market preventive services, and the

entire business community, which has a strong interest in promoting the health of its employees. He knows the importance of effective communication with a broad

audience.
As at the CDC, the success of all businesses and organizations hinges to a large degree on the effectiveness of the communication that takes place. To be effective in

any work setting, you will need to understand the process of communication, the challenges of reaching diverse audiences, the appropriate tools and tactics for

delivering key messages, and the dynamic environment in which communication occurs.
Your assignment:
Your assignment is to prepare a COMMUNICATION PLAN related to one of the following CDC focus areas or initiatives:
? The prevention of childhood obesity
? Reducing tobacco use / smoking
? Reducing the incidence of diabetes in the U.S.
? Preparedness for a potential bioterrorism attack
? Preventing injuries related to motor vehicles
? Reducing exposure to workplace hazards in the healthcare industry
(more information on each of these initiatives is available at www.cdc.gov)
Please note: your assignment must focus on the COMMUNICATION PLAN that supports one of these initiatives. The assignment is NOT to outline the actions needed to

prepare for a bioterrorism attack, or to reduce hazards in the healthcare workplace (as examples). You should focus on the COMMUNICATION strategies that will support

the initiative.
Your plan should include the following components:
1. What is the objective/goal of your plan?

2. Who is/are your targeted audiences (stakeholders)?

3. What key messages will be directed to each stakeholder group?

4. What specific communication processes/methods will be used to reach each audience?

5. What is the proposed timeline for communication?

6. What are the costs (if any) associated with your plan?

7. What performance metrics /targets will you use to judge the success of your plan, and how will you measure your performance?
Additional reference material regarding how to write a Communication Plan can be found at the following links:
http://www.hieran.com/comet/howto.html
http://www.mindtools.com/CommSkll/CommunicationsPlanning.htm
Your paper should be 5-7 pages in length, excluding the Title page, the Abstract page and the References page, with a minimum of 4 peer-reviewed or academically-

reviewed sources. Include tables or graphs if they are appropriate to convey your message more clearly.

What is the BSN nurse’s role in political advocacy?

What is the BSN nurse’s role in political advocacy?

Assignment 1 What is the BSN nurse’s role in political advocacy? What role do you see for yourself? Have you ever gotten involved in political advocacy to voice your support for a bill or law at the local, state, or federal level? If so, share the details regarding what you were encouraging or discouraging the politician to do and what you did to voice your opinion.

Assignment 2
If we were to take a national vote to finally determine, once and for all, what the minimum education of registered nurses should be to enter the profession as an RN what would you vote for. Provide a rationale for your answer and share a prediction for how this would impact the future of nursing.Include references and in text citation.

Discuss the work of the Robert Wood Johnson Foundation Committee Initiative on the Future of Nursing and the Institute of Medicine research that led to the IOM report

Discuss the work of the Robert Wood Johnson Foundation Committee Initiative on the Future of Nursing and the Institute of Medicine research that led to the IOM report, “Future of Nursing: Leading Change, Advancing Health.”
Identify the importance of the IOM “Future of Nursing” report related to nursing practice, nursing education and nursing workforce development.
What is the role of state-based action coalitions and how do they advance goals of the Future of Nursing: Campaign for Action?

Summarize two initiatives spearheaded by your state’s Action Coalition. In what ways do these initiatives advance the nursing profession? What barriers to advancement currently exist in your state? How can nursing advocates in your state overcome these barriers?

Dementia and Treatment as it Applies to Speech Language Pathology


Etiology

The term dementia refers to an umbrella term that describes conditions that affect several aspects of cognition due to neurons in the brain (Alzheimer’s Association, 2014). Specifically, dementia refers to a progressive condition in which a variety of symptoms exist, including: memory loss, expressive language impairments, impaired communication, ability to reason, mood, and personality (Alzheimer’s Society, 2013). It is a major health concern for the population affected (Fredriksen-Goldsen, Jen, Bryan & Goldsen, 2018). Alzheimer’s is the most commonly seen type of dementia, with the estimation of prevalence being 5.4 million Americans (Alzheimer’s Association, 2016). Globally, the estimated prevalence is 35.6 million, with the population of patients expected to double every 20 years (Prince et al., 2013). Currently, there is no cure for dementia (Livingston and Frankish, 2015).

The focal types of dementia include Alzheimer’s, which becomes more severe over time, and Lewy body dementia that is commonly associated with Parkinson’s disease and which may cause the patient to suffer from vivid hallucinations. Sleep disturbances are also characteristic of dementia (Walker et al, 2015). In 2016, it was estimated that 236 billion dollars was spent on treatment and care for patients that suffered from Alzheimer’s disease and other dementias. This makes Alzheimer’s disease and other dementias the most expensive diseases in America (Alzheimer’s Association, 2016). There are several neurobehavioral and language characteristics that are associated with dementia.


Neurobehavioral and language characteristics

Each type of dementia presents with varying degrees of communication deficits. These deficits can be in the areas of expressive or receptive language, voice fluency, or the social use of language, which is referred to as pragmatics. These deficits can advance to a point in which the patient loses all functional communication abilities (Woodard, 2013). This can negatively impact the patient’s quality of life and escalate the burden that caregivers often undertake. Responsive behaviors such as violent behavior, foul language, and repetitive questioning may be a result of the frustration caused from losing the ability to functionally communicate (Savundranayagam, Hummert, & Montgomery, 2005). As the dementia progresses in severity, these responsive behaviors can increase. Treatment from a speech-language pathologist can prove very beneficial in treatment for dementia patients.


Treatment as it applies to the field of speech/language pathology

Intervention conducted by a speech-language pathologist may enrich function communication abilities of a person with dementia. Speech-language pathologists play a vital role in functional communication treatment as dementia progresses (Alzheimer’s Association, 2014). It has been reported by speech-language pathologists that the knowledge they possess to aid in treatment of patients with dementia is underutilized. Other health professions do not recognize the wealth of knowledge that a speech-language pathologist possesses (Swan et al., 2018). It is up to the professionals of speech-language pathology to utilize evidence based practice and provide sufficient data that supports functional communication growth following treatment by a speech-language pathologist.

It is important to take into consideration the patient’s wants, needs, abilities, strengths, and level of support care when the subject of treatment is discussed. It is just as important to realize that treatment for mild-moderate dementia will vary from treatment for severe dementia. The appropriateness and effectives of intervention approaches should be analyzed before treatment begins (Swan et al., 2018).

Intervention approaches have been recently classified as cognitive training, cognitive rehabilitation, and cognitive stimulation. Cognitive training utilizes a restorative strategy; cognitive rehabilitation utilizes a mixture of restorative and compensatory strategies; while cognitive stimulation utilizes interventions that provide gratifying stimulants that promote socialization and a feeling of enjoyment (Swan et al., 2018). Several studies have been conducted that delve into treatment approaches provided by a speech-language pathologist for patients with dementia. Positive outcomes have been reported using cognitive training, cognitive rehabilitation, and cognitive stimulation approaches (Swan et al., 2018).

Frattali (2004) conducted a study that utilized a cognitive training approach of individual naming therapy. An errorless naming approach to naming was employed. The goal of the study was to improve naming of semantic categories using a conversational approach. Word retrieval tasks were influenced to create errorless learning. Forty picture card stimuli were organized according to categories. The treatment was comprised of 12 sessions, divided into two phases. The first phase consisted of noun training and generalization to untrained verbs. The second phase consisted of noun training, generalization to untrained verbs, and maintenance of performance for previously taught verbs. Conversational exchange was employed to discuss the semantic properties of each card.

The results of this study were very similar to other studies of this nature. They imply that the benefits gained from this study were largely due to the naturalistic, conversational approach of the treatment sessions. The nature of exchanges between the patient and clinician were natural and evenly divided among participation. Additionally, pragmatic exchanges made between the patient and clinician were evenly divided in participation, and allowed for naturalistic, rather than clinically structured communication exchanges (Frattali, 2004).

Overall, gains were made in vocabulary skills and quality of life in patients with dementia. Though, despite gains made during active treatment periods, at a follow up assessment three months after the initial intervention took place, all skills had been lost. This implies that for the knowledge gained during treatment to remain in working knowledge, treatment has to be ongoing (Frattali, 2004).

In a study conducted by Spector, Thorgrimsen, Woods, Royan, Davies, Butterworth, and Orrell (2003), the hypothesis of using cognitive stimulation therapy would reap benefits for geriatric patients with dementia. A single-blind, randomized selection and intervention process was utilized. One hundred fifteen patients participated, of which, 89 were of the control group. Fourteen sessions of interventions designed using cognitive stimulation took place. Topics of the sessions included money, famous familiar faces, and word retrieval games. The sessions included a “reality orientation board.” The purpose of the board was to remind participants of the nature of their work. A small group session was found to be beneficial for participants. The intimate, close-knit environment allowed the participants to exercise communication skills that have not been utilized in quite some time (Spector, et al., 2003).

Sessions were focused on themes that allowed the participants to reminisce, but still be reminded of present-day topics, such as childhood and food. Sessions encouraged the participants to process information rather than recite from long-term memory. The Mini–Mental State Examination, a test of cognitive function, was utilized as a primary measure to assess cognition. Various secondary measures, such as quality of life, communication, behavior, global functioning, depression, and anxiety were utilized as well. The study found that participants showed significant growth in both cognition and quality of life. No changes in behavior were noted, though there were positive trends noted in the area of communication (Spector, et al., 2003).

In a recent systematic review of speech-language pathologist interventions for communication in moderate to severe dementia patients conducted by Swan, Hopper, Wenke, Jackson, Till, and Conway, 2018, evidence for direct and indirect services was analyzed. Direct intervention referred to interventions that were face to face with the person with dementia, while indirect intervention referred to interventions that addressed activities related to communication. Some inclusion criteria included communication interventions provided by a speech-language pathologist, outcome measures based on overall communication efficacy, and participants with a diagnosis of moderate-severe dementia. The studies included had to meet all of these criterion to be included in the study.

Interventions were conducted in a variety of settings, with both direct and indirect modes of treatment. The vast majority of direct intervention services were conducted via cognitive stimulation approaches. All of the studies included in the systematic review concluded with improvements in overall communication efficacy for the patients with dementia. Those with language impairments showed improvements via cognitive stimulation group treatments. Individual naming therapy via cognitive training approach showed communication increases as well. Efficacy was measured through assessment of communication skills via language and communication subtests of various cognitive tests (Swan et al., 2018).

The vast majority of indirect services were conducted via communication partner training. The mean words per topic used by the person with dementia were increased, as well as reduction in the number of topic needed to fulfill a 15 minute conversation with the trained communication partner. Conclusively, although the studies reviewed varied in settings and modalities, all studies reported a positive outcome of speech-language pathologist provided treatment in cases of those with moderate-severe dementia. Though results revealed progress in the studies reviewed, follow up evaluations yielded loss of skills (Swan et al., 2018). This further indicates that interventions must be on-going to be truly effective.

This review provided evidence that overall, the quality of life and communication of a patient with dementia can be positively affected by direct and indirect meaningful communication interventions (Swan et al., 2018). Patients with dementia deserve the best quality of life possible. A key factor in preserving quality of life is communication. Communication skills can help to allow the patient to have their wants and needs met, along with the basic need of humanity, functional relationships.


Conclusion

In conclusion, dementia refers to a progressive condition in which a variety of symptoms exist, including: memory loss, expressive language impairments, impaired communication, ability to reason, mood, and personality (Alzheimer’s Society, 2013). Speech language pathologists play an essential role in treatment of dementia. It is essential to communicate, support, and advocate for patients who suffer from dementia (Butcher, 2018.)

Intervention approaches include cognitive training, cognitive rehabilitation, and cognitive stimulation (Swan et al., 2018). These three intervention approaches have proven efficient in improving communication skills and quality of life for patients with dementia. Currently, though, there is no cure for dementia (Livingston and Frankish, 2015), these interventions help patients with dementia to preserve the necessary skills to retain functional communication abilities and quality of life.


References

  • Alzheimer’s Association. (2014). 2014 Alzheimer’s disease facts and figures.

    Alzheimer’s and Dementia

    , 10(2), e47–e92.
  • Alzheimer’s Association. (2016). Alzheimer’s disease facts and figures.

    Alzheimer’s & Dementia

    , 12(4). Retrieved from http://www.alz.org/documents_ custom/2016-facts-and- figures.pdf

    https://tinyurl.com/y89ujjr

    7
  • Butcher, L. (2018). Caring for patients with dementia in the acute care setting.

    British Journal of Nursing

    ,

    27

    (7), 358–362.

    https://doiorg.ezproxylocal.library.nova.edu/10.12968/bjon.2018.27.7.358
  • Fredriksen-Goldsen, K. I., Jen, S., Bryan, A. E. B., & Goldsen, J. (2018). Cognitive Impairment, Alzheimer’s Disease, and Other Dementias in the Lives of Lesbian, Gay, Bisexual and Transgender (LGBT) Older Adults and Their Caregivers: Needs and Competencies.

    Journal of Applied Gerontology

    ,

    37

    (5), 545–569.

    https://doi-

    org.ezproxylocal.library.nova.edu/10.1177/0733464816672047
  • Frattali, C. (2004). An errorless learning approach to treating dysnomia in frontotemporal dementia.

    Journal of Medical Speech-Language Pathology, 12

    (3), xi–xxiv.
  • Livingston, G., Frankish, H. (2015). A global perspective on dementia care: A lancet commission.

    Lancet

    . 386(9997): 933–4. https://doi.org/10.1016/ S0140-6736(15)00078-1
  • Prince, M., Bryce, R., Albanese, E., Wimo, A., Ribeiro, W., & Ferri, C. P. (2013). The global prevalence of dementia: A systematic review and met analysis.

    Alzheimer’s and Dementia

    , 9(1), 63–75. e62.
  • Savundranayagam, M. Y., Hummert, M. L., & Montgomery, R. J. (2005). Investigating the effects of communication problems on caregiver burden.

    Journals of Gerontology: Series B: Psychological Sciences and Social Sciences, 60

    (1), S48–S55.
  • Spector, A., Thorgrimsen, L., Woods, B., Royan, L., Davies, S., Butterworth, M., & Orrell, M. (2003). Efficacy of an evidence-based cognitive stimulation therapy program for people with dementia

    . The British Journal of Psychiatry, Aug 183

    (3), 248–254. https://doi.org/10.1192/bjp.183.3.248
  • Swan, K., Hopper, M., Wenke, R., Jackson, C., Till, T., & Conway, E. (2018). Speech-Language               Pathologist Interventions for Communication in Moderate-Severe Dementia: A Systematic Review.

    American Journal of Speech-Language Pathology

    ,

    27

    (2), 836–852. https://doi-org.ezproxylocal.library.nova.edu/10.1044/2017pass:[_]AJSLP-17-0043
  • Walker, Z., Possin, K.L., Boeve, B.F., Aarsland D. (2015). Lewy body dementias.

    Lancet

    . 386(10004): 1683–97. https://doi.org/10.1016/S0140-6736 (15)00462-6
  • Woodward, M. (2013). Aspects of communication in Alzheimer’s disease: Clinical features and treatment options

    . International Psychogeriatrics

    ,

    25

    (6), 877–885

A Sentinel Event Related To Nurse Fatigue Nursing Essay

12 hour shifts, extended work periods, voluntary and mandatory overtime, and excessive workloads are all factors that dangerously contribute to nurse fatigue, which has led to a number of medication errors and sentinel events (Rogers, Hwang, Scott, Aiken, & Dinges, 2004). In the 2004 study by Rogers, Hwang, Scott, Aiken, & Dinges, it was found that the longer the shift, the risks for errors increases. Also, when working longer than 17 hours without sleep, nurse fatigue has been shown to demonstrate the equivalence of being under the influence with a blood alcohol concentration of 0.05% (Garrett, 2008). The effects of fatigue on nurses includes problems such as: compromised problem-solving skills, decreased attention span, delayed reaction time, memory lapses, impaired communication, and inability to focus, which are all important for nurses to be aware of in order to provide quality and safe patient care (Warren & Tart, 2008). The evidences and dangers of nurse fatigue linked to adverse events from the long work hours and cumulative days of extended work hours has been greatly recognized by The Joint Commission (TJC) issuing a sentinel event alert on December 14, 2011, regarding health care worker fatigue and patient safety (The Joint Commission, 2011). So, I will be discussing the following in the paper that includes: explanation of reviewable sentinel events, a specific sentinel event related to nurse fatigue, and its root cause analysis.

Explanation of Reviewable Sentinel Events

As defined by TJC, a sentinel event is an unexpected occurrence involving either death, serious physical or psychological harm, or the risk thereof that prompts the need for immediate investigation and response (Sentinel Events Policy and Procedures, 2012). But, for a sentinel event to be considered reviewable, it must meet any of the following criteria:

the event resulting in an unanticipated death, coma, permanent loss of function, unrelated to the natural course of the patient’s illness or underlying condition, or

the event is one of the following, but not limited to:

suicide within 72 hours of being discharged from a 24 hour care setting

rape, sexual abuse/assault

elopement

abduction (Sentinel Events Policy and Procedures, 2012).

A Specific Sentinel Event Related to Nurse Fatigue

On July 5, 2006, Jasmine Gant, a pregnant 16 year old high school student, arrived with her mother at St. Mary’s Hospital in Madison, Wisconsin at 9:30 A.M. for her scheduled induction (Smetzer, Baker, Byrne, & Cohen, 2010). The Labor and Delivery (L&D) nurse assigned to care for Ms. Gant that day was Julie Thao, 41 years old. Mrs. Thao had been working at St. Mary’s Hospital since 1993, and worked in the L&D department for 15 years. The day before July 5, 2006, Mrs. Thao had voluntarily worked a double shift for a total of 16 hours or more to cover for the unit’s short staff. Mrs. Thao was extremely fatigued by the end of her shift that ended at midnight. She spent the night at the hospital to avoid her hour long commute home and because she was due for her next shift at 7 A.M. So on the morning of July, 5, 2006, the very fatigued nurse Mrs. Thao started her shift caring for one expectant mother. When Ms. Gant presented at the L&D unit later that morning, Mrs. Thao spent time with her and her mother completing the admission process that is done with every admitting patient. However, Mrs. Thao did not apply a bar-coded identification band to Ms. Gant’s arm at this time (Smetzer, Baker, Byrne, & Cohen, 2010). When discussing pain management, Ms. Gant expressed the possibility of wanting to use epidural, which Mrs. Thao would relay the message to the obstetrician.

At 11:30 A.M., Ms. Gant’s physician arrived to her room to rupture her amniotic membrane. The physician told Mrs. Thao that he planned to check back before determining with the patient the need for epidural. In the meantime, he had ordered Pitocin, Lactated Ringer’s (LR) solution, and intravenous (IV) penicillin to treat a strep infection that Ms. Gant had. While Mrs. Thao was in the room, the patient communicated to her that she was anxious about receiving epidural. So, Mrs. Thao thought it would be a good idea to retrieve epidural solution, Bupivacaine, to show the patient and in anticipation since the Anesthesiologist would get upset for not having it readily available.

Now, St. Mary’s Hospital had just started transitioning and training the employees in using the newly installed bar coded medication administration system. Apparently, the hospital was currently having problems with it, so the nurses were instructed to give the medications when needed and document them manually. Well, Mrs. Thao bypassed the system to remove the Bupivacaine, which she also did not have authorization or permission to do so for that medication. Then, she gathered the LR solution and Pitocin before walking back into the patient’s room. On the way, another nurse handed her the IV penicillin. When Mrs. Thao entered the patient’s room, she sat the supplies on the counter and began to prepare and initiate the IV infusion. Carelessly, Mrs. Thao made the fatal mistake and grabbed the epidural solution instead of the penicillin, both looking very similar in appearance, administering it intravenously into Ms. Gant’s arm. Unknowingly of the mistake she had just done that would soon cost her nursing career and her patient’s life, Mrs. Thao went on to rewinding the tape on the birthing process to play for the patient, her mother, and the baby’s father who had just showed up creating lots of tension. Within minutes, the patient’s mother terrifyingly screamed for mercy. At this point, her daughter was in respiratory distress, seizing, and into a cardiac arrest. The frantic nurse immediately called the rapid response team and code blue. Every effort was made to resuscitate Ms. Gant, but she remained asystolic. Ms. Gant was immediately taken to the operating room to have an emergency cesarean section where the physicians delivered an 8 pound healthy baby boy. The health care team continued resuscitating Ms. Gant, but was pronounced dead by 1:43 P.M. After ruling out several possible causes of her death, it was discovered minutes later that the infusing bag was the epidural solution, instead of the penicillin (Smetzer, Baker, Byrne, & Cohen, 2010). Her colleagues reported that Mrs. Thao looked extremely fatigued, which possibly increased her likelihood of making the fatal medication error along with the omission to verify the five rights of medication administration.

The Root Cause Analysis

A root cause analysis (RCA) is a technique used to help identify the possibilities of causes that led to the end result. When a sentinel event occurs, the hospital is accountable to do a root cause analysis. The point of RCA is not to point out who is to blame. Thus, by conducting a RCA, it allows for a plan of action to prevent the same or similar incidents from occurring. The first part of the RCA is defining the problem or effect. Part two is determining why it happened with the cause and effect technique. Part three is generating solutions and implementing a plan of action to reduce the likelihood of the event from happening again.

In the sentinel event above, the problem was a medication error by registered nurse (RN) Julie Thao that had resulted in the maternal death of 16 year old expectant mother, Jasmine Gant. The four cause categories formulated for this specific case are: people, work environment, equipment, and policies and procedures.

The nurse Mrs. Thao’s fatigued had a tremendous effect on the actions leading to the medication error. She had voluntarily worked a back to back shift of 16 hours or more the night before starting work again the next morning. She expressed the desire to go home halfway through her second shift, too. While taking care of Ms. Gant, the nurse was distracted while preparing the medications. Mrs. Thao reported that there was tension in her patient’s room when the baby’s father arrived, so she had intended to administer the IV penicillin and put on the educational video of the birthing process.

The work environment of the L&D unit that Mrs. Thao worked on was not well organized. The nurses did not directly communicate with the Anesthesiologist making it difficult to have the epidural ready upon their arrival. The unit was also short staffed with several nurses on temporary leave (Smetizer, Baker, Byrne & Cohen, 2010). If Mrs. Thao had not worked second shift, they would have been inadequately staffed. The staff and managers did not strictly enforce and comply with the policies such as the identification bands and bar code medication administration system.

So, the problems associated with the policies and procedures included the delay of the patient’s identification bar code band application, omission of verifying the five rights of medication administration, and retrieving the epidural before it was ordered. The issue with the delay of the patient’s identification band was that it took longer for the bands to be made with the new system. The staff and management were lenient and made it a norm to put it on the patient whenever it was a convenient time. However, Mrs. Thao confessed that she did not comply with the five rights of medication administration. Also, she retrieved the epidural before it was ordered to decrease her patient’s fear and in anticipation of early epidural. Retrieving the epidural in anticipation upon the Anesthesia’s arrival was a common practice on the L&D floor because of the dissatisfaction expressed by some Anesthesiologist of it not being readily available.

For equipment, there was the problem of the newly installed bar code medication administration system and the design of the bag of epidural solution and IV penicillin. The new system’s constant problems created low rates on compliance on scanning IV bags, and nurses bypassing the system, which included safety features to prevent such errors from happening. The L&D unit staff had inadequate training on troubleshooting the system, especially Mrs. Thao. Instead, management allowed them to hang the medications and document them manually. With the mistake of grabbing the wrong bag, Mrs. Thao had brought all the supplies including the two bags from the anteroom and sat them onto the counter near the patient’s bedside so that she can converse with the patient directly. The bag containing the epidural solution and the bag of the penicillin looked similar in size, but the epidural was slightly bigger. They were both clear solutions. The two bags both had orange label stickers, but the epidural bag had an additional bright pink warning label. There is also a design flaw in the interconnectivity making the IV tubing compatible with accessing the epidural bag port like it does with the IV solutions (Smetizer, Baker, Byrne & Cohen, 2010).

Ethics In Health Care Nursing Essay

All civilization has faced health challenges from ancient times to the present. In traditional practice, ethicist usually used casuistry case-based approach as a method of analysis for centuries in Jewish medical ethics. Therapeutic paternalism assumed as usual practice by most health care pros and their patient’s believed that whatever done by health care team will be better for them. Hence, the queries of medical ethics have been argued since the early development of Western medicine. “Ethics is a philosophical approach that covers entire associations of belongings and involved with good and bad, moral duty, obligations and values” (Lindberg, J.B. et al 1994). Potter and Perry, (2010) present that it is a human fundamental right and moral decisions in health care should be practiced by four principles. Beauchamp and Childress addressed the four moral and health care principles.

Scenario: “a nurse is an assigned to a patient who has been diagnosed with an inoperable tumor and is terminally ill. The medical staff and the family insist that she is not to be told about her prognosis. She keeps asking the nurse, “Am I dying”. What should the nurse do in this situation?”

Consideration of the ethical issue using the Four Principles framework

Respect for autonomy: Respect for patient autonomy. It means that the patients have the rights to decide, which track of action good for them. The notion of autonomy is a basis and keystone of nursing practice as a due respect for patient. Autonomy concept is nothing. Miss Y may not be independent and not legally competent to respect for autonomy, but this does not mean that ethically her views should not be considered and respected as far as possible. She has spoken her wish clearly; she wants to know about her condition.

Beneficence: The ethics of beneficence such as ethical behavior is obliged to do well.

The benefits of acting beneficently would need to be weighed against the dis-benefits of failing to respect Miss Y’s autonomy. (From a legal point of view the wishes of a competent patient cannot be override in her best interests).

Non maleficence: the moral obligation to do no harm is familiar within both medical and nursing practice. Here, Miss Y would be harmed by telling about her end stage of disease. Which course of action would result in the greatest harm?

Justice: the principle of justice suggests that ethical behavior is a manner that treats people fairly (“Ethical issues,” 2001).

Moreover in the context of Pakistani system, Pakistan Nursing Council (PNC) offered the professional code of ethics with job description for registered nurses. It gives direction for decision-making regarding ethical matters and serves for self-evaluation and reflection regarding ethical nursing practice.

Compare and contrast between four ethical principles

Nurses are ethically compelled to deliver safe and sound, experienced and moral care to all patients. These main beliefs give us understanding about the nature of obligations associated with these principles. (Proof) Beauchamp and Childress explain that ethics leads us to proceedings, but we still need to judge a condition and express a suitable response. This judgment and response learn from training as much as from moralities (Limentani, 1999).

According to given scenario, as patient is in critical condition with diagnosed case of cancer and in the stage of terminally ill. Nurse might not decide either she should gave the answer or not. In this critical condition, may answer create emotional tragic situation to the patient and may patient ailment become more deteriorate due to emotional disturbance or in this situation therapeutic freedom seems sensible. Moreover, the notion of ethical application in serious condition is the balance between respect for autonomy of the patient and wish to do in a beneficent attitude may results in dissimilarity and tension (Campbell 1994).

This type of moral dilemmas arise due to clashes between moral principles, such as truth telling decisions, autonomy, obligations of beneficence and non-maleficence. These three ethical codes can build conflict with the principle of justice. Mostly two types of issues arise from nursing practice. There is a conflict between obligations to respect of autonomy and obligations of beneficence and non-maleficence. In reality, there are many other types of situations in which this type of conflict occurs, such as feeding, giving medication to a patient against their wishes, and trying to prevent a patient from committing suicide etc. It is remarkable that conflicts happen in health care institutions across the country on a daily basis. Although most health care professionals are now qualified communication skills, they are not taught the compromise and conciliation needed to deal with severe disagreements.

One drawback of the “Four Principles” approach is that when different persons involved in an ethical decision might differ about the virtual weight to each code. For example in a given scenario, a patient who wants to know about their critical condition and asking you “Am I dying?” This might be arguing that the principle of autonomy should be uppermost, while the other clinical staff may maintain beneficence and non-maleficence on top priority. The health care principles do not portray and point out a hierarchical ordering by them. In this example, if patient need spiritual and religious support and nurse decides to tell them reality in the favor of respect of autonomy, they will lose the role of paternalism. In this way, autonomy will be high weighed and patient may be getting a golden chance to do pray for forgiveness from Allah. If they do not tell the real situation to the patient and keep a paramount of beneficence and mal-eficence then paternalism will be weighed but patient might be so far to pray and some special religious practice. Actually, there will be no justice for the principle of justice. In nursing, justice often focuses on equitable access to care and fair scarce resource distribution. It is the requirement for nurses to focus on the patient’s particular care needs, vision, preferences and to acknowledge the individual’s unique practice (Wilson-Barnett 1994).

Arber and Gallagher (2004) stated that any news which is not warmly accepted is known as a bad news. Any insensitive approach increases the suffering of recipients of bad news, can exerts a long lasting impact on their ability to adapt and adjust, can lead to anger and increased risk of legal action. Furthermore, the situation becomes more complicated because some patients misinterpret messages that they hear. For breach bad news, strong communication are required which should base on both compassionate and kind attitude.

Analysis

Not to telling a truth, is an essential skill for health care provider because many of them find it challenging to communicate bad information, especially when involves a life-threatening situation. Some feel untrained while others fear the news will be distressing and adversely affect the patient, family, or the therapeutic relationship. Some colleagues embark on a very positive approach; giving the patient and relatives artificial expectation and believing that the patient is more ideal in her ignorance. Some of them take a middle pathway and explain all the facts to the relatives while keeping the patient in the dark. Mohandas (1995) stated that, few describe at some degree about their opinion regarding patient’s prognosis, and the severity of disease, expected possibilities of treatment, adverse effects, economic burden and short and long term prognosis. In this regard they upset some patients and families. The persons involved in this situation where my patient with a cancer diagnosed lady and me (as a staff nurse). The ethical principles involved in this situation where my patient’s autonomy and veracity verses non-maleficence. The ethical dilemma confronting to me that if I (as a staff nurse) did not deliver the news then might I was not following the ethical principle of veracity and patient’s autonomy. However, if I disclose the news to the patient then I would be violating the principle of non-maleficence. Veracity (telling the truth), although distressing in the short term, but will result in more benefit than harm in the long term (Sokol, 2006). Keeping the principle of non-maleficence in my mind if I delivered the information to the patient intentionally then it would be resulted the intrinsic effect of harming the patient that violates the negative duty not to harm.

Arguments and counterarguments

The literature support that it is ethically right to tell the truth to the patient. Sokol (2006) described that not telling the truth may breach the trust of patient-nurse relationship and leads to loss of trust. Veracity, although upsetting in the short term, but will result more good than harm in the long run. The patients should have full disclosure of awful news should tell the truth if this is their wish according to the scenario. Disclosing the information prevent further argument and loss of trust if the patient later discover the truth. The Islamic point of view regarding veracity is very clear as, it was narrated that “Abd-Allaah ibn Mas’ood said: The messenger of Allah (PBUH) said: “Truthfulness is righteousness, and righteousness leads to Paradise. Lying is evildoing, and evildoing leads to Hell”. If patient is in acute condition and revealing the reality may affect adverse consequences, it would cause an excessive psychosocial or spiritual burden on patient. In this critical situation then not telling the truth is favorable for the well-being of patient (Tse et al., 2003). The therapeutic privilege provides opportunity to the physician in few conditions when expose the truth is forbidden as it resulted in actual and expectable damage in patient’s health status. It is also a fact that doctors do not have a duty to disclose the whole facts about a patient’s medical condition in respect of beneficence and maleficence.

Advantages of truth telling: Disclosure is essential to future informed consent. The patient who are not communicated about their prognosis, and kept unaware may be at risk of future misdiagnosis. Veracity promotes trust between patient and health care providers. Truthful disclosure may minimize the probability of legal liability.

Disadvantages of truth telling: Patient may misinterpret the information. The other possible harm may be patient lose the hope. Patient health is the most important issue for the health care provider, which can be affected by truth telling, and patient may go to shock. Patient may develop stress and anxiety.

Implementation

Veracity (telling the truth) to the patient needs extraordinary focus, because now a day’s patients are, comparatively to earlier, more vulnerable to face serious harms if they are not completely acknowledged regarding their health status. Not only patient’s self-government destabilized, as well as patients who are not informed the actual truth about an intervention, practice a loss of truth which is mandatory for remedial process. Honesty counts to patients because they are not well exposed to the disease, and disturbed with lots of questions in their mind which require veracity. A bad news is always a bad news. But the manner in which it is conveyed can have a profound effect on both the patient and the health care provider. Breaking bad news suggested an approach which supports the health care providers to tell the truth in the critical circumstances.

Buckman (2005) suggested the S-P-I-K-E-S protocol a strategy to disclose the bad news and tell the truth by minimizing the hazardous effects of bad news. In this respect, the most important factor is setting. It includes isolation, involvement of the significant family member and kind and calm behavior. Before breaking the news, an accurate patient’s perception is necessary. It facilitates the health care providers a clue, that how patient view the meaning of the situation and calculate the facts and figure of the medical situation. What did you think something is going on with you? Such type of open ended question is helpful to understand patient’s perception. Invite the patient through indirect permission, and respect the patient’s right to know and ask for example that, how much extent you required information regarding your treatment and diagnosis? Before delivering information, provide the patient a few moments that she prepared psychologically. The last intervention is empathetic response. Empathetic approach can stabilize the patient’s emotions through acknowledge that you are feeling their emotions.

Conclusion

Keele (2008) described that according to Kant, veracity is a very important to learn that is categorical in nature, one should do their duty even it cause harm to others. Veracity is the medical principle which matter for the health of the patient. But in spite of all these facts according to health care system and the medical profession in our context, trust is the basic element to develop therapeutic relationship with patient. The image of health care providers would be destroying if they would not represent the real situation in front of patient. Truthful exposure of relevant information is a legal and ethical duty of medical professionals to be explored in front of patient. In this way, there is no final conclusion and nurse should do accordingly by their experience, honesty, wisdom and use the futility and theory of utilitarianism.

Discussion: Government Authority to Regulate Public Health

Discussion: Government Authority to Regulate Public Health

Discussion: Government Authority to Regulate Public Health

A basic function of government and a primary goal of the constitution that creates the government is keeping people safe. It is often referred to as exercising “police power.” In the United States, the government’s authority to regulate for the protection of public health and to provide health services is based on police power, which is the power to provide for the health, safety, and welfare of the people.

Public health powers were initially exercised at the state and local levels; currently, the federal government plays a large role in the regulation of public health and the provision of health services.

Considering this, respond to the following:

  • Where in the US Constitution does the government obtain its authority to regulate public health?
  • Do you believe the government has the authority to ban things that are believed to be harmful, such as trans-fats? Why or why not?

Give examples and reasons in support of your responses.

Write your initial response in 300–500 words.

Respond to the question using the lessons and vocabulary found in the readings. Support your answers with examples and research. Your responses should clarify your understanding of the topic. They should be your own, original, and free from plagiarism. Follow the APA format for writing style, spelling and grammar, and citation of sources.


Evaluation Criteria:

  • Identified where the US Constitution gives the government authority to regulate public health.
  • Provided your opinion on whether the government has the authority to ban things that are believed to be harmful.
  • Justified your answers with appropriate research and reasoning.
  • Commented on the postings of at least two peers.




ORDER NOW FOR CUSTOM-WRITTEN, PLAGIARISM-FREE PAPERS




You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.


Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.


Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.


The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument


MN 561 Midterm Clinical Evaluation Discussion

MN 561 Midterm Clinical Evaluation Discussion

MN 561 Midterm Clinical Evaluation Discussion

 

 

For the Midterm Clinical Evaluation in Week 5 you will be
required to schedule a preceptor call with your instructor and preceptor
utilizing the faculty directions in the course Announcements. Failure to
schedule or complete this preceptor call could result in failure of the course.

Grading will follow the rubric and will be a collaboration
between your faculty and preceptor. Any area of clinical concern will require
faculty and student conference as well as implementation of an individual
learning plan.

You can find the rubric located in Course Resources.

Clinical Evaluation Process Nursing 3020
Instructions
The Mid-Term Evaluation will be completed by students at the mid-point of the clinical placement to assist students to take inventory of their current
development and assist them to make plans for future clinical practice. The student will use a reflective process to help assess progress in meeting
established program, year, and course objectives. The student will submit an electronic copy of the Mid-Term Evaluation document to the clinical
instructor prior to the formal mid-term student evaluation. Because the document is to be completed electronically, the student and instructor can take
as much space as they need to provide appropriate evidence and feedback.
After receiving the student’s Mid-Term Evaluation, the clinical instructor will complete the comment section providing feedback and evaluation of
the student’s progress. The clinical instructor will provide suggestions for improvement. The instructor will place a check in the “S” column if
progress is satisfactory, and in the “U” column if progress is unsatisfactory. If a student demonstrates unsatisfactory progress at mid-term, the student
and instructor will develop a Learning Plan outlining strategies in which the student will engage, along with clear expectations that must be met for
the successful completion of the course. The course professor may be involved in developing the learning plan.
The student and instructor should save and print a copy of the mid-term evaluation. Printed copies must be submitted to the course professor within a
week of completion.
At the end of the rotation, students will complete a Final Evaluation. Students will use a new copy of the evaluation template to archive their
achievements and areas for future development. The student will submit an electronic copy of their final evaluation to the instructor; this will help the
instructor complete an assessment of the student.
In order to complete the final evaluation, the clinical instructor will provide additional evidence by completing the comment section, providing
feedback and evaluating the student’s progress. The clinical instructor will collect evidence in the form of the student self-assessment, comments of
the health care team members, patient input, student submissions (including portfolios) and observations. A summary of achievement as well as
implications for future learning should be included in this document. The attendance section and record of completed hours is to be filled in
completely. The completed document is to be printed, shared with the student and signed. The signed copy must be returned to the TFSON within 10
days.
The Year Lead, lab instructor, and/or course professor will assess the completion of the Learning Center Component, if applicable.
Students and instructors will complete both the mid-term and final clinical evaluation documents electronically. An electronic copy of the completed
(student and instructor) final evaluation should be submitted to the course professor within 48 hours of the final evaluation delivery. A printed and
signed copy should follow within 10 days of the evaluation meeting

ical Evaluation
3
Program Goals
Graduates are generalists entering a self-regulating profession in situations of health and illness.
Graduates are prepared to work with people of all ages and genders (individuals, families, groups, communities and populations) in a variety
of settings.
Graduates continuously use critical and scientific inquiry and other ways of knowing to develop and apply nursing knowledge in their
practice.
Graduates will demonstrate leadership in professional nursing practice in diverse health care contexts.
Graduates will contribute to a culture of safety by demonstrating safety in their own practice, and by identifying, and mitigating risk for
patients and other health care providers
Graduates will establish and maintain therapeutic, caring and culturally safe relationships with clients and health care team members based
upon relational boundaries and respect.
Graduates will be able to enact advocacy in their work based on the philosophy of social justice.
Graduates will effectively utilize communications and informational technologies to improve client outcomes.
Graduates will be prepared to provide nursing care that includes comprehensive, collaborative assessment, evidence-informed interventions
and outcome measures.
NURSING 3020 Clinical Evaluation
4
Objectives Progress
Indicators/Evidence S U
1 Explain the experience of acute illness in individuals
receiving care in acute setting
During my acute clinical experience, I believe that I now understand the
experience of acute illness in individuals who are receiving care. Three
example of my understanding are as follows:
1. I had the opportunity to shadow a nurse on the surgical constant
care unit for a day during clinical. When we went into the patient’s
room, he was standing next to his bed with a blood-spattered sheet
on top of him. We had realized that the patient had pulled out both
of his IVs, his NG tube, and was attempting to pull out his JP drain.
In this situation, the patient was confused and did not understand
why he was in the hospital. It was important for us to explain to the
patient why he was there and why he needed to stay in bed with his
equipment hooked up. I could imagine how difficult it would be to
be in a hospital and not understand why.
2. On March 6th I received an orthopedic patient who had recently had
her right hip replaced. I was told that my patient had not urinated
since her surgery and that she was too afraid to have a catheter put
in. I could understand her hesitation, but my co-assigned nurse and
I knew that it would be much easier for the patient and us if she had
a catheter. I listened to the nurse explain to the patient why it would
be easier and that it will not hurt. She seemed nervous at first but
then understood that it would be more painful to move to the
bathroom than it would be to have a catheter. When we finished the
procedure she was much more relaxed and happy with her choice.
3. During the week where I was team leader, I was able to watch my
peer do a wound packing on her patient’s foot. When we entered
the room to start the procedure, the patient said that she was
nervous and that she was not ready to see her foot. We told the
patient that if she was not ready that she could lay her bed flat and
look up at the ceiling. She seemed to appreciate our idea and was
happy that she did not have to look. The wound looked well, so we
comforted her by telling her how well she is healing. In this
situation, I can understand why the patient did not want to see.
Many patients need time before they can cope with their situation.
Throughout this placement, Megan has developed and demonstrated
NURSING 3020 Clinical Evaluation
5
understanding of acute illness in the acute care setting. Megan
understands patient specific needs and can tailor her care to meet those
needs. Megan is strengthening her professional presence in patient care.
Megan had the opportunity to spend a day with a nurse in the Surgical
Constant Care unit. The nurse communicated to me that he was very
impressed with Megan’s knowledge base and willingness to learn.
2 Interpret critical aspects of the person’s experience of acute
illness in relation to common signs and symptoms,
responses to treatment, patterns of coping, and impact on
individual and family relationships
1. On February 27th I was assigned a patient who had Wagner’s
granulomatosis. He had already been in the hospital for a number of
weeks and was receiving a hazardous medication (Rituximib) the
following Monday. Although he was in the hospital, the patient was
very independent and did not need help with anything. He was
excited to receive his medication so that he could go home soon.
The patient was coping very well with his diagnosis and was always
in a happy mood. His wife was at his bedside constantly, which he
said helped the process become easier. During one assessment, I
heard the patient tell his wife not to be worried and that he would
be going home soon. Overall, this was a good way of coping as he
had motivation to leave.
2. While shadowing a nursing on the surgical constant care unit, we
had a 40-year-old patient who was ill but had yet to have a
diagnosis. During an exploratory surgery, the surgeon’s opened up
his abdominal cavity and found unknown grey liquid. Afraid that it
was contagious, the surgeon close to them up and sent him to the
surgical constant care unit. The patient was having trouble coping
with his situation, as he still did not know what was wrong with
him. His wife was at the bedside and she seemed very distraught. In
this scenario there was a huge impact on both the individual and his
family.
3. During the week where I was team leader, our clinical group was
notified that someone on the surgical constant care unit had passed
away. Over the next hour I watched the man’s family pass by the
nurse’s station to go and visit him. I felt very sorry for the wife and
family because I can imagine how much they will miss him. This
*
NURSING 3020 Clinical Evaluation
6
result had a huge impact on many people and I am sure they had a
difficult time coping.
Megan is able to use information obtained through her research and her
assessments to understand the patient’s experience of acute illness. Megan
is able to advocate for her patients while maintaining professional
presence. Megan easily develops therapeutic communication and
relationships.
3 Identify common medical treatments and potential
consequences/complications of selected acute illnesses
During this semester, I have seen many medical treatments and have
witnessed their potential consequences.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS:MN 561 Midterm Clinical Evaluation Discussion

1. On March 5th, I received a diabetic patient with bilateral leg
infection. I was told that she had recently had a debridement done
on her left heel. A debridement is the removal of damaged tissue, in
this case, caused by the infection. Unfortunately, the treatment was
unsuccessful for the patient and they had to do a left below knee
amputation to fix the issue. When a debridement of the infected
tissue is not successful, many times an amputation must be done to
stop the spread of the infection.
2. On March 5th, I also received at patient who had been previously
diagnosed with colon cancer and received an open right
hemicolectomy. This is the standard surgical treatment for
malignant neoplasms on the colon. The patient was constipated for
a few days after the surgery. Constipation is common in individuals
with colon cancer and common after a hemicolectomy is
performed. Laxatives can be given to treat the constipation. When
the patient finally had a bowel movement 4 days after the surgery,
small amounts of sang appeared in his stool. Usually after a colon
resection, there may be some blood with the first 1-2 bowel
movements. However, if there are large amounts of blood, a doctor
is to be notified.
3. On March 26th, I was given a patient who had been diagnosed with
a femoral-tibial artery block. Here, the patient had a blocked artery
in his leg, which stops blood flow from passing through the leg and
into the foot. When blood cannot carry oxygen to these parts, the
patient can develop critical limb ischemia. This causes pain and
*
NURSING 3020 Clinical Evaluation
7
eventually the tissue begins to die (gangrene). The treatment for this
blockage is a femoral popliteal bypass surgery. Here, blood is
redirected through a graft, which is either made from a transplanted
blood vessel or one from man made material. . The graft is sewn
above and below the blocked artery so that the blood flows through
the graft and around the diseased part. Although this is a common
surgery, risks can still occur such as an infection, bleeding, swelling
and a failed or blocked graft.
Megan uses her clinical knowledge to understand rationale for common
medical treatments. She is able to recognize the impact these treatments
can have on the patient as well as their family. Using her knowledge base,
Megan understands potential complications for different treatments.
4 Demonstrate selected nursing and collaborative
interventions related to clinical pathways, peri-operative
care, IV medication administration, cardiac assessment and
rhythm strips, neurological assessment, wound care, blood
component therapy, TPN and central lines, pulmonary care
including chest tubes and tracheotomy, initiating IVs,
rapidly changing conditions, and resuscitation
Throughout the semester, I have learned and demonstrated many new
nursing interventions related to acute illness. For example:
1. On March 6th I received an orthopedic patient who had recently had
her right hip replaced. As stated earlier, my co-assigned nurse and I
convinced her to receive a catheter, it’s it would be easier for her to
void through this mechanism. Since I had never inserted a catheter
before, the nurse allowed me to do this under her supervision. The
previous day, I had watched my peer insert a catheter, therefore, I
knew how to prepare the sterile field and ready my supplies. Once I
did this, I inserted the catheter. The patient told me that it did not
hurt as much as she had anticipated and my co-assigned nurse told
me that I did a good job. I now feel comfortable doing this
procedure on my own.
2. This semester, I was able to spend a few days administering
medication for my patients. I was also able to watch an IV be put in
and was taught how to find the right vein. On my medication day, I
learned how to look the medication up in the MAR and take the
correct medication out of the med cart. That week, I was able to
give a subcutaneous injection of enoxaparin. I now understand that
I am supposed to ask the patient their name, date of birth and
possible allergies before I give the medication, as well as go over
the 10 rights to medication administration. This semester I also had
*
NURSING 3020 Clinical Evaluation
8
the change to administer oral medications to my patients. Lastly, I
was able to watch a nurse administer Epimorph through an epidural.
I feel more comfortable with medications at this point and am
excited to do more next semester.
3. This semester I had the opportunity to work on the surgical constant
care unit for a day. Here, my co-assigned nurse and I had a patient
who was tachycardic and had a heart rate of 160. I was able to look
at the electrocardiogram that was done for the patient and the nurse
taught me how to read the rhythm strips. We could then tell that the
heartbeat was irregular as well as tachycardic. We also noticed that
the patient’s P and T wave collided frequently and we notified the
doctor of this issue.
Megan uses her nursing knowledge to understand nursing interventions.
She has become confident in her abilities and skills. Megan is efficient in
her care, and is able to prioritize accordingly. Megan provides safe care,
working within her scope of practice.
5 Under the supervision of a Registered Nurse, demonstrate
safe, competent, evidence-based, holistic nursing practice
with clients with acute illness
1. Apply relevant nursing models, philosophical
frameworks, theories and evidence
2. Demonstrate therapeutic use of self
3. Engage with patients in an ethical and culturally
safe manner
4. Understand and anticipate emerging bio-psychosocial needs of persons with acute illness and apply
this knowledge to care:
a. Plan appropriate nursing care
b. Predict outcomes of nursing care
c. Evaluate client response to nursing care
5. Demonstrate health promotion and illness
prevention practices
a. Engage with patients and families to identify
1. This semester, I was taught how to chart my assessments properly.
This includes doing tick charting and writing detailed progress
notes. I feel comfortable writing my assessments on my own
without having my preceptor look them over. I make sure to include
everything that I have done and nothing that I didn’t do. I now
understand how important charting is and it is a skill that I am glad
I was able to learn this semester. By performing proper charting for
both of my patients on time, I believe that I have demonstrated both
accountability and reliability.
2. Under supervision of my preceptor, I had the opportunity to give
my patients meds for two days. First, I checked my patient’s MARs
and then looked up any medication that I was not familiar with.
This shows accountability, as I wanted to understand which
medications I was giving my patients. I also demonstrated patient
advocacy this day when my patient asked me if he could have his
pain meds. I checked his MAR to make sure his pain meds were
PRN and I delivered them to him with help from my preceptor.
3. During my clinical experience, I received a patient who was very
*
NURSING 3020 Clinical Evaluation
9
health-related situational challenges
b. Work with patients and families to create
reasonable and effective solutions
6. Demonstrate patient advocacy
7. Demonstrate accountability
8. Demonstrate reliability
confused to as why she was in the hospital. When I went into her
room after lunch, I noticed that the patient had a cup of pills in front
of her. She did not understand why the pills were there and I
noticed that she was sucking on one of them. Clearly, she should
not have been left alone with the pills and a nurse should be
watching her take them to make sure they are all taken properly. I
tried to explain to the patient how to take the pills, however, she
had a hard time swallowing them all with water. I then when to get
applesauce for the patient to help her get the medication down. I sat
with the patient to feed her and made sure she took every pill
properly. I believe that I demonstrated patient advocacy in this
instance, as the patient could not take the pills on her own. I also
demonstrated accountability, as I noticed that the patient needed
help and took the time to make sure she took all of her prescribed
medication.
Megan has always come to clinical prepared, demonstrating her
accountability and reliability. Megan develops therapeutic relationships
with ease. She communicates well with other members of the health care
team. Megan advocates for her patients, and understands patient specific
needs. Megan has developed her documentation skills, and consistently
charts with detail and accuracy.
6 Critically appraise own practice in relation to nurseclient/family interactions and as a member of the health
care team
1. During my clinical experience, I had the opportunity to be the team
leader for two days. Here, I was able to help my peers with their
tasks and make sure everyone was getting things done in time. I
enjoyed being team leader because I like to be organized. I also
enjoyed being able to help others with their daily activities and got
to see many different procedures that I haven’t seen before. From
this experience I learned how important it is to be apart of a health
care team and also know that is important to be organized.
2. As a member of a heath care team, I understand that I will
sometimes need help and others may sometimes need my help.
During the semester, there was a day that one of my peers had a
patient with c. difficile. I have never had any experience with this
*
NURSING 3020 Clinical Evaluation
10
diagnosis but I have heard many stories about it. My peer asked if
someone would help her with a brief change. Although I was
nervous and did not know what to expect, I offered to help her. I
believe that an important part of being a team member is to help
with things that you do not always want to do. I ended up helping
my peer multiple times throughout the day and she was very
grateful for my assistance. I also feel more confident now that the
next time I need help with something, she will offer.
3. I believe that it is important to take the time to get to know my
patients. This semester I have made sure to introduce myself and
build rapport with my patients before I begin my assessments. I
understand that I will be with my patients all day long and they
need to trust me and feel comfortable telling me about how they
feel. I believe it is also important to earn each patient’s trust. At the
end of my shift, I make sure to give good rapport to the next student
nurse and introduce them to the patient. This way, the patient
knows that I am leaving and knows who is taking my place.
Overall, I believe that by doing this I am showing responsibility.
Throughout the placement, Megan has critically appraised her own
practice. She receives feedback well, and incorporates this into her patient
care. She is helpful to other students as well as staff.
7 Participate in professional development based on reflective
practice and critical inquiry
During this semester I believe that I have participated in professional
development based on both reflective practice and critical inquiry.
1. Each week, I come to clinical on time and prepared for the day. I
come with my completed pre-clinical assignment and hand it in to
the team leader. The pre-clinical assignment includes looking up
my patient’s surgery and understanding any areas that I am unsure
of. I also have handed in my post-clinical reflections on time. This
consist of my reflection of the week and what new skills I have
learned. I believe that these reflections allow me to review my week
and provide deeper learning by looking at my experiences in a
different context.
2. On March 26th, I had the opportunity to give my patients their
medications. I looked up their meds in the MAR and made sure to
*
NURSING 3020 Clinical Evaluation
11
Clinical Instructor Comments (All areas marked as unsatisfactory must have a comment)
Megan is satisfactory at completing all course objectives. She has improved throughout the term, and is confident with her assessments,
documentation, communication and skills. Megan uses knowledge to understand medical interventions and complications. She is becoming confident
with health teaching and promotion. Megan provides safe and competent care, and works within her scope of practice. She is able to develop
therapeutic relationships easily with patients and their families. Megan has progressed well throughout the placement.
Signature of Instructor___________________________________________________ Date _____________________________
Signature of Student_____________________________________________________ Date ______________________________
look up any medications that I have not heard of before. This
allowed me to understand what medications I was giving to my
patients. By looking up the medications and understanding what
they do, I believe I participated in professional development.
3. During a clinical shift, I had extra time to look through my patients
MAR. I noticed that she was to receive enoxaparin at bedtime. I
asked my co-assigned nurse if I could give my patient the subcut
injection because I had never done one before. I believe that this
shows my willingness to learn and ask questions. I was able to give
the injection and not feel more comfortable with subcut injections. I
am excited to develop further when it comes to medications.
Megan has demonstrated continued professional development throughout
the term, as evidenced by interactions in clinical time, as well as in her
post clinical journals and reflections. She is developing her portfolio with
this placement. Her portfolio is professional and very well done.
NURSING 3020 Clinical Evaluation
12
(Final Evaluation Only)
Student Areas of Strength
1. Head to toe assessments, tick charting and progress notes
2. Communicating and developing a nurse-patient therapeutic relationship
3. Being emotionally stable
Student Areas for Future Development
1. Knowledge about certain medications
2. Confidence when initially meeting a patient
3. Asking more questions on a regular basis to further my learning
Clinical Instructor Comments (All areas marked as unsatisfactory must have a comment

Get a
10 % discount on an order above
$ 80

Use the following coupon code :

SAVE20
Did you find apk for android? You can find new
Free Android Games and apps.

my current research interests has to do with norepinephrine dosaging in septic patients

my current research interests has to do with norepinephrine dosaging in septic patients

 

present and discuss with your group the following:

1. What is endothelial injury and dysfunction?

2. How does a ?dysfunctional endothelium? differfrom a ?functional? one?

3. What is your clinical/investigative population of interest, and how does endothelial/vascular injury and/or dysfunction relate to your clinical/investigative interests? (btw, I?m a critical care nurse who uses vasopressors to regulate hemodynmaics in septic patients and my current research interests has to do with norepinephrine dosaging in septic patients.)present and discuss with your group the following:

1. What is endothelial injury and dysfunction?

2. How does a ?dysfunctional endothelium? differfrom a ?functional? one?

3. What is your clinical/investigative population of interest, and how does endothelial/vascular injury and/or dysfunction relate to your clinical/investigative interests? (btw, I?m a critical care nurse who uses vasopressors to regulate hemodynmaics in septic patients and my current research interests has to do with norepinephrine dosaging in septic patients.)

Case Study Of Continuing And Palliative Care Nursing Essay

The purpose of this assignment is to write a report on an episode of care received by a patient with palliative care needs, in which I have been involved in. It will also demonstrate my ability to meet the learning outcomes of the module, such as the critical evaluation of the policy landscape within which continuing, palliative or cancer services are delivered and the analysis of the integrated nature of service delivery, relevant in patients with palliative care needs and how it has enhanced the delivery of care. Integrated care is defined as “the act of making a whole out of parts; the co-ordination of different activities to ensure harmonious functioning” (Marriam Co, C & G.1998).

In order to comply with the guidelines on confidentiality and consent as stated in the Nursing and Midwifery Code of professional Conduct (2008) and the guidelines of the University, I obtained permission from the ward sister, to use a patient’s information in my report. I also asked the patient directly for his permission, explaining the purpose of the report and in order to protect his anonymity, I would change his name, not mention the placement by name and not divulge any identifiable information about him. I have also explained he can withdraw consent at any time. Consent has been documented in the patient’s notes, from this point onwards I will refer to my chosen patient as “Phil” and the area as my placement.

The report will be structured in sections. Section 1, will introduce the focus and structure of the assignment. Section 2, will give a brief description of “Phil”, his problems, diagnosis, care needs and who will be involved in his care.

Section 3, will discuss three key government policies, relevant in the care of people in the palliative stage of their illness.

Palliative care is defined by the World Health Organisation (2002) as

An approach that improves the quality of life of patients and their families facing the problem associated with life-threatening illness, through the prevention and relief of suffering by means of early identification and impeccable assessment and treatment of pain and other problems, physical, psychosocial and spiritual. (www.helpthehospices.org)

My chosen policies are The Department of Health End of Life Care Strategy (2008) The National Institute for Clinical Excellence (N.I.C.E) Supportive and palliative care services for adults with cancer and The Liverpool Care Pathway. I will be comparing and contrasting the patients experience to policy recommendations and how they have been implemented at a local level. Policies are described by Blank & burau (2007) as an action taken by the government, in order to improve, prevent or prioritise to achieve an end goal.

Section 4, will contain an overview of salient points regarding the policies implementation, highlighting where areas could be improved and make any recommendations for future practice.

Section 2

Overview of my patient and the episode of care

“Phil” is a sixty five year old male, divorced, lives alone within the city and has one son. He was diagnosed with leukaemia twelve years ago in 1997. Alexander, Fawcette & Runcman (2006) describe Leukaemia as “a malignant disorder where abnormal and excessive of proliferation immature and ineffectiveness of blood cells”. There are two types, acute and chronic Leukaemia “Phil” has chronic Leukaemia, Alexander, Fawcette & Runcman (2006) further state, Leukaemia is rare within the UK and the incidence varies geographically, causation is not fully understood but exposure to radiation, chemicals, viruses and cytotoxin medication may increase incidence. People diagnosed with this type of Leukaemia can live for many years after receiving treatment.

Phil’s Leukaemia was indolent for several years, until 2002 when he received a course of chemotherapy (cyclophosphamide), in 2006 was given more chemotherapy (fludarabine). Then in 2008 he was treated more aggressively with a higher dose of combination chemotherapy (cyclophosphamide & fludarabine). Phil retired at this time and had continued to deteriorate until being admitted to the hospital in April 09 with a fever where he was treated with intravenous antibiotics, his health declined further until he was admitted onto my placement for symptom control, however Phil moved very rapidly into the terminal stage. Terminal stage is defined as the end phase of life, at this stage someone’s life will normally be in the last days, where someone can be in the palliative phase for months or years (Kay 2003).

After the admission and assessment care plans can be formulated whereby Phil’s individual care needs can be met, Phil’s problems are pain, constipation and a general unsettled feeling about how is son is coping with his illness. Involved in his care will be the specialised palliative care doctors, nurses, the spiritual care coordinator and a bereavement counsellor who will support, Phil’s only son, who at this time, has taken time out of University in order to be close to his father, at the end of his life.

SECTION 3.

Policies and how they have been applied in the episode of care.

3.1a Summery of The Department of Health End of Life Care Strategy (2008)

The Department of Health End of Life Care Strategy (2008) was developed to improve standards of care across the United Kingdom (UK) for all adults at the end stage of life. It aims to provide frameworks that will guide our health care system putting great emphasis on the needs and wishes of the patient and their families. The key aims are, engaging groups in local communities to become more aware of end of life care. It aims to ensure that patients approaching the end stage of life have their symptoms managed to maintain optimal quality of life. It calls for the careful assessment of needs for people that are approaching the end stage of life, and recommends the use of the single assessment process (SAP). It aims to ensure that services accessed are coordinated to provide seamless care. It aims to ensure that people approaching end of life are considered holistically, the holistic approach covers the physical, psychological, social and spiritual needs.

The policy’s main aim is for all health care providers to adopt and develop the use of the Liverpool care pathway or an equivalent. There is also great emphasis on involving and supporting carers and families, the policy calls for the need to provide information to the carers and family members about the person’s condition and also to support them on a practical and emotional level this is to include bereavement care. The Department of Health End of Life Care Strategy (2008)

3.1b How the policies have been applied in practice to my patient

Phil was admitted using an adaptation of the single assessment process, (SAP), section 3.36 of the policy supports the use of this process. The SAP took place with the doctor, nurse and me, the student nurse present. It is not expressed in the single assessment process Guidance for Local Implementation (2002) that the doctor and nurse do this assessment together, but my placement feel it’s a more effective system when both parties are present and can feed back to other members of the team, this also avoids the patient having to repeat their details again.

This sharing of information is carried out by the nurse, who admitted the patient, information is passed on during end of shift handover, where it is attended by nursing staff and health care assistants. The nursing staff also discusses his needs with other relevant people who will be involved in Phil’s care such as the spiritual care coordinator and bereavement councillor and family support team. Multidisciplinary working is covered in the policies key aims, this is carried out during weekly multidisciplinary meetings. Where all parties are in attendance that are to be involved in patient care, during meeting decisions are made regarding who needs to be involved and best ways of providing care.

Integrated care provides patient with the best standard of care, however in order for it to work to the best effect again communication and team working has to be a priority, this is supported by Barrett, Sellman & Thomas (2005) who state “the quality of care received is dependent upon how effectively different professionals work as a team”, all these professionals write in the same patient notes to share information. The Nursing and Midwifery Council (2008) state good record keeping is one of the most important aspects of communication and enhances patient care.

Further aims are to ensure pain and suffering is alleviated through skilful symptom control, this was carried out with the use of a combination of analgesic to alleviate his pain and also medication for constipation. Kay (2005) states that constipation is one of the most common side effects of analgesics and patients should be commenced on laxatives from the outset.

Again in accordance to the policy key recommendations, patient and family involvement and support is vital and has been implemented, by way of, Phil and his son have been informed about his condition and their concerns addressed at all times by staff. Phil’s son is also receiving counselling and will continue to be offered bereavement counselling after his father’s death as mentioned in the key recommendations. Luton (1995) states if patients and their families have an understanding that the symptoms can be controlled, dignity is maintained and feel supported by staff, are better prepared to cope with the difficult and emotional time ahead.

A further recommendation was to raise the profile of end of life care. Whilst on placement a group of six form students from a local school who are currently studying health and social care, asked to spend some time at my placement, to raise their awareness of end of life care which is part of their course learning.

In accordance to the policy, as well as Phil’s health needs the assessment also encompasses his social and spiritual needs. Phil has been attending the day centre facility adjacent to my placement, for around six months, this has been a time where he has been able to have some social interaction away from home and has continued to be offered to attend.

The spiritual coordinator has also spent time with Phil addressing any wishes he may have or talking about his feelings regarding his illness, he only expressed that his son received support which he has and he die at my placement. Although he declined, Phil was also given the chance to access support services that would facilitate him to leave lasting mementos for his son for example, a memory box or letters.

My placement also supports the use of the Liverpool Care Pathway as recommended in the policy and it was applied to Phil when it was apparent he had reached the end of life stage. The End of Life Care Strategy (2008) have been very well implemented and my placement and has considered the persons needs as well as supporting the family needs.

3.2a Summery of The National Institute for Clinical Excellence (N.I.C.E) Supportive and palliative care services for adults with cancer(2004)

The National Institute for Clinical Excellence (N.I.C.E) Supportive and palliative care services for adults with cancer (2004) advises those who are responsible for the delivery of cancer care about how to ensure their patients, families and carers are well supported the policy has made twenty key recommendations. This includes for example, key personnel who are involved in the in the delivery of care required in people with palliative care needs, will oversee that the policies guidance is being implemented. Patients and their families are involved in decisions about their care and encouraged to make their voices heard.

The policy recommends that a holistic approach should be adopted in people affected by cancer have full support physically, emotionally, spiritually and socially. The guidance recommends that patients have access to support groups and have help and advice regarding money or access to help with personal needs. The guidance recommends that systems are available 24 hours a day and equipment is provided without delay to support patients to stay at home. (The National Institute for Clinical Excellence Supportive and palliative care services for adults with cancer (2004).

3.2b How the policies have been applied in practice

The guidance recommends that key personnel will oversee that the policies guidance is being implemented. In my placement this is overseen by the head of nursing staff, together with the introduction of clinical governance to my placement, clinical governance is a frame work that monitors care that is provided, ensures care is of the highest standard and is evidence based(www.dh.gov.uk). A holistic approach was adopted during his care as mentioned earlier and Phil and his son were involved in all decisions made regarding his care on arrival, yet when he became semi- conscious, although it was explained to him what care he would receive, he was no longer capable of responding and all decisions were then made by nursing staff and doctors.

Although some of the guidance may have applied to Phil if he had of went home as intended on admission. His health declined so rapidly I can no longer comment on whether some of the policies recommendations were well implemented or not, yet arrangements were in process for Phil to have a home visit with the occupational therapist who would assess his needs at home and any adaptations that would be needed.

Support from day hospice to help with personal care and he was to continue to visit the day centre. Day hospice is another of the large array of service providers needed when providing care for patients with palliative care needs. The team have very good relationships between outside service providers and seem to have communicated well during Phil’s illness.

3.3a Summery of the Liverpool Care Pathway

The Liverpool Care Pathway (LPC) was developed by the Royal Liverpool University Trust and the Marie Curie Centre in Liverpool in 1997. Its aim is to bring the model of care used in hospices to all health care setting. It is an integrated pathway that guilds the health care workers in providing “best practice”. Its key aims are to improve the knowledge of the process of dying and to improve the quality care, delivered to patients in the last day and hours of life.

The focus of the LCP is upon initial assessment, ongoing assessment and care after death. This incorporates the spiritual beliefs of the patient, what the patient and their family understand about the illness and what arrangements have been made after death. Someone is commenced onto the pathway when it is agreed by the multidisciplinary team that the person is dying and have two or more indicators that the team will recognise. These indications are, the patient has become bed bound, the patient is semi-conscious, the patient is only able to take sips of water and the patient is not able to swallow tablets.

The LCP also gives guidance on areas such as symptom control, prescribing medication that may be needed, stopping other treatments that are no longer required, providing comfort for example mouth care. This documentation is to be filled out every four hours. The policy focus is that the patient’s symptoms are controlled and four core drugs are administered (www.mariecurie.org.uk). Kay (2003) states, that all patients will receive Morphine for pain, Midazolam to control agitation, Cyclizine for nausea/vomiting and Hyoscine that controls secretions or an equivalent drug to the same affect at the end stage of life.

3.3b How the policy has been implemented to my patient in practice

Phil was admitted for symptom control of pain, on admission he was fully mobile, he was eating small amounts and coherent. However his health deteriorated rapidly, within days he needed support of two people when getting in and out of bed, over the next five days he was not eating, he could no longer talk and could not swallow his medication, as stated in the policy these are the indications that he has entered the terminal stage. It was agreed by one of the doctors and a staff nurse that he was now in the terminal stage and the LCP should be applied. One of the doctors and a staff nurse went together, yet the doctor took the lead when explaining to Phil and his son what changes were occurring. The staff nurse stayed after the doctor left to support both Phil and his son.

My placement has a leaflet explaining the symptoms of the end stages of life which was given to Phil’s son. Providing information is one of the policies main aims and as mentioned previously knowledge can better prepare patients and their families for the end stages of life. Phil was reassessed at this point and the LCP was now the only paperwork that was to be filled out. The LCP is a very structured plan that can be altered in some ways to give a more individual approach, yet I did not see it being changed in any way regarding Phil’s care or any other patients whilst on placement.

The LCP does provide an efficient checklist, however after the initial assessment I felt the care became just a ticking box exercise and as Phil was now semi- conscious the only time nursing staff went into his room was to provide comfort and on occasions the time had lapsed after the four hour recommended time stated in the policy, this view is supported by Kelly (2003) who states:

that care of the dying may be standardised to such a degree that reality is reduced to a flow diagram and palliative care is simply a series of boxes to be ticked be professional care givers.

However Taylor (2005) states that if the LCP implementation is carried out by health care professional that are fully trained in palliative care and the use of the LCP the documentation can be used to its full potential.

Phil was also prescribed the recommended medications and died peacefully with his son by his side. After death care is also a goal of the policy and shortly after he had died a member of staff explained to Phil’s son that nursing staff would wash and dress his father also asking if he had expressed any wishes and to contact his chosen funeral director, after which Phil’s son was given as much time as he wanted to spend with his father. Before leaving my placement Phil’s son was given the phone number of the bereavement counsellor. After Phil’s son has left the funeral director is contacted again by one of the nursing staff to collect the body.

Conclusion

This report has covered policies that are used in people with palliative care needs, the overriding message from all the policies is, support of patients their carers and families, the need to approach care from a holistic aspect, covering the person’s physical, psychological, social and spiritual needs. For patients to be involved in decision making and be informed about their treatments and the care they will receive. All the policies call for a high standard of care delivery for people with palliative care needs and end of life care. The policies aim to ensure that patients approaching the end stage of life have their symptoms managed to maintain optimal quality of life until death.

This placement has taken place in a palliative care unit and whilst writing this piece I am very aware that my placement area offers a very high standard of care that applies most of the principles of each policy. The Department of Health End of Life Care Strategy (2008) states that the principles of the policy should be offer to all dying patients. However, during my time spent on the ward there was only ever one patient admitted for end of life care that did not have cancer, to which staff commented on why she was here. So it seems that cancer patients are part of a privileged group when reaching the end of life.

For future practice I would recommend that the LCP has a section that requires nurses to check on patients more regular, not to provide any care but reassure patients and their families their needs are being met and staff are always on hand. I would like to see all patients with palliative care needs be offered the same quality of care as cancer patients receive at a hospice. Yet I am aware that providing this standard of care to all people would over stretch the already limited available resources. Yet my own philosophy of care is not driven by money but providing the best care for my patients regardless of illness.

Word count 3465