Phillip October 6, 2023 No Comments

NURS FPX 6614 Assessment 2 Enhancing Performance as Collaborators in Care

NURS FPX 6614 Assessment 2 Enhancing Performance as Collaborators in Care Student Name Capella University NURS-FPX 6614 Structure and Process in Care Coordination Prof. Name Date Enhancing Performance as Collaborators in Care Presentation Slide 1 Introduction Hello, everyone. I am Charmaine Kenneth, and I welcome you all to this meeting. Firstly, I would like to acknowledge the presence of our esteemed healthcare professionals in the audience, including nurses, physicians, hospital administrators, nutritionists, physiotherapists, and information technologists. This presentation will focus on the significance of interprofessional collaboration for overweight hypertensive patients. Our multidisciplinary efforts aim to educate these patients about the benefits of adopting a healthier lifestyle. Both lifestyle changes and antihypertensive medications can assist patients with obesity and hypertension. However, research indicates that patients may experience medication side effects within the first six months (Cosimo Marcello et al., 2018). Due to these adverse effects, patients may struggle to adhere to their prescribed medications. Nevertheless, evidence suggests that modifying one’s lifestyle, such as improving diet and engaging in exercise, can lower blood pressure and reduce body weight without adverse effects (Cosimo Marcello et al., 2018). Healthcare providers need to collaborate and develop strategies to educate patients on making healthier lifestyle choices, ultimately helping obese hypertensive patients adopt better habits. Slide 2 Steps to Improve Inter-professional Collaboration Overview to Enhance Evidence-based Practice Each day, new discoveries are made that lead to improved treatments and more efficient care methods for patients. New studies offer better techniques and stronger supporting evidence for patient treatment. Researchers continually uncover information that can aid healthcare providers in delivering the best possible care (O’Cathain et al., 2019). The organization should initiate training in relevant areas to enhance evidence-based practice among healthcare professionals. Allowing ample time for healthcare staff to review and implement research findings is also beneficial. Professionals with expertise in evidence-based approaches can serve as mentors and educators for their colleagues (Lafuente et al., 2019). Healthcare leaders should also facilitate access to resources that support the pursuit of evidence-based literature and provide necessary support. This approach to improving evidence-based practices will also enhance inter-professional collaboration in a healthcare setting (Lafuente et al., 2019). Slide 3 Explanation of the Planning Stages To promote evidence-based practices and enhance inter-professional collaboration, the following steps can be taken: Forming inter-professional teams: Creating inter-professional teams that include nurses, physicians, nutritionists, physiotherapists, hospital administrators, and IT specialists is essential for enhancing collaboration (Frank et al., 2020). Appointing team leaders: Designated leaders will employ strategies supported by robust data. Leaders will also assess whether there is sufficient information to justify a new approach. Data collection will continue so that leaders can evaluate progress and make necessary adjustments (Frank et al., 2020). Regular team meetings: Regular team meetings, led by designated team leaders, will be held to establish goals based on patient needs. Healthcare workers can express their views and preferences in these team meetings, improving interprofessional collaboration. These meetings will facilitate the adoption of innovative strategies to enhance health outcomes, reduce costs, and minimize errors (Frank et al., 2020). Slide 4 Educational Services and Resources Educational Methodologies Leveraging Health Information Technology (HIT): Healthcare information technology, such as telehealth, can be utilized by nurses and other team members (Chike-Harris et al., 2021). Telehealth allows healthcare professionals to educate patients about healthier lifestyle choices and monitor their adherence to new healthy habits. Identifying the patient’s preferred learning method: Patients have varying learning styles; therefore, it is essential to determine whether they would benefit more from telehealth or printed materials (Chike-Harris et al., 2021). NURS FPX 6614 Assessment 2 Enhancing Performance as Collaborators in Care Tailoring education to the patient’s interests: Patients should recognize the importance of being educated on healthy lifestyle choices. Creating a comfortable environment by engaging the patient in conversation is crucial. While some patients may benefit from in-depth knowledge of their condition, others may prefer a concise checklist covering the essentials (Yen and Leasure, 2019). Consideration of the patient’s abilities and limitations: Identifying any cognitive, emotional, or motor deficits that may hinder the patient’s ability to learn is critical. If a patient has difficulty hearing, visual aids and hands-on approaches may be more effective than verbal explanations (Yen and Leasure, 2019). Slide 6 Collaborate and Partner with Inter-professional Team Members Implementation Process Lee and Bae (2018) assert that the Chronic Care Model (CCM) can facilitate improved care coordination. The CCM model assists healthcare professionals in formulating a treatment strategy after conducting comprehensive assessments of patients’ conditions. Patients and physicians can work more effectively to pinpoint issues and find solutions. With the assistance of CCM, healthcare providers and patients can collaboratively set and achieve support goals (Lee and Bae, 2018). The care coordination team should include the patient and their family, the primary care provider, the care coordinator, nutritionists, physiotherapists, and the peer psychologist. These team members should fulfill their respective treatment responsibilities and further provide intervention and follow-up monitoring duties. The most crucial step in managing hypertensive symptoms is to establish a team that delivers comprehensive care tailored to the needs of obese patients with a sense of responsibility (Lee and Bae, 2018). The next step is to design quality management processes and monitor activities. After educating patients, monitoring ongoing operations and evaluating their quality will be essential. Slide 7 Plans to Collaborate and Partner To facilitate collaboration among team members, I will initially establish a social platform for communication among professionals from various disciplines. Weekly team meetings, brainstorming sessions, or clusters will provide a forum for staff to discuss patients and develop plans for delivering optimal care (Moser et al., 2018). Additionally, we can enhance communication and information sharing by integrating collaboration into routine activities. Consistent staff collaboration is an effective means of fostering a cooperative atmosphere (Schmutz et al., 2019). Therefore, I will implement processes to ensure that all healthcare workers regularly collaborate to achieve their goals. Increased workforce unity, morale, and productivity can result from enhanced face-to-face and virtual information exchange opportunities. Implementing a HIPAA-compliant text messaging platform could

Phillip October 4, 2023 No Comments

NURS FPX 6107 Assessment 2 Course Development and Influencing factors

NURS FPX 6107 Assessment 2 Course Development and Influencing factors Student Name Capella University NURS-FPX 6107 Curriculum Design, Development, and Evaluation Prof. Name Date Course Development and Influencing Factors This assessment presents a detailed course design for a proposed course, “Inter-professional Collaboration and Leadership in Healthcare,” intended to be integrated into a selected nursing curriculum. The design process, influenced by a range of internal and external factors, underscores the importance of maintaining alignment with institutional philosophy, mission, and frameworks while addressing modern healthcare needs. Description of Appropriate Course and its Position in the Curriculum The chosen course for inclusion in the BSN curriculum is titled “Inter-professional Collaboration and Leadership in Healthcare.” This course aims to enhance students’ abilities to work in multidisciplinary teams and provide healthcare leadership, both integral parts of contemporary healthcare services. The need for inter-professional collaboration in healthcare arises from the complexity of patients’ needs in today’s healthcare environment, which often requires input from various health professionals for comprehensive care. Leadership skills are vital for nurses to coordinate patient care and advocate for their needs effectively. As for the placement within the curriculum, this course would be ideally situated as part of the senior-level coursework. At this stage, students would have already been introduced to the basics of nursing care and the fundamentals of the healthcare system through their foundational and intermediate-level nursing courses (Dang et al., 2021).  The advanced placement of the course will ensure that students can integrate their clinical and theoretical knowledge into real-world team settings, emphasizing patient-centered care, communication with team members, ethical considerations in team settings, and leadership in managing patient care. They will be equipped to take on significant roles within their healthcare teams and lead efforts in providing high-quality patient care. This placement not only aligns with the course’s advanced concepts but also allows students to practically apply the interprofessional and leadership skills they have learned in a clinical setting, which they start to engage with more extensively at the end of their BSN program (Steele Gray et al., 2020). Rationale for Adding the Course The rationale for integrating the course “Inter-professional Collaboration and Leadership in Healthcare” into the BSN curriculum stems from the increasing complexity and multidisciplinary nature of contemporary healthcare. Healthcare systems around the globe are recognizing the importance of teamwork and leadership in delivering effective and patient-centered care (Zorek et al., 2021). One of the crucial gaps identified in many nursing curricula is the insufficient emphasis on developing effective communication, leadership, problem-solving, decision-making, and conflict resolution skills. These competencies are crucial for nurses to work effectively within a diverse team of healthcare professionals and contribute positively to patient outcomes (Zorek et al., 2021). The proposed course is designed to fill this educational gap, providing students with a comprehensive understanding of the dynamics of healthcare teams and strategies for effective collaboration. Moreover, it fosters the development of leadership skills that empower them to take initiative, coordinate care plans, advocate for patients, and contribute to decision-making processes. The health professionals who are adequately trained to work collaboratively demonstrate a higher level of patient satisfaction, improved healthcare outcomes, and a decrease in medical errors (Brooks Carthon et al., 2020). Therefore, this course is not just a valuable addition but a crucial element in preparing students to effectively participate in and lead inter-professional teams, thereby improving patient outcomes and the overall effectiveness of healthcare delivery. Topical Outline and Relationship to Other Courses The proposed course “Inter-professional Collaboration and Leadership in Healthcare” is designed with a comprehensive topic outline that ensures coverage of all crucial areas related to inter-professional healthcare teamwork. Inter-professional Communication: This topic will delve into effective strategies for communication within healthcare teams, encompassing different professional languages, respect, active listening, and clarity in conveying information. Team Dynamics and Leadership: Students will explore the roles and responsibilities of different members within a healthcare team, also the leadership skills necessary to facilitate efficient team dynamics. Ethics in Inter-professional Collaboration: Students will learn about ethical considerations in collaborative practice, including confidentiality, informed consent, conflict of interest, and ethical dilemmas in team decision-making. Patient-Centered Care in Team Settings: This topic focuses on the role of teamwork in delivering patient-centered care, involving shared decision-making, respect for patient preferences, and coordination of services. Quality Improvement and Patient Safety in Collaborative Environments: Students will examine how effective teamwork contributes to quality improvement initiatives and enhances patient safety in healthcare settings. NURS FPX 6107 Assessment 2 Course Development and Influencing factors These topics have direct ties to previously taught courses and concepts. For instance, inter-professional communication skills build on communication techniques taught in foundational nursing courses, but with a focus on inter-professional contexts. The topic of team dynamics and leadership extends principles of nursing leadership to the broader healthcare team context. Ethics in inter-professional collaboration deepens the understanding of ethical principles introduced in nursing ethics courses, emphasizing their application in team-based scenarios. Patient-centered care in team settings will draw on knowledge gained from courses on nursing care and health assessment, incorporating the perspective of multidisciplinary teams. Finally, the focus on quality improvement and patient safety in collaborative environments will provide a practical application of research principles and evidence-based practice learned in the nursing research course, this time with an emphasis on its role within inter-professional teams (Brooks Carthon et al., 2020). Faculty Collaboration Implementing a new course within a curriculum requires extensive collaboration as well as input from a variety of individuals and entities. For the course “Inter-professional Collaboration and Leadership in Healthcare” to be effectively integrated into the BSN curriculum, several key collaborations are needed. Academic Leaders: Collaboration with academic leaders such as department heads or deans is vital. These individuals can provide insight into strategic directions, institutional resources, and potential constraints that may influence the course design and implementation (Dang et al., 2021). Interdisciplinary Faculty Members: The inter-professional nature of the proposed course implies the importance of involving faculty from different healthcare disciplines. Such collaboration promotes a comprehensive and interdisciplinary perspective in course design, ensuring

Phillip October 3, 2023 No Comments

NURS FPX 6016 Assessment 3 Data Analysis and Quality Improvement Initiative Proposal

NURS FPX 6016 Assessment 3 Data Analysis and Quality Improvement Initiative Proposal Student Name Capella University NURS-FPX 6016 Quality Improvement of Inter-professional Care Prof. Name Date Introduction Hello everyone, my name is Norma  and I am a Registered Nurse at Valley Hospital. I welcome you all to my presentation on Data Analysis and Quality Improvement Initiative Proposal. The topic for today’s presentation is to discuss the quality improvement initiative proposal based on the data analysis of our hospital’s dashboard metrics. For this purpose, we will first analyze the dashboard metrics to find the particular health issue that our hospital is majorly concerned about. Furthermore, based on this data analysis, we will devise the Quality Improvement Initiative Proposal (QIIP) for Medication adverse events. The need for this assessment and QIIP is that the primary goal of every hospital is to deliver high-quality care treatments that improve patients’ health, quality of life, and safety in terms of the medication process. Moreover, without improving the quality of every health department in the hospital, the quality of care treatment provided will be compromised which may result in severe complications and mortalities. Therefore, this presentation focuses on QIIP for a particular health issue which will be based on the dashboard data of our hospital. So, let’s first look into the hospital’s dashboard data metrics.  Dashboard Metrics and Quality Improvement Healthcare organizations globally utilize quality dashboards to provide metrics and analytics to clinical teams and managers to track care quality and plan quality improvement accordingly. Some of the dashboard metrics that have been recommended to follow in hospitals such as performance indicators, data quality, identification of causes, communication from ward to board, etc. The implementation of dashboards in hospitals can improve services at local levels. Furthermore, it can help organizations to understand and renew local health policies (Randell et al., 2020; Salgado et al., 2022).    Dashboard Data Analysis and Healthcare Issue To propose the Quality Improvement Initiative Proposal, the quality management department of Valley Hospital was approached to obtain the data. Moreover, patient health reports were assessed to find the quality of care being provided. All the patients’ data were scrutinized while abiding by the standards of the HIPAA Act to keep the patient’s health information protected and secured. The dashboard metrics found were patient satisfaction and patient safety, treatment errors, and hospital readmission rates. These metrics played an important role in identifying the data to obtain major health concerns and improve the quality of care treatments.  Data Analyzed Patient satisfaction was only 40%  which was due to the major occurrence of medication errors with a rate of 30/100 patients experiencing damaging medication errors. Patient safety metrics showed that 10 patients expired as a result of these medication errors (Randell et al., 2020). Furthermore, medication errors were the top most occurring among treatment errors, and hospital readmission rates enhanced as a result of these events. The analysis report shows that medication errors are a major health issue in Valley Hospital that requires a quality improvement initiative proposal.   The quality of the data can be seen from the analysis as it gives the quantitative estimate of changes required in the Valley Hospital to prevent further adverse medication events. But the knowledge gaps present are the missing information on the type of medication errors i.e. wrong dose, wrong medication, and wrong route of administration could have provided better analysis to narrow down the results.  Selected Quality Improvement Initiative Proposal After the healthcare issue of adverse medication events was identified, there was a need for a quality improvement initiative proposal to improve the care treatment, patient safety, and, hence, patient satisfaction. Based on this particular health issue, the six sigma DMAIC model is the proposed quality improvement initiative to be implemented in Valley Hospital. The DMAIC model consists of 5 steps: Define, Measure, Analyze, Improve, and Control (Ahmed, 2019). First, the target areas of improvement should be identified so that the aim is in front of all healthcare staff. In this case, the target areas of improvement are nursing practices as the nurses are forefront healthcare staff who are responsible for providing care treatment to patients in terms of medication administration. Other improvement areas that can be targeted to avoid adverse medication events are prescribing and dispensing of medication by physicians and pharmacists, respectively. This model can be effectively implemented to improve all the dashboards metrics as mentioned above. For example, to reduce the number of incidences of adverse medication events in a hospital, first, the hospital team should identify and define this problem among all members. The selected team will gather data in the second step i.e. measure. In this case, data includes the number of adverse medication events occurring, the extent to which patients are affected by these events, and number of fatal and non-fatal injuries, etc. Once the baseline data is gathered, the next step of analysis begins. In this step, the underlying causes are found by root-cause analysis. The next step of improvement is the major step which includes the improvement plans to minimize medication errors to occur in the first place. Lastly, the system changes are monitored and the results are evaluated. Evidence-Based Strategies Some of the evidence-based strategies that can be helpful to improve the quality of care by reducing medication-associated events are as follows:  Use of computerized provider order entry at times of transitions in care or when paired with clinical decision support systems Involving clinical pharmacists to oversee the medication dispensing process and using the ‘Tall man’ lettering strategy to overcome confusion between look-alike and sound-alike medications, using automated dispensing cabinets to minimize medication errors due to high-risk medications. Adherence to the “Five Rights” of medication administration to ensure safe administration. (Five rights include Right medication, Right dose, Right time, Right route, and Right patient) Incorporating technologies like Barcode medication administration to ensure that the right patient is acquiring the correct medication  (Agency for Healthcare Research and Quality, 2019). The unknown information about the type of medication-associated adverse events creates

Phillip October 2, 2023 No Comments

NURS FPX 6618 Assessment 3 Disaster Plan With Guidelines for Implementation

NURS FPX 6618 Assessment 3 Disaster Plan With Guidelines for Implementation Student Name Capella University NURS-FPX 6618 Leadership in Care Coordination Prof. Name Date Care Coordination Needs Disastrous situations can cause many challenges that can be overcome with proper care coordination planning. The challenges in disaster events are unmet healthcare needs, insufficient healthcare equipment, accessibility to healthcare, imbalance in workload, burnout, lack of resources, and shortage of healthcare providers (Yusefi et al., 2022). An example could be the recent pandemic of coronavirus where several countries faced challenges as they were not prepared (Yusefi et al., 2022). The medical stores and hospitals were flooded as many people were unaware of the coronavirus. There was a catastrophic situation when millions of people died worldwide from this disease due to several challenges. If there had been a proper care coordination plan for disaster management like this, several lives could have been saved, and the whole situation would have been prevented from being chaotic. Some requirements that can be met during such a situation of epidemic or pandemic have an evacuation plan in place, making sure there are no issues with the equipment or systems, educating the community on the disease to prevent false alarms, gathering all the necessary resources, and keeping the caregivers ready and trained to work in such situations. Elements of a Disaster Preparedness Project Plan Any disaster can result in a chaotic situation that may cause communication, coordination, and collaboration challenges. Several needs of the people can go unmet, causing health complications and even fatalities. The critical elements of a disaster preparedness plan would be to foster efficient collaboration and communication. Enhanced communication and collaboration would help organizations recognize the crisis to highlight the problem’s urgency (Bly et al., 2021). This can help the response become more effective and flexible. NURS FPX 6618 Assessment 3 Disaster Plan With Guidelines for Implementation It can also help spread awareness regarding diseases such as coronavirus so that families can take precautionary measures. With a smooth flow of information, resources can be allocated, and progress can be shared and analyzed to make improvements. Tools must be implemented for risk assessment and sensitivity testing (Bly et al., 2021). Financial aid can be provided to individuals in need, and there must be appropriate infrastructure for all the systems to address the crisis. Personnel & Material Resources in Emergencies The necessary personnel and material resources needed in emergencies are: Emergency shelters Transportation services like ambulances and firefighter vehicles. Hygiene-related resources Ventilators Power system Oxygen sources Medications Water and food Communication services like telephone or cell phones All healthcare providers must collaborate to utilize these resources effectively. The disaster response team would need all these supplies to help the ones affected (Khan et al., 2018). The assumption made during this analysis was that all these resources would be readily available for the providers to deliver care.  Standards & Best Practice Ethics of patient confidentiality must be maintained when dealing with patients to minimize patient security risks. Patient information can be sensitive and put the patients in vulnerable positions if security is breached. For this, policies like HIPAA can be followed that only lets authorized users to access patient information and has a framework for ensuring patient safety (Bassan, 2020). Healthcare providers must know how to provide ethically and culturally best care. Ethical frameworks like the crisis standards of care (CSCs) can be followed (Leider et al., 2017).  These standards ensure that all the practices being carried out must be transparent and consistent. Fair treatment should be provided to prevent any disparities among the patients. There can be challenges in following standards and ensuring a complete set of ethical practices. However, CSCs ensure accountability which allows protection and adherence to the standards. Interagency & Inter-professional Relationships Coordinated care requires effective collaboration not only among the professionals but also with the patients to provide a continuous communication system. Patients suffering from diseases of a pandemic or any other disaster can have better satisfaction and healthcare outcomes with coordinated care. During an emergency, practitioners from different fields can collaborate to meet public health needs and bridge the knowledge gaps (Mawardi et al., 2020). With collaboration, there is increased preparedness for disaster along with disaster risk assessment. Such relationships can improve protocols and emergency management plans (Mawardi et al., 2020).  NURS FPX 6618 Assessment 3 Disaster Plan With Guidelines for Implementation Organizations and agencies can also collaborate to help the public meet their needs. One such example is the Red Cross and Red Crescent Society which collaborate to help societies impacted by the disaster (IFRC, n.d.). They carry out an emergency needs assessment to help. These assessments let them assess the degree to which the disaster has impacted society and how the population can meet their needs. Local, National, or International Regulatory Requirements Several regulatory requirements are in place to aid disaster relief practices. There is a National Disaster Recovery Framework which is established in US. This policy strengthens a population’s economic, societal, environmental, and social factors (National Disaster Recovery Framework, n.d.). It aims to support the states, territories, jurisdictions, and tribes impacted by disasters. This policy can be successful with effective collaboration. Other regulatory requirements are disaster management committees representing the groups at risk at the regional or community level (CBM, n.d.). The requirements in setting up these committees are that they should be gender balanced, hold regular meetings, have access to relevant data, and all members must be trained in disaster management. Care Coordination Team It is important to bring together a team of emergency recovery professionals and spread awareness of the care coordination fundamentals and how to adhere to them in an emergency. Workshops should held for the team member with drills and other scenario-based activities to improve the team’s skills. However, I will ensure that this care coordination team keeps their safety first and learn how to do that to help others. The important aspects of the plan are to overcome the communication barriers by introducing tools

Phillip September 30, 2023 No Comments

NURS FPX 6021 Assessment 1 Concept Map

NURS FPX 6021 Assessment 1 Concept Map Student Name Capella University NURS-FPX 6021 Biopsychosocial Concepts for Advanced Nursing Practice 1 Prof. Name Date   Concept Map: Patient Info  Name: Walter B. Harris| Gender: Female | Age: 72  Vitals: Temp: 37 °C (98.6 °F), BP: 162/94, Pulse: 92, Respiratory rate: 26 and shallow  Chief complaint: Shortness of breath (SOB) and difficulty breathing  Medical history: Hypertension, hyperlipidemia, and chronic obstructive pulmonary disease (COPD)  Nursing Diagnosis Impaired gas exchange related to destruction of the alveoli, narrowing of  bronchioles, and trapping of air resulting in loss of lung elasticity  Subjective data: Difficulty breathing and SOB  Objective data: Crackles and wheezing heard upon auscultation, dyspnea,  tachypnea, nasal flaring, use of accessory muscles, late signs of cyanosis (Linton,  2015), and oxygen saturation is 90% on room air  Nursing Diagnosis  Ineffective airway clearance related to bronchoconstriction, increased mucus  production  Subjective data: The patient states she has been sleeping in a recliner chair for the  past three nights because of difficulty breathing  Objective data: Wheezing heard upon auscultation, dyspnea, tachypnea, and use  of accessory muscles (Linton, 2015)  Nursing Diagnosis  Activity intolerance related to hypoxia (imbalance between oxygen supply and  demand)  Subjective data: “I find it difficult to breathe. I can’t catch my breath when I walk a  few feet.” — Jane Doe  Objective data: Late signs of cyanosis, crackles and wheezing heard upon  auscultation, and use of accessory muscles (Linton, 2015)   Nursing Interventions  Independent intervention (II): Monitor the patient’s arterial blood gases, oxygen  saturation, vital signs, and color and assess for manifestations such as restlessness,  anxiety, lethargy, and confusion  Rationale: This process will help detect potential hypoxemia or hypercapnia  (LeMone et al., 2015)  Collaborative intervention (CI): Supervise oxygen (O2) at 2 L/min through nasal  cannula as ordered. Instruct the patient and kin not to increase the O2 level Rationale: Oxygen therapy is used to treat hypoxia and is prescribed for chronic  and acute breathing problems (Rees, 2017). However, a sudden increase in the O2 level can lead to respiratory failure (Linton, 2015)  II: Position the patient in an upright or high Fowler’s position (Linton, 2015) Rationale: This posture promotes lung ventilation (LeMone et al., 2015)  II: Instruct and teach the patient to perform the pursed-lip breathing technique Rationale: This technique slows the respiratory rate and reduces air trapping and  fatigue (LeMone et al., 2015)  Expected Outcomes  Arterial blood gases and vital signs will be consistent with patient norms,  indicating improvement in gas exchange (Linton, 2015)  The pursed-lip breathing technique will reduce dyspnea (Linton, 2015)  Nursing Interventions  II: Demonstrate pursed-lip and diaphragmatic breathing and encourage the  patient to practice them periodically  Rationale: These techniques reduce air trapping and fatigue and help maintain  open airways (LeMone et al., 2015)  II: Position the patient in an upright or high Fowler’s position  Rationale: This posture promotes lung ventilation (LeMone et al., 2015)  CI: Encourage deep breathing and the use of an incentive spirometer Rationale: Using an incentive spirometer prevents complications such as  pneumonia and atelectasis (LeMone et al., 2015)  CI: Collaborate with a respiratory therapist to teach the patient how to cough  effectively  Rationale: This technique helps open distal alveoli and remove secretions  (LeMone et al., 2015)  II: Provide emotional support to the patient  Rationale: This intervention will be therapeutic, make the patient feel  comfortable, and help her cope with the diagnosis (Kazanowski, 2017; LeMone et  al., 2015)  Expected Outcomes  The patient will have open airways. Signs of clear and open airways are normal  depth and rate of respiration, normal breathing sounds, and effective coughing of  secretions (Linton, 2015)  Nursing Interventions  II: Teach and encourage the use of the pursed-lip breathing technique while  performing activities  Rationale: This technique can lower breathlessness and improve respiratory  function (Ackley, Ladwig, Makic, 2016)  II: Advise the patient to take rest periods before and after activities Rationale: Resting reduces fatigue and lowers the demand for oxygen (LeMone et  al., 2015)  CI: Recommend a pulmonary rehabilitation program  Rationale: Pulmonary rehabilitation can lower exertional dyspnea and perceived  intensity of breathlessness (Ackley et al., 2016)  CI: Collaborate with a respiratory therapist for cough control and improved  breathing  Rationale: This will help improve or maintain oxygenation in the patient (Boon,  2018)  CI: Supervise oxygen (O2) at 2 L/min through nasal cannula as ordered. Instruct the  patient and kin not to increase the O2 level  Rationale: Oxygen therapy is used to treat hypoxia and is prescribed for chronic  and acute breathing problems (Rees, 2017). However, a sudden increase in the O2 level can lead to respiratory failure (Linton, 2015)  Expected Outcomes  The vital signs of the patient will show normal fluctuation during physical activity,  which is a measure of activity tolerance (LeMone et al., 2015) CONCEPT MAP Introduction  This paper presents an evidence-based concept map that illustrates a nursing care plan to achieve high-quality outcomes for a  patient experiencing SOB and difficulty breathing. The concept map contains urgent diagnoses, possible nursing interventions, and  opportunities for interprofessional collaboration as well as rationales and possible high-quality outcomes. The narrative justifies the  value and relevance of the evidence used in the concept map and provides additional evidence, conflicting data, and the scope of  interprofessional collaborations in achieving high-quality outcomes.  Additional Evidence  Jane Doe is a 72-year-old female experiencing SOB and difficulty breathing. The suspected diagnoses are based on the  patient’s medical history and physical examination. The evidence used in the concept map is a combination of subjective (patient reported distress) and objective (symptoms or characteristics related to a condition observed in the patient) data obtained after an investigation. Doe also suffered from emphysema in the past. Fatigue, SOB, edema, and wheezing are common symptoms of COPD.  The diagnoses in the concept map are related to various conditions related to COPD such as emphysema and chronic bronchitis. This evidence suggests that the client’s current distress could be related to COPD. However, symptoms such as wheezing, edema, SOB,  and fatigue can also be observed in a person suffering from congestive heart failure (LeMone et al., 2015). Even though COPD and  congestive heart failure have several risk

Phillip September 15, 2023 No Comments

NURS FPX 4030 Assessment 4 – Remote Collaboration and Evidence-Based Care

NURS FPX 4030 Assessment 4 –Remote Collaboration and Evidence-Based Care Student Name Capella University NURS FPX4030 Making Evidence-Based Decisions Prof: Date Remote Collaboration and Evidence-Based Care Hello, everyone! I’m ____, and in today’s video, we’ll be discussing remote collaboration and evidence-based care in healthcare settings. Our focus will be on a case scenario from the Vila Health facility, which we’ll explore later. Additionally, we’ll delve into the benefits and drawbacks of remote collaboration in the healthcare industry. Before we dive into the case scenario, let’s first understand the concept of remote collaboration. It refers to the collaboration of people located in different places, working together on a shared project. In healthcare, this means healthcare professionals from distant locations coming together to improve patient outcomes. Effective communication is the cornerstone of successful remote collaboration. By utilizing communication tools, healthcare providers can effectively work together even from a distance. We’ll look at a similar case scenario where Vila Health facility’s doctors, nurses, and other healthcare professionals effectively collaborated using telemedicine tools. Contextual Background of the Assessment Before we start, allow me to provide some context. Two-year-old Caitlyn was hospitalized for pneumonia, and her medical team consisted of Dr. Copeland and pediatric nurse Virginia Anderson. Due to Caitlyn’s significant breathing challenges, a respiratory therapist was also brought on board to assist with her care. After further evaluation through a sweat chloride test, she received a diagnosis of cystic fibrosis. This is a condition with life-long implications and it might cause substantial health issues due to the thickening of secretions and delayed intervention. The Vila Health team expressed concern considering Caitlyn’s remote location and her parents’ work commitments. Realizing the risks associated with cystic fibrosis and the distance to the hospital, the team opted for remote collaboration to assist Caitlyn’s parents. They initiated the process of educating the parents via video calls, while simultaneously reaching out to the nearby hospital in Caitlyn’s hometown. Dr. Copeland engaged in a virtual discussion with Caitlyn’s assigned local pediatrician to coordinate her care plan. They also considered implementing telemedicine tools such as Skype for immediate access and response to any emergent situations. To summarize, the geographical and medical complexities of this case underscore the necessity for an evidence-based care strategy involving telemedicine. This should allow for effective intervention in dire situations, thus leading to improved patient outcomes and potentially mitigating devastating complications related to cystic fibrosis. Developing an Evidence-Based Care Plan As we all know cystic fibrosis exhibits a hallmark of thick secretions gathering in the lungs, leading to persistent lung infections and causing difficulties in breathing. The care plan at Vila Health facility is formulated using research strategies that incorporate the following approaches: Continuously assess and ensure that Caitlyn maintains an oxygen saturation level of 90% or higher, experiences relaxed and unhurried breathing, and remains fully conscious and alert. Regularly monitor Caitlyn’s arterial blood gases to stay within her typical range. Provide Caitlyn’s parents with comprehensive explanations of the underlying factors contributing to her health conditions and the most suitable interventions. Encourage their active involvement in Caitlyn’s treatment plan, tailored to her unique capabilities and individual situation. Educate Caitlyn’s parents on how to perform airway clearance therapies on a daily basis. Keep a vigilant watch for any signs of reduced breathing effort and improvements in her lung function, as noted in the study by Chaudary & Gabriella (2021). Regularly ensure that Caitlyn demonstrates normal and clear breath sounds, maintains an appropriate respiratory rate and depth, and possesses an effective cough mechanism, aligning with the findings highlighted by Taheri et al. (2022). Strive to minimize the intensity of Caitlyn’s cough, restore her mucus production to its usual levels, maintain normal body temperature, and regulate her white blood cell count through suitable medications and diligent infection control strategies. Some potential gaps in the devised care plan include the information about the optimal level of parents’ understanding, the financial status of the patient’s family to provide her with extensive medication treatment, communication challenges, and parents’ commitment towards their child’s health. This information would have helped to better devise the care plan.    Implementing an Evidence-Based Care Model Have a look at the Knowledge Action Process model that involves translating knowledge into action steps and was instrumental in devising Caitlyn’s care plan. The Knowledge Action Process (KAP) model includes seven steps; Problem Identification, Knowledge Acquisition, Knowledge Understanding, Belief that Knowledge is Accurate, Knowledge Retention, Problem Recontextualization, and Knowledge Application. Here’s how it applies to Caitlyn’s case: Problem Identification: A patient is readmitted to the hospital due to cystic fibrosis. There is a need to develop a community-based care plan for her, which will be implemented using remote collaboration.  Knowledge Acquisition: Various studies on cystic fibrosis were studied to fully understand the disease and its management, especially in community settings.  Knowledge Understanding: All the information available in online resources was adequately understood and relevant information was filtered out for further process.  Belief that Knowledge is Accurate: The resources were passed through CRAAP criteria to ensure that the information is relevant and accurate with all claims supported by authentic studies.  Knowledge Retention: Specific information which is relevant for the management of cystic fibrosis was stored for devising a care plan.  Problem Recontextualization: Caitlyn’s condition was revisited with all the factors that hindered her appropriate care. Moreover, existing resources were identified as well to devise the care plan accordingly.  Knowledge Application: The care plan was created to address Caitlyn’s problems. This included strategies to maintain optimal gas exchange, improve proficiency in airway clearance therapies, manage infections, and maintain an open airway. It also necessitated educating her parents to understand her health condition. The Knowledge-to-Action process model can be used to evaluate benefits to patient outcomes as follows. Caitlyn’s vital signs, such as oxygen saturation levels, could be evaluated to monitor the improvement in her health condition. Caregivers’ understanding of health conditions can be assessed to identify areas of improvement and subsequent action can be taken with regard to caregiver education. Caitlyn’s health progress can

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