NURS FPX 4900 Assessment – Assessing the Problem: Quality, Safety, and Cost Considerations Example

NURS FPX 4900 Assessment 2 – Assessing the Problem: Quality, Safety, and Cost Considerations.

NURS FPX 4900 Assessment – Assessing the Problem: Quality, Safety, and Cost Considerations Assignment Brief

Course: NURS-FPX 4900: Capstone Project for Nursing

Assignment Title: Assessment 2 – Assessing the Problem: Quality, Safety, and Cost Considerations.

Assignment Instructions Overview:

The main goal of this assignment is to evaluate the overall impact of health conditions on healthcare, focusing on aspects related to care quality, patient safety, and associated costs. By exploring different elements like healthcare practices, policies, and effective methods, the goal is to gain insights into effectively handling health challenges. This assignment encourages students to dig into the complexities related to health conditions and suggest practical approaches based on evidence to enhance overall outcomes.

The Student’s Role:

As a healthcare student in your respective program, your task is to approach this assignment with a critical and analytical mindset. Conduct thorough research to understand the details of various health conditions and their impact on healthcare quality, safety, and costs. Apply healthcare practices and policies to assess their influence on patient care. Develop practical and evidence-based strategies for dealing with health challenges. Demonstrate your commitment to professional accountability by carefully tracking practicum hours related to managing health conditions.

Detailed Assessment Instructions for the NURS FPX 4900 Assessing the Problem Quality Safety and Cost Considerations Assignment

In a 5-7 page written assessment, assess the effect of the patient, family, or population problem you’ve previously defined on the quality of care, patient safety, and costs to the system and individual. Plan to spend approximately 2 direct practicum hours exploring these aspects of the problem with the patient, family, or group you’ve chosen to work with and, if desired, consulting with subject matter and industry experts. Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form. Report on your experiences during your first two practicum hours.

Introduction

Organizational data, such as readmission rates, hospital-acquired infections, falls, medication errors, staff satisfaction, serious safety events, and patient experience can be used to prioritize time, resources, and finances. Health care organizations and government agencies use benchmark data to compare the quality of organizational services and report the status of patient safety. Professional nurses are key to comprehensive data collection, reporting, and monitoring of metrics to improve quality and patient safety.

Preparation

In this assessment, you’ll assess the effect of the health problem you’ve defined on the quality of care, patient safety, and costs to the system and individual. Plan to spend at least 2 direct practicum hours working with the same patient, family, or group. During this time, you may also choose to consult with subject matter and industry experts.

To prepare for the assessment:

Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete and how it will be assessed.

Conduct research of the scholarly and professional literature to inform your assessment and meet scholarly expectations for supporting evidence.

Review the Practicum Focus Sheet: Assessment 2 [PDF], which provides guidance for conducting this portion of your practicum.

Note: Remember that you can submit all, or a portion of, your draft assessment to Smarthinking for feedback, before you submit the final version. If you plan on using this free service, be mindful of the turnaround time of 24-48 hours for receiving feedback.

Instructions

Complete this assessment in two parts.

Part 1

Assess the effect of the patient, family, or population problem you defined in the previous assessment on the quality of care, patient safety, and costs to the system and individual. Plan to spend at least 2 practicum hours exploring these aspects of the problem with the patient, family, or group. During this time, you may also consult with subject matter and industry experts of your choice. Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form. Use the Practicum Focus Sheet: Assessment 2 [PDF] provided for this assessment to guide your work and interpersonal interactions.

Part 2

Report on your experiences during your first 2 practicum hours, including how you presented your ideas about the health problem to the patient, family, or group.

Whom did you meet with?

What did you learn from them?

Comment on the evidence-based practice (EBP) documents or websites you reviewed.

What did you learn from that review?

Share the process and experience of exploring the influence of leadership, collaboration, communication, change management, and policy on the problem.

What barriers, if any, did you encounter when presenting the problem to the patient, family, or group?

Did the patient, family, or group agree with you about the presence of the problem and its significance and relevance?

What leadership, communication, collaboration, or change management skills did you employ during your interactions to overcome these barriers or change the patient’s, family’s, or group’s thinking about the problem (for example, creating a sense of urgency based on data or policy requirements)?

What changes, if any, did you make to your definition of the problem, based on your discussions?

What might you have done differently?

CORE ELMS

Update the total number of hours on the NURS-FPX4900 Volunteer Experience Form in CORE ELMS.

Requirements

The assessment requirements, outlined below, correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence.

Explain how the patient, family, or population problem impacts the quality of care, patient safety, and costs to the system and individual.

Cite evidence that supports the stated impact.

Note whether the supporting evidence is consistent with what you see in your nursing practice.

Explain how state board nursing practice standards and/or organizational or governmental policies can affect the problem’s impact on the quality of care, patient safety, and costs to the system and individual.

Describe research that has tested the effectiveness of these standards and/or policies in addressing care quality, patient safety, and costs to the system and individual.

Explain how these standards and/or policies will guide your actions in addressing care quality, patient safety, and costs to the system and individual.

Describe the effects of local, state, and federal policies or legislation on your nursing scope of practice, within the context of care quality, patient safety, and cost to the system and individual.

Propose strategies to improve the quality of care, enhance patient safety, and reduce costs to the system and individual.

Discuss research on the effectiveness of these strategies in addressing care quality, patient safety, and costs to the system and individual.

Identify relevant and available sources of benchmark data on care quality, patient safety, and costs to the system and individual.

Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form.

Use paraphrasing and summarization to represent ideas from external sources.

Apply APA style and formatting to scholarly writing.

Additional Requirements

Format: Format your paper using APA style. APA Style Paper Tutorial [DOCX] is provided to help you in writing and formatting your paper. Be sure to include:

A title page and reference page. An abstract is not required.

Appropriate section headings.

Length: Your paper should be approximately 5-7 pages in length, not including the reference page.

Supporting evidence: Cite at least 5 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old. Provide in-text citations and references in APA format.

Proofreading: Proofread your paper, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on its substance.

Competencies Measured

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

Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.

Explain how a patient, family, or population problem impacts the quality of care, patient safety, and costs to the system and individual.

Propose strategies to improve the quality of care, enhance patient safety, and reduce costs to the system and individual and document the practicum hours spent with these individuals or group in the Core Elms Volunteer Experience Form.

Competency 5: Analyze the impact of health policy on quality and cost of care.

Explain how state board nursing practice standards and/or organizational or governmental policies can affect a patient, family, or population problem’s impact on the quality of care, patient safety, and costs to the system and individual.

Competency 8: Integrate professional standards and values into practice.

Use paraphrasing and summarization to represent ideas from external sources.

Apply APA style and formatting to scholarly writing.

NURS FPX 4900 Assessing the Problem Quality Safety and Cost Considerations Example

Introduction

In this capstone research project, I will thoroughly examine John’s case, a 10-year-old dealing with clinical obesity. The primary focus is to grasp how obesity impacts care quality, patient safety, and costs for both the individual and the healthcare system. The objective is to explore various aspects of obesity, considering its effects on care, safety, and financial aspects. Moreover, the paper will explore nursing practice standards and governmental policies that influence the treatment of patients like John. Understanding how these standards and policies shape care delivery and the challenges they present is crucial. Lastly, the paper will propose practical strategies to enhance care quality, elevate patient safety, and cut down costs for both the patient and the healthcare organization. The aim is to refine the overall approach to cases resembling John’s. By delivering comprehensive, evidence-based care, the ultimate goal is to significantly enhance health outcomes, improve quality of life, ensure patient safety, and promote cost efficiency for our patients.

The Impact of Obesity on Care Quality, Patient Safety, and Costs

John’s clinical obesity has a substantial impact on the quality of care, patient safety, and financial aspects for both the healthcare system and his personal expenses. Let’s take a closer look at this.

Quality of Care:

John’s clinical obesity poses a challenge for healthcare providers to deliver top-notch care. Obesity often brings along additional health issues like hypertension, diabetes, and heart disease, requiring a specialized and comprehensive care approach (Safaei et al., 2021). This complexity may lead to inconsistencies or delays in providing care. Moreover, obesity is linked to psychosocial problems, including depression and anxiety, which can hinder the effectiveness of medical care. Research also points out obstacles that obese patients face in accessing care, such as stigma, discrimination, and inadequately equipped medical facilities (Talumaa et al., 2022). These factors can hinder regular check-ups, early diagnosis, and preventive care, which are crucial for maintaining optimal health.

Patient Safety:

Patient safety takes a hit with obesity. Individuals like John face a higher risk of adverse events, including misdiagnosis due to limitations in physical examinations, inaccurate drug dosing, complications from surgeries, and an increased likelihood of falls (Appeadu & Bordoni, 2023). For instance, there could be challenges in determining the correct medication dosage for an obese patient, potentially leading to overdosing or underdosing.

System and Individual Costs:

Clinical obesity imposes a significant economic burden on both healthcare systems and individual patients. Direct medical costs associated with obesity encompass preventive, diagnostic, and treatment services (Ling et al., 2022). Obesity-related illnesses contribute to higher hospital admissions and longer stays, putting a strain on healthcare resources. On an individual level, patients like John face the challenge of covering high out-of-pocket expenses, including medication costs, extra co-pays, and additional charges on insurance premiums due to their increased risk status.

Nursing Practice Standards and Policies: How They Impact Care Quality, Safety, and Costs

The Board of Registered Nursing (BRN) in California has set detailed standards that greatly affect how care is provided, ensuring patient safety and managing healthcare costs. According to BRN, registered nurses play an active role in preventing and managing diseases in collaboration with other healthcare teams. Specifically related to obesity, BRN recommends that nurses continuously educate themselves on nutrition and weight management. Additionally, it emphasizes the importance of competent detection of obesity-related complications like diabetes or cardiac issues (Backstrom, 2019). These standards aim to enhance the quality of care for obese patients, ensuring safety by preventing or managing potential complications and avoiding costly procedures resulting from unmanaged issues.

The Affordable Care Act (ACA) has significantly lessened the financial burdens tied to diseases related to obesity by prioritizing preventive care and managing chronic conditions. It mandates that insurance covers preventive services, easing the financial load on patients. ACA also encourages healthy living, preventing the development of severe conditions linked to obesity. Prioritizing preventive care directly reduces costs by avoiding expensive treatments and hospitalizations later on (Rdesinski et al., 2023). Research supports the effectiveness of these policies; Mylona et al. (2020) noted a decline in healthcare costs related to obesity after the implementation of ACA, emphasizing the benefits of focusing on prevention.

This shift in policy has influenced nursing practice by providing a foundation for a more comprehensive, cost-effective patient care strategy. For a patient like John, this might involve regular health monitoring, mental health support, patient education on self-management, and preventive measures to enhance care quality, safety, and reduce costs. These standards and policies guide nursing practice by shaping patient relationships, enforcing competency standards, and regulating clinical decision-making. The Nurse’s Practice Act standards dictate the scope of practice, while federal laws like ACA influence the delivery of preventive care, reimbursement rates, and respect for patient rights. Together, these influences provide nurses with direction to offer patients efficient, preventive, and sustainable healthcare.

Effective Strategies for Enhancing Care Quality, Patient Safety, and Cost Efficiency

To enhance the quality of care, ensure patient safety, and reduce costs associated with John’s clinical obesity, several strategies can be employed:

Personalized Care

Personalized care is crucial for addressing patient issues like obesity effectively. It involves tailoring care plans to individual needs, considering unique health circumstances and requirements (Lavallee et al., 2021). In the case of obesity, this approach may include recommending a dietary shift towards lower saturated fats and higher fruits and vegetables. A structured and safe physical activity plan, guided by a physical therapist, could be an essential component (Wadden et al., 2020). Including mental health support from a psychologist or counselor is beneficial, given the often coexisting mental health issues with obesity. Studies show that personalized care leads to improved patient engagement and adherence to lifestyle changes, contributing to significant and sustainable weight loss. This comprehensive approach enhances patient safety, ensures quality care, and empowers the patient towards better health outcomes.

Telehealth Services

Telehealth services play a vital role in managing obesity by providing remote patient monitoring, nutrition counseling, mental support, and physical activity strategies (Houser et al., 2019). For John, struggling with obesity, telehealth offers benefits such as remote weight and health monitoring, adjustment of treatment plans, and superior health management. Nutritional counseling by accredited dieticians and access to comprehensive virtual physical activity programs can contribute significantly to John’s obesity management. Telehealth also facilitates connections with psychologists or therapists to address mental or emotional challenges related to obesity. Research shows that telehealth-led weight management programs lead to weight reduction and improved health behaviors among obese individuals. This adaptable approach to delivering personalized care can improve health outcomes and enhance the quality of life for patients like John.

Incorporating evidence-based strategies like personalized care and telehealth services is crucial in managing obesity effectively. Utilizing benchmark data from reputable sources such as the Centers for Disease Control and Prevention (CDC) and the American Telemedicine Association enables the comparison of John’s progress with established standards. This approach ensures that interventions remain effective and tailored to the evolving landscape of obesity management. Overall, the evidence supports the promise of customized care and telemedicine services in managing obesity, offering a practical, accessible, and adaptable approach to care.

Practicum Experience Hours and Record-Keeping

To keep track of the hours spent assisting John in managing obesity during my practicum, I will carefully record information using Capella’s Academic Portal Volunteer Experience Form. This record will include details like session dates, times, the nature of our interaction, interventions used, and John’s progress. It covers changes in his weight, diet, exercise routines, and how he responds to different strategies. I may also note changes in his mood, motivation, and commitment to the obesity management program. Challenges faced during our sessions and their resolutions will be documented. Any consultations with experts in the field will also be recorded. By maintaining this detailed record, I exhibit accountability, commitment, and professionalism. Additionally, it enables an objective assessment of intervention effectiveness, contributing to evidence-based and person-centered approaches for future strategies.

Conclusion

As I wrap up the exploration into evaluating healthcare quality, safety, and cost considerations, especially concerning John’s clinical obesity, it’s essential to ponder the intricacies of this widespread health issue. Obesity isn’t merely an individual challenge; its impact extends throughout the healthcare system. The ripple effect on care quality, patient safety, and financial aspects for both individuals and the system is significant. To navigate this, adhering closely to standards outlined by entities like the Board of Registered Nursing (BRN) and regulations such as the Affordable Care Act (ACA) can effectively mitigate these effects. As healthcare providers, we can use these as guiding principles, shaping our approach to focus on prevention, proactive complication management, and building a more comprehensive and financially accessible care system. Above all, we must keep in mind the person at the center – our patient John and others like him struggling with the weight of obesity. By combining compassionate, clinically sound care with effective policies, standards, and personalized preventive strategies, we can markedly enhance their healthcare journey. Our joint efforts should aim at not only making the path to health a possibility but a reality. It transcends professional standards; it embodies the very essence of why we chose to be part of the healthcare system – to assist individuals like John in living healthier, happier, and more fulfilling lives.

References

Appeadu, M., & Bordoni, B. (2023). Falls and fall prevention. StatPearls Publishing. PubMed

Backstrom, L. (2019). Weighty problems: Embodied inequality at a children’s weight loss camp. Rutgers University Press. Google Books

Houser, S., Joseph, R., Puro, N., & Burke, D. (2019). Use of technology in the management of obesity: A literature review. Perspectives in Health Information Management, 16(Fall). PubMed Central

Lavallee, K. L., Zhang, X. C., Schneider, S., & Margraf, J. (2021). Obesity and mental health: A longitudinal, cross-cultural examination in Germany and China. Frontiers in Psychology, 12(712567). DOI

Ling, J., Chen, S., Zahry, N. R., & Kao, T. A. (2022). Economic burden of childhood overweight and obesity: A systematic review and meta‐analysis. Obesity Reviews, 24(2). DOI

Mylona, E. K., Benitez, G., Shehadeh, F., Fleury, E., Mylonakis, S. C., Kalligeros, M., & Mylonakis, E. (2020). The association of obesity with health insurance coverage and demographic characteristics: A statewide cross-sectional study. Medicine, 99(27), e21016. DOI

Rdesinski, R., Chamine, I., Valenzuela, S., Marino, M., Schmidt, T., Larson, A., Huguet, N., & Angier, H. (2023). Impact of the Affordable Care Act Medicaid expansion on weight loss among community health center patients with obesity. The Annals of Family Medicine, 21(Supplement 1). DOI

Safaei, M., Sundararajan, E. A., Driss, M., Boulila, W., & Shapi’i, A. (2021). A systematic literature review on obesity: Understanding the causes & consequences of obesity and reviewing various machine learning approaches used to predict obesity. Computers in Biology and Medicine, 136(104754). DOI

Talumaa, B., Brown, A., Batterham, R. L., & Kalea, A. Z. (2022). Effective strategies in ending weight stigma in healthcare. Obesity Reviews, 23(10). DOI

Ufholz, K., & Bhargava, D. (2021). A review of telemedicine interventions for weight loss. Current Cardiovascular Risk Reports, 15(9). DOI

Wadden, T. A., Tronieri, J. S., & Butryn, M. L. (2020). Lifestyle modification approaches for the treatment of obesity in adults. American Psychologist, 75(2), 235–251. DOI

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NRS-430V Nursing Conceptual Model vs Nursing Theory Example

Assignment Brief: NRS-430V Nursing Conceptual Model vs Nursing Theory

Assignment Instructions Overview:

In this assignment, you will explore the differences between nursing conceptual models and nursing theories. The objective is to enhance your understanding of these fundamental concepts in nursing and their application in practice.

1)            Discuss the difference between a nursing conceptual model and a nursing theory.

2)            Select a nursing theory and provide a concise summary of it.

3)            Provide an example in nursing practice where the nursing theory you selected would be effective in managing patient care.

Understanding Assignment Objectives:

Discuss the Difference:

• Provide a detailed discussion on the differences between a nursing conceptual model and a nursing theory.
• Highlight how these differences practically affect nursing.

Select a Nursing Theory:

• Choose a specific nursing theory for examination.
• Summarize the chosen nursing theory concisely, highlighting its key principles.

Apply the Theory in Practice:

• Illustrate an example in nursing practice where the selected nursing theory would be effective in managing patient care.
• Offer practical scenarios to explain how the theory can be applied in real-world healthcare settings.

The Student’s Role:

As a student, your role involves exploring the core distinctions between nursing conceptual models and nursing theories. Engage in in-depth research to select a nursing theory for analysis. Summarize the chosen theory clearly, focusing on its practical implications in patient care scenarios.

Extend your understanding by providing a practical example in nursing practice where the selected theory proves beneficial. Consider patient care scenarios and how the theory addresses specific healthcare challenges.

NRS-430V Nursing Conceptual Model vs Nursing Theory Example

In nursing, the effectiveness of practice is directly linked to the theoretical foundation guiding nurses’ actions. However, the methods used in research frameworks vary in terms of available data and desired outcomes. One key distinction lies between nursing conceptual models and nursing theories, which are widely recognized in the field. Therefore, it is essential to clearly define these concepts to grasp their differences.

A conceptual framework in nursing is closely tied to the process of identifying patterns in concepts to justify the application of a particular theory. Researchers describe a conceptual model as a qualitative tool that creates a plan for the interaction between selected variables and concepts, leading to expected outcomes (Mastal, 2018). On the other hand, a nursing theory involves justifying an abstract phenomenon related to nursing concepts. In simpler terms, a nursing theory can be seen as a more organized representation of a phenomenon, while the connection between concepts in a conceptual model tends to be mainly qualitative.

An illustrative example of a nursing theory is Dorothea Orem’s self-care deficit theory. According to Orem, patients need nursing assistance because they cannot fully take care of themselves (Gligor & Domnariu, 2020). This means that a nurse’s main responsibility is to assess a patient’s basic factors, such as age, gender, socio-cultural background, and health condition, to determine the appropriate intervention. For instance, in palliative care, patients may struggle to meet basic human needs like nutrition, requiring support with pain management, medical monitoring, and medication administration. Therefore, the self-care deficit theory provides a justification for nurses’ actions in terms of patient care, aiming to create a satisfying environment.

In conclusion, understanding the distinction between nursing conceptual models and nursing theories is crucial for enhancing nursing practice. Conceptual models provide a qualitative framework for understanding interactions, while theories offer a more systematic explanation of phenomena. Dorothea Orem’s self-care deficit theory is a practical example of how nursing theories guide nurses in providing comprehensive care to patients.

References:

Gligor, L., & Domnariu, C. D. (2020). Patient care approach using nursing theories-comparative analysis of Orem’s self-care deficit theory and Henderson’s model. Acta Medica Transilvanica, 25(2), 11-14. Web.

 

Mastal, M. (2018). Evolution of a conceptual model: Ambulatory care nursing. Nursing Economics, 36(6), 296-303.

NRS-430V Nursing Conceptual Model vs Nursing Theory Example Two

Introduction

Nursing theories and nursing conceptual models serve different purposes within the field, and it is important to differentiate between the two. Nursing theories aim to explain connections between ideas, providing a framework for nurses to address healthcare challenges in their daily activities (Evangelista et al., 2020). On the other hand, nursing conceptual models present a mental image of how a theory works, attempting to illustrate the functioning and structure of the theory (Evangelista et al., 2020). This paper delves into the disparities between nursing theories and conceptual models, using Jean Watson’s theory of human caring as an illustrative example.

Nursing Theory

A nursing theory serves as a comprehensive explanation of the relationships between different ideas. These theories are integral to the growth of the nursing profession as they guide nurses in navigating healthcare challenges (Evangelista et al., 2020).

Nursing Conceptual Model

Contrastingly, a nursing conceptual model is a mental representation of how a theory operates, attempting to provide a vivid picture of the relationships under discussion (Evangelista et al., 2020).

Jean Watson’s Theory of Human Caring

Jean Watson’s theory emphasizes the importance of caring in the nursing profession. Watson notes that while caring exists universally, it often fails to pass from one generation to the next in communities (Evangelista et al., 2020). Consequently, the nursing profession takes on the responsibility of transmitting caring from one generation to the next as a way of adapting to its environment.

Elements of Watson’s Theory

Watson’s theory outlines ten essential elements of genuine care, including humanistic values, hope, empathy, a supportive trust connection, and emotional expression. These elements contribute to creating a caring environment (Evangelista et al., 2020). Additionally, problem-solving, teaching and learning, establishing a conducive atmosphere, facilitating the satisfaction of human needs, and allowing existential-phenomenological forces are other crucial components.

Application in Nursing Practice

Consider a 76-year-old man in a nursing home, set to undergo leg surgery, with his family scattered across the country. The nurse caring for him, guided by Watson’s theory, should focus on developing humanistic, altruistic value systems, instilling hope, and providing empathetic mental and physical support.

Conclusion

In conclusion, understanding the difference between nursing theories and conceptual models is essential for effective application in nursing practice. While theories provide a comprehensive explanation of relationships between ideas, conceptual models offer a visual representation of how these theories operate. The application of nursing theories, such as Jean Watson’s theory, contributes to creating a caring environment in healthcare settings.

Reference

Evangelista, C. B., Lopes, M. E. L., da Nóbrega, M. M. L., de Vasconcelos, M. F., & Viana, A. C.G. (2020). An analysis of Jean Watson’s theory according to Chinn and Kramer’s model. Revista de Enfermagem Referência, 5(4). https://search.proquest.com/openview/0e6ef5858bc6c80509fddf01c5fead90/1?pq-origsite=gscholar&cbl=2042208.

NRS-430V Nursing Conceptual Model vs Nursing Theory Example Three

Introduction

In nursing, there are frameworks and theories that guide both practice and research. Understanding the differences between nursing conceptual models and nursing theories is important for healthcare professionals. This paper explores the difference between nursing conceptual models and nursing theories, highlighting their unique characteristics and applications.

Nursing Conceptual Model

A nursing conceptual model is a general and abstract framework used to guide both practice and research. Often presented visually, these models depict the connections between various components and concepts, offering a clear representation of how these elements relate to different phenomena (Carla et al., 2020). The visual aspect of conceptual models helps in understanding the relationships and connections between different elements.

Nursing Theory

In contrast, a nursing theory is more specific in its application. It is designed to describe, predict, explain, and understand a particular aspect of interest within the field of nursing. Unlike conceptual models, nursing theories go into the details of a specific phenomenon, providing a more detailed and systematic representation (Carla et al., 2020). The key difference lies in the level of specificity and the intended application within the nursing profession.

Patricia Benner’s Nursing Theory

As an illustrative example, Patricia Benner’s nursing theory, “From Novice to Expert,” focuses on the progression of nurses’ skills and knowledge. Benner’s theory represents a more specific approach, describing the stages of skill acquisition and expertise development in nursing practice (Benner, 1982).

Application in Nursing Practice

Understanding the difference between nursing conceptual models and nursing theories is essential for applying these frameworks in nursing practice. For instance, when designing a care plan for a patient, a nurse may use a conceptual model to visualize the connections between different aspects of patient care. On the other hand, a nursing theory, such as Watson’s Theory of Human Caring, may guide the nurse in understanding and addressing the emotional and psychological needs of the patient (Carla et al., 2020).

Conclusion

In conclusion, while nursing conceptual models provide a broad and abstract framework for understanding connections between concepts, nursing theories offer a more specific and detailed explanation of particular phenomena within the field. Both play crucial roles in guiding nursing practice and research, emphasizing the importance of understanding their differences for effective application in healthcare settings.

References

Benner, P. (1982). From Novice to Expert. American Journal of Nursing, 82(3), 402-407.

Carla, B. E., Maria Emília, L. L., Maria Miriam Lima da Nóbrega, Ferreira de Vasconcelos, M., & Ana Claúdia, G. V. (2020). An analysis of Jean Watson’s theory according to Chinn and Kramer’s model. Revista De Enfermagem Referência, 5(4).

NRS-430V Nursing Conceptual Model vs Nursing Theory Example Four

A conceptual model serves as a structured framework in research, organizing ideas, design, and concepts. It provides direction and orderliness, particularly in the nursing field. On the other hand, a theory forms the basis for action, describing a phenomenon and offering strategies for implementation in patient care.

For instance, Virginia Henderson’s need theory underscores the nurse’s role in aiding a patient’s recovery by addressing specific needs. It emphasizes individualized care to ensure the well-being of patients with diverse needs.

According to Butts and Rich (2018), managing post-traumatic stress disorder can address various patient needs, including physiological, spiritual, and social needs. Counseling can assist with physiological needs, while engaging in recreational activities can address social needs. This theory proves effective in helping patients recover from traumatic experiences, positively impacting their outlook on life. Counseling sessions aid patients in accepting their lack of control over what happened and finding hope for a better future.

Attending to a patient’s physiological needs is crucial for overall recovery. The nurse must also consider other healthcare-related needs, creating a supportive environment, and helping the patient overcome unhealthy behaviors resulting from stress. Addressing spiritual needs is equally important to foster the patient’s faith and hope, regardless of their present circumstances.

References

Butts, J. B., & Rich, K. L. (2018). Philosophies and theories for advanced nursing practice. Burlington, Massachusetts: Jones & Bartlett Learning.

Grand Canyon University. (2018). Dynamics in nursing: Art and science of professional practice. Grand Canyon University.

Nilsen, P. (2015). Making sense of implementation theories, models, and frameworks. Implementation science: IS, 10, 53. doi:10.1186/s13012-015-0242-0.

NRS-430V Nursing Conceptual Model vs Nursing Theory Example Five

A nursing conceptual model provides a broader framework, illustrating the overarching perspective of nursing, while a nursing theory entails specific and factual concepts derived from the model to guide nursing practice (Carla, et.al, 2020). Dorothea Orem’s Self-Care Deficit Theory serves as an example of a nursing theory, emphasizing patient involvement in their own care. This theory can be particularly effective in post-surgical patient education and recovery.

In the medical field, specifically nursing, a conceptual model and a theory serve distinct yet interconnected roles. A nursing conceptual model presents an abstract framework that depicts the broader scope of nursing practice, showcasing the interaction between a nurse and a patient, the essence of nursing, and the scientific inquiry process. Conversely, a nursing theory constitutes a concrete set of propositions and concepts derived from the conceptual model, offering specific guidance for nurses in describing, explaining, predicting, and controlling outcomes in nursing care.

Dorothea Orem’s Self-Care Deficit Theory stands as an exemplar of a nursing theory. This theory posits that patients can enhance their recovery by actively participating in self-care up to their ability. In situations where a patient is recuperating from surgery, this theory becomes valuable, especially in educating the patient on self-care practices such as changing dressings. Empowering patients to take charge of certain aspects of their care promotes independence and contributes to improved overall care quality.

References

Carla, B. E., Maria Emília, L. L., Maria Miriam Lima da Nóbrega, Ferreira de Vasconcelos, M., & Ana Claúdia, G. V. (2020). An analysis of Jean Watson’s theory according to chinn and Kramer’s model. Revista De Enfermagem Referência, 5(4).

Nursing Theory. (n.d.). Dorothea Orem – Nursing theorist. Retrieved from https://nursing-theory.org/nursing-theorists/dorothea-orem.php

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PHI 413V RS Applying the Four Principles Case Study Example

Assignment Brief: PHI 413V RS Applying the Four Principles Case Study Assignment

Assignment Instructions Overview:

This assignment aims to apply the four ethical principles in the context of a case study titled “Healing and Autonomy.” The case study involves a patient named James and his parents, Mike and Joane, facing critical decisions regarding James’ medical treatment. The ethical principles to be considered are Beneficence, Nonmaleficence, Autonomy, and Justice.

Understanding Assignment Objectives:

The primary goal of this assignment is for students to analyze and apply the four ethical principles within the given case study. The students are expected to:

• Identify Actions Based on Ethical Principles: Recognize and outline specific actions taken by healthcare professionals and the involved individuals in the case study that align with the ethical principles of Beneficence, Nonmaleficence, Autonomy, and Justice.
• Evaluate Application of Principlism: Evaluate how the principles of Principlism, as outlined in the case study, contribute to ethical decision-making in the healthcare setting.
• Christian Worldview Consideration: Analyze the case study from the perspective of the Christian worldview, emphasizing which ethical principle holds precedence and how a Christian might prioritize the four principles.
• Ranking Ethical Principles: Discuss how a Christian might rank the priority of the four principles within the Christian worldview, justifying the order based on their significance in healthcare decision-making.

The Student’s Role:

As a student undertaking this assignment, your role is to thoroughly examine the provided case study, “Healing and Autonomy.” Pay specific attention to actions taken by healthcare professionals, patients, and family members in the context of the ethical principles of Beneficence, Nonmaleficence, Autonomy, and Justice.

Your analysis should be comprehensive, providing specific examples from the case study to support your observations. Furthermore, you are expected to integrate insights from the Christian worldview, explaining how this perspective influences the prioritization and application of ethical principles in the given healthcare scenario.

Detailed Assessment Instructions for the PHI 413V RS Applying the Four Principles Case Study Assignment

Case Study on Biomedical Ethics in the Christian Narrative – Applying the Four Principles: Case Study

This assignment will incorporate a common practical tool in helping clinicians begin to ethically analyze a case. Organizing the data in this way will help you apply the four principles of principlism.

Based on the “Case Study: Healing and Autonomy” and other required topic study materials, you will complete the “Applying the Four Principles: Case Study” document that includes the following:

Part 1: Chart

This chart will formalize principlism and the four-boxes approach by organizing the data from the case study according to the relevant principles of biomedical ethics: autonomy, beneficence, nonmaleficence, and justice. Applying the Four Principles: Case Study.

Part 2: Evaluation

This part includes questions, to be answered in a total of 500 words, that describe how principalism would be applied according to the Christian worldview.

Remember to support your responses with the topic study materials.

APA style is not required, but solid academic writing is expected.

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

PHI 413V RS Applying the Four Principles Case Study Example

Part 1: Chart (60 points)

Based on the “Healing and Autonomy” case study, complete the relevant boxes as follows:

 

Ethical Principles	Actions in the Case Study
Medical Indications	Beneficence and Nonmaleficence
	– Suggested immediate dialysis for James during the first visit due to elevated blood pressure and fluid buildup.
	– Placed James on regular dialysis during the second visit to stabilize his deteriorating condition.
	– Proposed a kidney transplant to be performed within the next year despite James being in a stable state currently.
	– Informed Mike and Joanne that the church members were not potential donors due to a mismatch of their tissues.
	– Suggested for Mike and Joanne a donor that was an ideal tissue match, James’ brother Samuel.
Patient Preferences	Autonomy
	– The physician did not interrupt when Mike and Joane were making decisions regarding James’ medication.
	– The physician did not interrupt when Mike and Joane were deciding to forego the dialysis and place their faith in God.
	– The physician did not interrupt when Mike and Joane were deciding whether to let Samuel donate a kidney to James or wait for God to perform a miracle.
Quality of Life	Beneficence, Nonmaleficence, Autonomy
Contextual Features	Justice and Fairness
	– The physician did not consider Mike or Joanne as ideal kidney donors to James since they were not compatible donors.
	– The physician did not consider any of the church members as an ideal donor since their tissues did not match with those of James.
	– Advised Mike and Joanne to ensure a kidney transplant was done in the next year despite James’ current stable state.
	– Proposed Samuel as an ideal kidney donor.
	– Allowed Mike and Joanne to make a decision about Samuel donating one of his kidneys to his brother, James.
Contextual Features	Justice and Fairness
	– The physician allowed James to use the dialysis machine, performing daily rounds to stabilize his condition.

 

Part 2: Evaluation

In 200-250 words, answer the following: According to the Christian worldview, which of the four principles is most pressing in this case? Explain why. (45 points)

In the context of the Christian worldview, the principle of autonomy takes precedence in this case. Autonomy, as defined by Singh and Ivory (2015), asserts that individuals have the right to independence, self-determination, and the freedom to make their own choices without external influence. This principle extends to the healthcare sector, emphasizing that clients, including parents like Mike and Joane in this case, possess the right to make decisions about their health without undue influence.

Given that James is a minor, the Christian worldview still upholds the autonomy of his parents in making decisions on his behalf. The physician, recognizing this, respects their autonomy even when there is a misalignment with his professional recommendations. For instance, when the physician suggested immediate dialysis due to James’s deteriorating condition, he did not interrupt or coerce Mike and Joane when they chose to take James home and rely on faith for a miracle. Similarly, when the decision involved whether Samuel should donate a kidney or wait for a divine intervention, the physician refrained from influencing the choice, respecting the autonomy of Mike and Joane.

Although these decisions may be deemed risky and potentially harmful to James’s well-being, the Christian worldview places a high value on autonomy, allowing individuals the freedom to exercise their beliefs and make decisions in alignment with their faith. In this case, autonomy emerges as the most pressing principle, highlighting the Christian perspective that respects the independence and decision-making authority of individuals, even when faced with critical healthcare choices.

In 200-250 words, answer the following: According to the Christian worldview, how might a Christian rank the priority of the four principles? Explain why. (45 points)

In a Christian worldview, the principles would be ranked in a specific order. The primary consideration would be given to the principle of Non-maleficence, as advocated by Ediger (2015). This principle emphasizes the importance of minimizing harm and ensuring that healthcare procedures are as non-harmful as possible to achieve optimal results. Christians would prioritize procedures and interventions that prioritize the well-being of the individual, seeking to do no harm in the pursuit of medical care.

The second-ranking principle would be justice or fairness, in accordance with the belief that individuals are entitled to benefit from advancements in fields such as psychology or healthcare (Al-Bar & Chamsi-Pasha, 2015). This principle aligns with the Christian perspective of embracing technological progress and incorporating it into healthcare practices, ensuring that individuals receive fair and just treatment.

The principle of beneficence, which promotes actions with good intentions towards patients, would be the third in the hierarchy. Christians would consider decisions that bring about the most benefits, aligning with the ethical consideration of doing good for the well-being of the patient.

Autonomy, the principle emphasizing the right to independence, self-determination, and freedom to make choices without external influence, would be ranked last in this Christian framework. The rationale is that, especially in the case of minors like James, parents are entitled to the independence of thought and action in making healthcare decisions (Case Study on Biomedical Ethics in the Christian Narrative). However, it’s crucial to note that this order doesn’t diminish the importance of autonomy but reflects a particular Christian perspective that places a higher priority on minimizing harm, ensuring justice, and promoting beneficence in the healthcare context. This ranking underscores the Christian emphasis on seeking the best outcomes for individuals while respecting autonomy within the boundaries of faith-based decision-making.

References:

Al-Bar, M. A., & Chamsi-Pasha, H. (2015). Beneficence. In Contemporary Bioethics (pp. 129-139). Springer, Cham.

APA. (2020). Ethical Principles of Psychologists and Code of Conduct: Including 2010 and 2016 Amendments. Retrieved from https://www.apa.org/ethics/code/

Young, G. (2017). The Five Core and the Five Supplementary Ethical Principles and Their Sub-principles. In Revising the APA Ethics Code (pp. 63-91). Springer, Cham.

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Nursing HTN SOAP Note for Hypertension Example [Solved]

Assignment Brief: HTN SOAP Note for Hypertension

Overview:

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

Understanding Assignment Objectives:

SOAP Note Structure:

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

Patient Encounter Documentation:

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

Hypertension Management:

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

The Student’s Role:

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

Assignment Guidelines:

SOAP Note Creation:

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

Subjective Section:

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

Objective Section:

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

Assessment Section:

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

Plan Section:

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

 HTN SOAP Note for Hypertension Example

Patient Information:

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

SUBJECTIVE:

Chief Complaint: Headaches that started two weeks ago.

Symptom Analysis/HPI:

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

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

Review of Systems (ROS):

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

Objective Data:

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

Assessment:

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

Differential Diagnosis:

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

Plan:

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

Pharmacological Treatment:

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

Non-Pharmacologic Treatment:

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

Education:

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

Follow-ups/Referrals:

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

References:

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

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

HTN SOAP Note for Hypertension Example Two

Patient Information:

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

Background:

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

Review of Symptoms:

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

Physical Examination:

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

Additional Findings:

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

Initial Test Results:

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

Assessment:

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

Rule out secondary hypertension.

Plan:

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

Follow-up:

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

SOAP NOTE:

S:

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

O:

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

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

A:

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

P:

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

Summary:

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

HTN SOAP Note for Hypertension Example Three

SUBJECTIVE:

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

History of Present Illness (HPI):

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

Objective:

Vital Signs:

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

Laboratory Results:

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

Physical Examination:

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

Assessment:

Epistaxis (R04.0):

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

Essential Hypertension (I10):

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

Clinical Decision Making:

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

References:

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

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

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

HTN SOAP Note for Hypertension Example Four

Medical Specialty:

SOAP / Chart / Progress Notes

Sample Name: Hypertension – Progress Note

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

SUBJECTIVE:

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

PAST MEDICAL HISTORY / SURGERY / HOSPITALIZATIONS:

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

MEDICATIONS:

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

ALLERGIES:

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

FAMILY HISTORY / PERSONAL HISTORY:

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

REVIEW OF SYSTEMS:

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

PHYSICAL EXAMINATION:

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

IMPRESSION/PLAN:

Hypertension: Continue with current medication.

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

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

References:

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

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

HTN SOAP Note for Hypertension Example Five

Patient Information:

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

S: Subjective:

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

O: Objective Findings:

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

A: Assessment:

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

P: Plan:

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

References:

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

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

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

What is a SOAP note for hypertension?

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

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

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

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

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

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

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

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

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

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

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

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

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

What does the “Assessment” section involve for hypertension?

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

What does the “Plan” section entail for hypertension?

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

How often should SOAP notes for hypertension be updated?

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

Can patients access their own SOAP notes for hypertension?

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

Are SOAP notes only used by doctors for hypertension?

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

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

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

Assignment Overview:

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

Assignment Objectives:

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

The Student’s Role:

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

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

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

Topic 1 DQ 1

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

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

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

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

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

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

Weekly Participation

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

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

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

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

APA Format and Writing Quality

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

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

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

Use of Direct Quotes

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

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

It is best to paraphrase content and cite your source.

LopesWrite Policy

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

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

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

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

Late Policy

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

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

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

 

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

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

Communication

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

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

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

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

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

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

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

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

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

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

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

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

References:

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

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

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

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

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

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

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

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

Unread

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

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

(Joint Commission, 2019)

Jan 9, 2023, 6:30 PM

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

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

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

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

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

References

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

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

Jan 10, 2023, 7:12 PM

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

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

Reference

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

Jan 11, 2023, 11:28 PM

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

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

References

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

Jan 9, 2023, 4:45 PM

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

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

References

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

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

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