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Mrs. Snyder’s Case Essay Assignment

Assignment: Mrs. Snyder’s Case

Overview

Develop a video presentation of the patient’s case for stakeholders, supplemented by 10 slides.

Note: Each assessment in this course builds on your work in the preceding assessment; therefore, complete the assessments in the order in which they are presented.

The ability of care coordinators to deliver effective presentations can have a significant impact on the quality of patient care, particularly when addressing a diverse group of stakeholders, including the patient, family members, and multiple providers in a range of different settings. This assessment provides an opportunity for you to present Mrs. Snyder’s case to stakeholders.

BUY A PLAGIARISM-FREE PAPER HERE

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

Competency 2: Evaluate current factors (such as population health, cost, interprofessional communications) affecting patient outcomes related to care coordination.

Identify the factors that could affect outcomes for a patient.

Competency 3: Determine appropriate care coordination performance measures for driving high-quality patient outcomes, based on current accrediting standards and benchmarks. Mrs. Snyder’s Case Essay Assignment.

Identify the resources needed to implement continuing care for a patient.

Competency 4: Apply relevant evidence-based practices that reflect a shift toward a broader population health focus on patient outcomes.

Identify the goals, elements, and overall scope of a plan for a patient’s continuing care.

Explain how the roles associated with particular care coordination functions enable an interprofessional care team to deliver high-quality patient outcomes.

Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.

Present patient case information to stakeholders clearly and accurately. Mrs. Snyder’s Case Essay Assignment.

Support main points, arguments, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.

Assignment: Mrs. Snyder’s Case Context

Communication and interdisciplinary collaboration include the patients and their families or significant others. Care coordinators understand that patients may need help navigating the complex health care system and that partnering with patients and their families improves education, safety, and patient outcomes.

Questions to Consider

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment Mrs. Snyder’s Case Essay Assignment.

Why would oral case presentation be an important skill for nurse leaders?

Which patient information is of key importance to providers? To family members?

How might you tailor the content or approach of your presentation to your target audience?

Assignment: Mrs. Snyder’s Case Resources

MSN Program Journey

Please review this guide for your degree program. It can help you stay on track for your practicum experience, so you may wish to bookmark it for later reference.

MSN Program Journey
 | 
Transcript

Suggested Resources

The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you must ensure that they are appropriate, credible, and valid. The 
MSN-FP6610 Introduction to Care Coordination Library Guide
can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you. Mrs. Snyder’s Case Essay Assignment.

Effective Presentations

The following resources will help you create and deliver more effective presentations.

Capella University Library: 
PowerPoint Presentations
.

Links to PowerPoint and other presentation software resources.

Conquering Death by PowerPoint: The Seven Rules of Proper Visual Design
 | 
Transcript

A video primer on presentation design.

Approximate run time: 45:00.

Creating a Presentation: A Guide to Writing and Speaking
 | 
Transcript
.

Refer to this resource throughout the process of creating your presentation to view the tutorial appropriate for you at each stage.

Fowler, D. L., & Jones, D. J. (2015). 
Professional presentation skills development in a graduate nursing program
.
 Journal of Nursing Education, 54
(12), 708–711.

Highlights the importance to nurse leaders of developing expert presentation skills to be effective at influencing health care.

Medina, M. S., & Avant, N. D. (2015). 
Delivering an effective presentation
. 
American Journal of Health-System Pharmacy
, 
72
(13), 1091–1094. doi:10.2146/ajhp150047

A review of some of the most important issues and challenges to consider when preparing and delivering a presentation.

Microsoft. (2016). 
Record a slide show with narration and slide timings
. Retrieved from https://support.office.com/en-us/article/Record-a-slide-show-with-narration-and-slide-timings-0b9502c6-5f6c-40ae-b1e7-e47d8741161c?ui=en-US&rs;=en-001&ad;=US

Williams, D. E., & Surakanti, S. (2016). 
Developing oral case presentation skills: Peer and self-evaluations as instructional tools
.
 The Ochsner Journal, 16
(1), 65–69.

Suggested Writing Resources

APA Module
.

Academic Honesty & APA Style and Formatting
.

Capella Resources

Using Kaltura [PDF]
.

Using Adobe Connect
.

Disability Services
.

ePortfolio
.

Assessment Instructions

Preparation

For your final assessment, you will present Mrs. Snyder’s case to the health care team, including all internal and external stakeholders and key family members. The purpose of the presentation is to ensure that everyone connected with Mrs. Snyder’s case is well-informed and that they have a common understanding of her care to date and of plans for providing the best possible patient-centered care. You have decided to provide a video recording of the presentation to any stakeholders who cannot attend.

To prepare for the presentation, please review the care plan and the transitional care plan  developed for Mrs. Snyder in Assessments 2 and 3. Assignment: Mrs. Snyder’s Case

Presentation Software: Assignment: Mrs. Snyder’s Case

You may use 
Microsoft PowerPoint
 or any other suitable presentation software to create your slides. 
Use the speaker’s notes section of each slide to develop your talking points and cite your sources
, as appropriate. If you need help designing your presentation, you are encouraged to review the various presentation resources provided.

You may use Kaltura Media, Adobe Connect, or other technology of your choice to record your video.

If using Kaltura Media, refer to the Using Kaltura tutorial for directions on recording and uploading your video in the courseroom.

If using Adobe Connect, refer to the instructions and tutorials available from the Using Adobe Connect support page.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact Disability Services to request accommodations.

Requirements

Develop a presentation of your patient’s case for stakeholders.

Presentation Format and Length

Your slide deck should consist of 10 slides, not including a title slide, and objectives slide, and a references slide.

Supporting Evidence

Cite 4–5 sources of scholarly or professional evidence to support your presentation.

List your sources on the references slide at the end of your presentation.

Developing the Presentation

Note: The requirements outlined below correspond to the grading criteria in the scoring guide. Be sure that your case presentation addresses each point, at a minimum. Read the Case Presentation Scoring Guide to better understand how each criterion will be assessed.

Identify the goals, elements, and overall scope of a plan for Mrs. Snyder’s continuing care.

Include a high-level overview of the care plan and the transitional care plan, with relevant background on the patient.

Explain how the roles associated with particular care coordination functions enable an interprofessional care team to deliver high-quality patient outcomes.

Cite credible evidence to support your conclusions.

Consider the informational needs of various stakeholders and their familiarity with care coordination.

Identify the factors that could affect outcomes for the patient.

Specify the information on which are you basing your conclusions.

Note any assumptions you are making about the patient, her needs, and the nature of ongoing care.

Determine the resources needed to implement continuing care for Mrs. Snyder.

Identify the factors that influence your determination.

Justify your assertions.

Present patient case information to stakeholders clearly and accurately.

Express your main points and conclusions coherently.

Proofread your slides to minimize errors that could distract readers and make it difficult to focus on the substance of your presentation.

Support main points, arguments, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style. Mrs. Snyder’s Case Essay Assignment.

Ensure that the evidence you provide is clear, explicit, and understood by all stakeholders.

Additional Requirements

In addition to your slide deck and a link to your video, submit any other relevant documentation or links for this assessment, if you used technology other than Kaltura Media, Adobe Connect, or PowerPoint.

Portfolio Prompt: You may choose to save your presentation to your ePortfolio.

 

Assessment Submit

 

FP6610_Assessment_4_docx

Overview

Develop a video presentation of the patient’s case for stakeholders, supplemented by 10 slides.

Note: Each assessment in this course builds on your work in the preceding assessment; therefore, complete the assessments in the order in which they are presented.

The ability of care coordinators to deliver effective presentations can have a significant impact on the quality of patient care, particularly when addressing a diverse group of stakeholders, including the patient, family members, and multiple providers in a range of different settings. This assessment provides an opportunity for you to present Mrs. Snyder’s case to stakeholders.

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

o Competency 2: Evaluate current factors (such as population health, cost, interprofessional communications) affecting patient outcomes related to care coordination.

 Identify the factors that could affect outcomes for a patient.

o Competency 3: Determine appropriate care coordination performance measures for driving high-quality patient outcomes, based on current accrediting standards and benchmarks.

 Identify the resources needed to implement continuing care for a patient.

o Competency 4: Apply relevant evidence-based practices that reflect a shift toward a broader population health focus on patient outcomes.

 Identify the goals, elements, and overall scope of a plan for a patient’s continuing care.

 Explain how the roles associated with particular care coordination functions enable an interprofessional care team to deliver high-quality patient outcomes.

o Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.

 Present patient case information to stakeholders clearly and accurately.

 Support main points, arguments, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style. Mrs. Snyder’s Case Essay Assignment.

Context

Communication and interdisciplinary collaboration include the patients and their families or significant others. Care coordinators understand that patients may need help navigating the complex health care system and that partnering with patients and their families improves education, safety, and patient outcomes.

Questions to Consider

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

o Why would oral case presentation be an important skill for nurse leaders?

o Which patient information is of key importance to providers? To family members?

o How might you tailor the content or approach of your presentation to your target audience? Mrs. Snyder’s Case Essay Assignment.

Resources

MSN Program Journey

Please review this guide for your degree program. It can help you stay on track for your practicum experience, so you may wish to bookmark it for later reference. Assignment: Mrs. Snyder’s Case

o MSN Program Journey | Transcript

Suggested Resources

The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you must ensure that they are appropriate, credible, and valid. The MSN-FP6610 Introduction to Care Coordination Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.

Effective Presentations

The following resources will help you create and deliver more effective presentations.

o Capella University Library: PowerPoint Presentations.

 Links to PowerPoint and other presentation software resources.

o Conquering Death by PowerPoint: The Seven Rules of Proper Visual Design | Transcript

 A video primer on presentation design. Mrs. Snyder’s Case Essay Assignment.

 Approximate run time: 45:00.

o Creating a Presentation: A Guide to Writing and Speaking | Transcript.

 Refer to this resource throughout the process of creating your presentation to view the tutorial appropriate for you at each stage.

o Fowler, D. L., & Jones, D. J. (2015). Professional presentation skills development in a graduate nursing program. Journal of Nursing Education, 54(12), 708–711.

 Highlights the importance to nurse leaders of developing expert presentation skills to be effective at influencing health care.

o Medina, M. S., & Avant, N. D. (2015). Delivering an effective presentation. American Journal of Health-System Pharmacy, 72(13), 1091–1094. doi:10.2146/ajhp150047

 A review of some of the most important issues and challenges to consider when preparing and delivering a presentation.

o Microsoft. (2016). Record a slide show with narration and slide timings. Retrieved from https://support.office.com/en-us/article/Record-a-slide-show-with-narration-and-slide-timings-0b9502c6-5f6c-40ae-b1e7-e47d8741161c?ui=en-US&rs;=en-001&ad;=US

o Williams, D. E., & Surakanti, S. (2016). Developing oral case presentation skills: Peer and self-evaluations as instructional tools. The Ochsner Journal, 16(1), 65–69.

Suggested Writing Resources Mrs. Snyder’s Case Essay Assignment

o APA Module.

o Academic Honesty & APA Style and Formatting.

Capella Resources

o Using Kaltura [PDF].

o Using Adobe Connect.

o Disability Services.

o ePortfolio.

• Assessment Instructions

Preparation

For your final assessment, you will present Mrs. Snyder’s case to the health care team, including all internal and external stakeholders and key family members. The purpose of the presentation is to ensure that everyone connected with Mrs. Snyder’s case is well-informed and that they have a common understanding of her care to date and of plans for providing the best possible patient-centered care. You have decided to provide a video recording of the presentation to any stakeholders who cannot attend. Mrs. Snyder’s Case Essay Assignment.

To prepare for the presentation, please review the care plan and the transitional care plan developed for Mrs. Snyder in Assessments 2 and 3.

Presentation Software

You may use Microsoft PowerPoint or any other suitable presentation software to create your slides. Use the speaker’s notes section of each slide to develop your talking points and cite your sources, as appropriate. If you need help designing your presentation, you are encouraged to review the various presentation resources provided.

You may use Kaltura Media, Adobe Connect, or other technology of your choice to record your video.

o If using Kaltura Media, refer to the Using Kaltura tutorial for directions on recording and uploading your video in the courseroom.

o If using Adobe Connect, refer to the instructions and tutorials available from the Using Adobe Connect support page.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact Disability Services to request accommodations.

Requirements

Develop a presentation of your patient’s case for stakeholders.

Presentation Format and Length

Your slide deck should consist of 10 slides, not including a title slide, and objectives slide, and a references slide.

Supporting Evidence

o Cite 4–5 sources of scholarly or professional evidence to support your presentation.

o List your sources on the references slide at the end of your presentation. Mrs. Snyder’s Case Essay Assignment.

Developing the Presentation

Note: The requirements outlined below correspond to the grading criteria in the scoring guide. Be sure that your case presentation addresses each point, at a minimum. Read the Case Presentation Scoring Guide to better understand how each criterion will be assessed.

o Identify the goals, elements, and overall scope of a plan for Mrs. Snyder’s continuing care.

 Include a high-level overview of the care plan and the transitional care plan, with relevant background on the patient.

o Explain how the roles associated with particular care coordination functions enable an interprofessional care team to deliver high-quality patient outcomes.

 Cite credible evidence to support your conclusions.

 Consider the informational needs of various stakeholders and their familiarity with care coordination.

o Identify the factors that could affect outcomes for the patient. Mrs. Snyder’s Case Essay Assignment.

 Specify the information on which are you basing your conclusions.

 Note any assumptions you are making about the patient, her needs, and the nature of ongoing care.

o Determine the resources needed to implement continuing care for Mrs. Snyder.

 Identify the factors that influence your determination. Mrs. Snyder’s Case Essay Assignment.

 Justify your assertions.

o Present patient case information to stakeholders clearly and accurately. Assignment: Mrs. Snyder’s Case

 Express your main points and conclusions coherently.

 Proofread your slides to minimize errors that could distract readers and make it difficult to focus on the substance of your presentation.

o Support main points, arguments, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.

 Ensure that the evidence you provide is clear, explicit, and understood by all stakeholders.

Additional Requirements

In addition to your slide deck and a link to your video, submit any other relevant documentation or links for this assessment, if you used technology other than Kaltura Media, Adobe Connect, or PowerPoint.

Portfolio Prompt: You may choose to save your presentation to your ePortfolio Mrs. Snyder’s Case Essay Assignment.

Case Presentation Scoring Guide

Case Presentation Scoring Guide

Criteria Non-performance Basic Proficient Distinguished

Identify the goals, elements, and overall scope of a plan for a patient’s continuing care. Does not summarize the goals, elements, and overall scope of a plan for a patient’s continuing care. Summarizes plan goals, elements, and overall scope, overlooking important patient information and aspects of care that would be of particular interest to providers or family members. Identifies the goals, elements, and overall scope of a plan for a patient’s continuing care. Identifies the goals, elements, and overall scope of a plan for a patient’s continuing care. Provides complete, accurate information that enables stakeholders to make decisions in the best interests of the patient, without delving into unnecessary detail.

Explain how the roles associated with particular care coordination functions enable an interprofessional care team to deliver high-quality patient outcomes. Does not describe the roles associated with particular care coordination functions, or explain how those roles enable an interprofessional care team to deliver high-quality patient outcomes. Describes the roles associated with particular care coordination functions, or offers a superficial or unsubstantiated explanation of how those roles enable an interprofessional care team to deliver high-quality patient outcomes. Explains how the roles associated with particular care coordination functions enable an interprofessional care team to deliver high-quality patient outcomes Mrs. Snyder’s Case Essay Assignment. Explains how the roles associated with particular care coordination functions enable an interprofessional care team to deliver high-quality patient outcomes. Offers a concise, focused explanation tailored to the needs of the target audience that is well supported by credible sources.

Identify the factors that could affect outcomes for a patient. Does not identify the factors that could affect outcomes for a patient. Identifies factors that could affect patient outcomes, but overlooks important information about the patient, her needs, or ongoing care that could also affect outcomes. Identifies the factors that could affect outcomes for a patient. Identifies the factors that could affect outcomes for a patient. Draws perceptive, well-reasoned conclusions, and acknowledges any underlying assumptions or uncertainties.

Identify the resources needed to implement continuing care for a patient. Mrs. Snyder’s Case Essay Assignment. Does not identify the resources needed to implement continuing care for a patient. Identifies questionable or unjustified resources. Identifies the resources needed to implement continuing care for a patient. Identifies the resources needed to implement continuing care for a patient. Makes logically sound, valid inferences based on consideration of all available information.

Present patient case information to stakeholders clearly and accurately. Does not present patient case information to stakeholders clearly and accurately. Inconsistently clear or accurate information and/or weak oral case presentation skills inhibit effective communication with stakeholders. Presents patient case information to stakeholders clearly and accurately. Presents patient case information to stakeholders clearly and accurately. Articulate, consistent, and deliberate tone is fine-tuned to the audience and the intended message. Mrs. Snyder’s Case Essay Assignment

Support main points, arguments, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style. Does not support main points, arguments, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style. Main points, arguments, and conclusions are not well supported. Sources lack relevance or credibility, or are incorrectly formatted. Supports main points, arguments, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style. Supports main points, arguments, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style. Mrs. Snyder’s Case Essay Assignment.

Assessment 2: Patient Care Plan: 
MSN6610 – Case Coordination Scenario

Assessment 2: Patient Care Plan

Assessment 2

Overview

Complete an interactive simulation in which you will interview a patient, family members, and experienced health care workers to gather information to support a care coordination strategy and develop a care plan for the patient.

Note: Each assessment in this course builds on your work in the preceding assessment; therefore, complete the assessments in the order in which they are presented. Transitional Care Plan: MSN6610 – Case Coordination Scenario II Essay Assignment.

BUY A PLAGIARISM-FREE PAPER HERE

Whether designing care plans directed by patients’ needs and preferences, educating patients and their families at discharge, or doing their best to facilitate continuity of care for patients across settings and among providers, registered nurses use accredited health care standards to realize coordinated care. This assessment provides an opportunity for you to explore health care standards with respect to the quality of care, investigate opportunities and challenges in care coordination, and develop a proactive, patient-centered care plan.

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

o Competency 1: Determine the influence of current health care legislation, policy, and research on evidence-based practice in assessment by care coordinators.

 Assess a patient’s condition from a coordinated-care perspective.

 Develop nursing diagnoses that align with patient assessment data.

o Competency 3: Determine appropriate care coordination performance measures for driving high-quality patient outcomes, based on current accrediting standards and benchmarks.

 Evaluate care coordination outcomes.

o Competency 4: Apply relevant evidence-based practices that reflect a shift toward a broader population health focus on patient outcomes.

 Determine appropriate nursing or collaborative interventions.

 Explain why a particular nursing intervention is indicated or therapeutic.

o Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.

 Write clearly and concisely, using correct grammar and mechanics.

 Support main points, claims, and conclusions with credible evidence, correctly formatting citations and references using APA style. Transitional Care Plan: MSN6610 – Case Coordination Scenario II Essay Assignment.

Context

The National Strategy for Quality Improvement in Health Care (2011) focuses on improving patient care, maximizing health resources, and reducing preventable hospital readmissions. Care coordinators reduce readmissions of those suffering from chronic conditions such as congestive heart failure, pneumonia, asthma, and diabetes, and are responsible for providing quality care in a fiscally responsible manner. While this may seem a reasonable task, shifting the way we use health care resources can be a challenge. Consequently, you must be cognizant of effective strategies for reducing preventable readmissions and understand the barriers that nurses face when coordinating care for patients with chronic illnesses.

Reference

Agency for Healthcare Research and Quality. (2011). 2011 report to Congress: National strategy for quality improvement in health care. Retrieved from https://www.ahrq.gov/workingforquality/reports/2011-annual-report.html

Questions to Consider

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment. Transitional Care Plan: MSN6610 – Case Coordination Scenario II Essay Assignment.

o To what extent does a needs assessment support nursing diagnoses?

o Which accrediting standards or benchmarks drive outcomes in your current professional practice?

o What action might you take in response to care plan goals or outcomes that are not being met?

Resources

Required Resources

The following resources are required to complete your patient care plan.

o Vila Health: Care Coordination Scenario I | Transcript.

 Use this multimedia simulation to gather the information you will need to complete your plan.

o Patient Care Plan Template [DOCX].

 Use this template for your plan.

Suggested Resources

The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you must ensure that they are appropriate, credible, and valid. The MSN-FP6610 Introduction to Care Coordination Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.

Care Coordination

o GL?owacka, M. & Kalinowska, A. (2015). Shaping nursing professional skills with the use of the method of nursing process as well as diagnoses and nursing interventions according to ICNP oriented on the female patient with multiple sclerosis. Journal of Neurological & Neurosurgical Nursing, 4(2), 76–84.

 A study illustrating a holistic approach to patient care. Transitional Care Plan: MSN6610 – Case Coordination Scenario II Essay Assignment.

o Popejoy, L. L., Stetzer, F., Hicks, L., Rantz, M. J., Galambos, C., Popescu, M., … Marek, K. D. (2015). Comparing aging in place to home health care: Impact of nurse care coordination on utilization and costs. Nursing Economics, 33(6), 306–313.

 A study presenting additional evidence for effectiveness of nursing care coordination.

o Vanderboom, C. E., Thackeray, N. L., & Rhudy, L. M. (2015). Key factors in patient-centered care coordination in ambulatory care: Nurse care coordinators’ perspectives. Applied Nursing Research, 28(1), 18–24.

o Vu, M., White, A., Kelley, V. P., Kuca Hopper, J., & Liu, C. (2016). Hospital and health plan partnerships: The Affordable Care Act’s impact on promoting health and wellness [including commentary by F. Randy Vogenberg]. American Health & Drug Benefits, 9(5), 269–278.

 Results of a literature review examining the effects of the ACA on health and wellness programs.

Suggested Writing Resources

o APA Module.

o Academic Honesty & APA Style and Formatting.

o APA Style Paper Tutorial [DOCX].

Capella Resources

• Assessment Instructions

Note: Complete the assessments in this course in the order in which they are presented.

Preparation

To prepare for this assessment, complete the Vila Health: Care Coordination Scenario 1 simulation (linked in the Required Resources) to obtain the information you will need to:

o Develop a care coordination strategy for Mrs. Snyder and her family.

o Apply current accrediting standards and benchmarks as you determine the best way to develop this strategy.

o Develop a patient care plan. Transitional Care Plan: MSN6610 – Case Coordination Scenario II Essay Assignment.

Requirements

Develop a proactive, patient-centered care plan for the patient, using the information gained from your simulated interviews. Focus on care coordination and national care coordination initiatives.

Care Plan Format

Use the Patient Care Plan Template linked in the Required Resources.

Supporting Evidence

Cite 5 sources of scholarly or professional evidence to support your plan.

Developing the Care Plan

Note: The requirements outlined below correspond to the grading criteria in the scoring guide. Be sure that your care plan addresses each point, at a minimum. Read the Patient Care Plan Scoring Guide to better understand how each criterion will be assessed.

o Assess the patient’s condition from a coordinated-care perspective.

 Consider the full scope of the patient’s needs.

 Include 5 pieces of data (subjective, objective, or a combination) that led to a nursing diagnosis.

o Develop nursing diagnoses that align with the patient assessment data.

 Write two goal statements for each diagnosis.

 Ensure goals are patient- and family-focused, measurable, attainable, reasonable, and time-specific.

 Consider the psychosociocultural aspect of care.

o Determine appropriate nursing or collaborative interventions.

 List at least three nursing or collaborative interventions.

 Provide the rationale for each goal or outcome. Transitional Care Plan: MSN6610 – Case Coordination Scenario II Essay Assignment.

o Explain why each intervention is indicated or therapeutic.

 Cite applicable references that support each intervention.

o Evaluate care coordination outcomes.

 Indicate if the goals were met. If they were not met, explain why.

 Describe how you would revise the plan of care based on the patient’s response to the current plan.

o Write clearly and concisely, using correct grammar and mechanics.

o Express your main points and conclusions coherently.

o Proofread your writing to minimize errors that could distract readers and make it difficult to focus on the substance of your plan.

o Support main points, claims, and conclusions with credible evidence, correctly formatting citations and references using APA style.

•

Complete an interactive simulation in which you will interview a patient, family members, and experienced health care workers to gather information to support a care coordination strategy and develop a care plan for the patient.

MSN6610 – Case Coordination Scenario

Activity Log

Patient Interview

Rebecca Snyder

Patient

How are you feeling today, Mrs. Snyder?

Oy, I’ve been better, I guess! The pain medication is making me very sleepy. But

it’s controlling the pain. So I guess I can stand it for now. But when I go home I’m

not going to be able to be this out of it. Mostly I’m just worried sick about my family.

I’m the one who takes care of everything. And I mean everything–the cooking, the

cleaning, the dogs, rides to baseball practice for my sons… and my mother too.

She lives with us, and I take care of her because she’s not well. I just want to go

home so I can take care of everything like I’m supposed to!

Can you tell me about your family situation?

Well, David is my husband. We’ve been married for 36 years now! He used to be

an accountant, but last year he finally took the plunge and bought his own deli. His

dream come true. It’s going ok, but it’s a lot of work, and sometimes I don’t see him

all day because he’s working. And we have five children. Two of them are at home-

-my twin boys Eli and Isaac. They’re 14 and they’re really great kids… they’re both

on the baseball team and all kinds of activities, and I feel like I spend half my life

driving them places. And also taking care of their dogs… oy. We never had dogs

before, but the twins just begged us for years, so we got them two great big Golden

Retrievers. The deal was that they were supposed to take care of the dogs, but you

can imagine how that went! Transitional Care Plan: MSN6610 – Case Coordination Scenario II Essay Assignment.

Then we have three grown kids. Our oldest son Oren lives in New Jersey and we

don’t see him enough. He’s married and has four children. Our daughter Devorah

lives close by and I see her every day. She has two beautiful little girls and she’s a

little overwhelmed, so I help her out as much as I can. And our other son, Avi… oy,

he’s a handful! He has a little boy and just split up from his lovely wife, which I keep

telling him is a terrible idea, but why would he listen to his mother? My husband

made him the assistant manager of the deli, and that’s been an absolute disaster–

especially because, well, I hope I’m not telling you too much, but he has a drinking

problem. That boy needs to learn some responsibility fast. The other member of my

household is my mother, who’s 87 years old and not in good health. She was doing

fine on her own until a few years ago, but now the dementia is getting worse and

she just can’t be alone anymore. Assessment 2: Patient Care Plan

Is there someone at home who can help take care of you?

Take care of 
me
? Now that would be a change. I mean, I don’t want to complain.

We’re a very traditional family when it comes to women’s work and men’s work.

And that was completely my choice. I actually wasn’t raised Orthodox. My family

was somewhat observant, but not the way we are–we didn’t keep kosher growing

up, and my mother worked as soon as we were in elementary school. I met David

at a dance, and that was that. I married him and became Orthodox. So I chose this

lifestyle and the traditional gender roles that come with it. I couldn’t imagine it any

other way. So no, there’s no one who can take care of me, not really. David, he’s a

good man and he’ll do what he can, but he’s been working 15-hour days lately! I’m

sure my daughter can help me with medication and things like that, but she’s so

busy with her kids that I don’t want to burden her. We do have neighbors and

friends from our synagogue…I’m sure they’ll be sending us meals and looking in on

me, just like I’ve done for lots of other people over the years.

How is your home set up? Do you have to walk up and down stairs often?

Outside, it’s not a problem. There’s only one step up into the house. But we do

have a lot of stairs inside. David and I used to sleep in the first floor bedroom suite.

But then when my mother moved in, we moved into a bedroom upstairs. She uses

a walker and there’s no way we could move her into any other bedroom.

How are things going with your diabetes?

I know… I really need to control my diabetes better. I put on all this weight when I

had the twins and I’ve been gaining and losing the same 15 pounds for years, but I

just can’t seem to get it off. I run around so much, you’d think that would help… I

mean, I walk those dogs twice a day most of the time! But it’s just so hard to eat

right… and I know, I use food as a crutch when I get stressed out about my son Avi

and stuff like that, which happens pretty much all the time! And I know it would be

good for all of us to make changes in our diet, but that’s not easy. My husband is

the pickiest eater and my mother can only eat certain things, and three of my kids

are lactose intolerant, and now it turns out my baby granddaughter who’s at my

house every day has a nut allergy! And on top of all that I need to maintain a strict

kosher household. There’s too many food requirements already for me to add my

diabetes to the list. Assessment 2: Patient Care Plan

How do you feel about chemo and radiation?

I don’t know. To be honest, I’m worried sick about the pain and the nausea. I’m

terrible with pain! With all my kids, I wasn’t going to have an epidural, but every

single time I wimped out pretty much immediately. I kind of wonder if I should go

back on anti-anxiety pills, because I’m really upset about this… but I’m worried

those will make me really sleepy, which is why I stopped taking them.

But the thing is, my doctor says the chemo and radiation could prolong my life by a

couple of years potentially. Maybe even more. I know a number of people who

were supposed to die of cancer right away and they hung on for years! So that’s

what I need to do, right? (tears up) My family needs me. I’m honestly more scared

about what’s going to happen to my family when I’m gone. God will take care of

me, but who’s going to walk the dogs?

What questions do you have for me?

I’m so worried about my mother. Can you… I don’t know if it’s part of what you do,

but can you help me figure out what to do about her? I was determined to keep her

out of a home no matter what, and I still feel that way. But what if I can’t take care

of her anymore? My sister lives in Florida and I guess she could take her in, but I

don’t want to send my mother so far away when we’re her main support

system…and anyway, I frankly don’t think my sister has the patience to handle my

mother’s health problems. It’s probably too much to ask, but if you could give me

some advice about what to do for her…? This is really eating me up inside. Transitional Care Plan: MSN6610 – Case Coordination Scenario II Essay Assignment.

Family Interviews

David Snyder

Rebecca Synder’s Husband

Mr. Snyder, I have some questions for you about your wife’s care.

DAVID: 
So you’re from the hospital? Is my wife okay? Oh good. MITCH! NO, PUT

THAT DOWN! I’LL FINISH THAT ORDER! Okay. I’m sorry about that. I’m at my

deli. Things are kind of crazy here today. MITCH! I SAID, I’LL FINISH THAT

ORDER! GO WORK ON A DIFFERENT ORDER! I’m really sorry. You said you

had some questions about my wife? Look, maybe you should call my daughter

Devorah. I don’t know the first thing about taking care of someone with cancer. I

can’t even tell you how overwhelmed I feel. If I had any idea she was going to get

sick, I wouldn’t have opened this deli, that’s for sure. But it’s too late now… MITCH!

PUT THAT VERKAKTE SANDWICH DOWN! I SAID I’LL FINISH THE ORDER!

Look, like I said, I’m not good with this kind of thing and I’m completely

overwhelmed. I don’t have any idea how we’re going to manage this. I’ll try to help

though. What do you need to know?

DENISE: 
I’m going to stop you right there. Clearly Mr. Snyder is distracted right

now. You might want to talk with him later. But it also sounds like he’s really

overwhelmed, and from what Mrs. Snyder said, he might not be the best person to

talk to for insight about her care. Caregiving simply hasn’t been his role in the

relationship. I recommend you call someone else. Transitional Care Plan: MSN6610 – Case Coordination Scenario II Essay Assignment.

Devorah Kaufman

Rebecca Synder’s Daughter

What’s wrong?

I’m going to stop you right there. You can’t call Mrs. Snyder’s daughter. Refer back

to Rebecca Snyder’s electronic medical record. There’s a list of people she’s given

the hospital permission to speak with about her care. And there’s only two people

on that list–her husband David and her son Avi. I know–based on what you know

so far, that doesn’t make sense. Mrs. Snyder said that she was very close to her

daughter. When she wakes up, you might want to ask her if she’d like to update the

list so that you can talk to Devorah. In the meantime, you’ll have to talk to someone

else.

Avi Snyder

Rebecca Synder’s Son

Mr. Snyder, I have some questions for you about your mother’s care.

Oh, I’m so glad you called! My father’s way too upset to talk about this right now,

and frankly he doesn’t know the first thing about what my mom needs. My mother

probably gave you this big spiel about what a no-goodnick son I am, didn’t she?

Oh, never mind that. I know a lot more about what’s going on than my mother gives

me credit. What questions do you have for me?

How is your mother feeling about her illness?

Well, you can imagine, she’s certainly not happy about it! For one thing, she’s

worried sick about everyone else. She really does take care of everything in our

family, and she likes it that way. On top of everything she does, she insists on

taking care of my grandmother and keeping her out of a home. But she’s probably

told you all of that. What she probably hasn’t told you is how scared she is about

the chemo and the pain. I don’t think she’s particularly scared about death–I mean,

more than any of us are–but she’s always been terrified of doctors and pain. I

suspect she has a lower threshold for pain than most people. I know I do, and

maybe that’s a genetic thing? Anyways, one thing my mom might not have told you

is that she’s been off and on anti-anxiety meds for years, and unfortunately they

make her really tired so she hasn’t been able to stay on them. And pain is one of

her biggest fears. So I hope you and the doctors keep this in mind when you’re

putting together a plan for her. She’s not going to tell you how anxious she is about

her treatment, but believe me, she is. Assessment 2: Patient Care Plan

Is there anyone in the family who can help care for her?

Yeah…me! She’ll kick and scream because she thinks that’s a daughter’s role and

that I’m a no-goodnik. But my sister isn’t in a position to help all that much. I mean,

she’ll do what she can, but… well, okay, please don’t tell my mom this yet, but my

sister thinks she might be pregnant again. So she’s already got two little girls under

the age of four and possibly another one on the way, and she doesn’t seem to have

easy pregnancies. So if she’s actually pregnant, she’s not going to be able to help

all that much, and even if she’s not pregnant, she’s already overwhelmed with

parenthood. But I can help. And my little brothers can help out too. She’s always

complaining that they don’t do things like walk the dogs, but that’s because she

doesn’t make them. They’re 14 years old and they’re perfectly capable of cleaning

up after themselves and doing some of the cooking. Also, I’m sure my mother

hasn’t said anything, but she has a sister who lives in Florida who will be more than

willing to fly in and help. She and my Aunt Janet don’t get along all the time and I’m

sure my mom doesn’t want to burden her, but Aunt Janet is retired and has plenty

of money and would be on a plane in a minute if my mom would ask. Transitional Care Plan: MSN6610 – Case Coordination Scenario II Essay Assignment.

Can you describe the situation with your grandmother living in the home?

My Baubie needs to be in a nursing home. In my opinion, that should have

happened six months ago, even before my mom’s cancer diagnosis. I admire my

mother for taking on the role of caregiver, but there’s a point where it’s too much.

When my grandmother started needing help bathing and feeding herself, that’s

when she needed to move out, in my opinion. Also, my grandmother’s wandered

out the front door by herself a few times. She hasn’t gone far and she hasn’t gotten

lost, but I think there’s a good possibility that could happen.

How would your mother feel about a home health aide?

Oy! She’d kick and scream and tell us she can do it all herself. But she’d probably

go for it eventually. The problem with that is that I don’t know if they could afford for

someone to come in. When my dad was an accountant they had better insurance.

But now that my dad quit and started his own deli, they’re covered by insurance

through the Affordable Care Act. And thank God that’s available! But I don’t think it

covers home health care, does it? That’s something we need help figuring out.

Because the deli has been a huge financial burden for the family. Huge! It’s doing

pretty well, but all businesses are slow at first, and there’s just not that much

money coming in. And my mom has been adamant about not tapping into my

brothers’ college funds for her health care. Ugh! I really don’t know what we’re

going to do. I wish my mom were old enough for Medicare, but she’s only 56.

Do you think your mother would be open to help with her diabetes and nutrition?

Good luck with that! My sister and I have been on her case for years to start eating

better and she won’t listen to us. And my father is absolutely no help. He’s the

pickiest eater I know and goes nuts when my mother tries to make something more

healthy. He insists that she make pies and cookies even though my mom has no

willpower around those things, so they’re always in the house. And now that she

has cancer, I know that a healthier diet would make things a little easier for her, but

I just don’t see that happening. I see my mom just throwing in the towel and saying

that she’s dying anyway and she should be able to eat whatever she wants. Transitional Care Plan: MSN6610 – Case Coordination Scenario II Essay Assignment.

Is there anything else you’d like us to know about your mother’s care?

My father is having a really hard time coping with this. He’s coping by working

more, which is pretty much the opposite of what should be happening. My father is

completely ill-equipped to deal with this situation, both emotionally and in terms of

knowing how to be a caregiver. I wonder if there’s some kind of Jewish support

group we could find for him. And no one wants to talk about this, but there’s a

pretty good chance he’s going to be a single father to my little brothers. I think my

mother thinks that Devorah’s going to raise them, but I don’t think she can handle

that, especially if it turns out she’s pregnant again. Our family needs to have a

serious conversation about that, but we’re not so great at communication. Transitional Care Plan: MSN6610 – Case Coordination Scenario II Essay Assignment.

Case Strategy Meeting

Panel participants

Karen Wu

Dietician

Samantha Rockwell

Social Worker

Nora Jackson-Green

Case Manager

Panel Q & A

Do you think a home health care nurse is a viable solution?

Karen: 
I think that’s the best solution. It definitely sounds like Mrs. Snyder doesn’t have

anyone who can take care of her to the degree to she needs. She needs to have a home

health nurse working with her on her diabetes and to assess her for additional problems.

Samantha: 
That may be the case. But it sounds like they have financial concerns.

Nora: 
They have insurance under the Affordable Care Act. If home health care turns out

to be the best option, you’re going to need to do some research and find something that’s

covered by the family’s insurance. Transitional Care Plan: MSN6610 – Case Coordination Scenario II Essay Assignment.

Karen: 
I know finances are a concern. But if there’s any way to make it work, this sounds

like a clear-cut case where a home health care nurse is needed on a part-time basis. The

fact that she’s done such a poor job taking care of her diabetes is evidence that she’s not

going to be able to care for herself on her own.

It sounds like there may be some relatives who are able to help. To what degree should

we pursue that?

Nora: 
According to Mrs. Snyder’s son, she has a sister in Florida who may be able to

help.

Karen: 
But it sounds like Mrs. Snyder is reluctant to ask her sister for help.

Samantha: 
I agree that this sounds like a good potential option. Maybe you could discuss

this more with Avi? You might suggest that he give the sister a call.

Nora: 
And you probably should talk more with Avi about getting family members to pitch

in.

Samantha: 
Are you sure? It sounds like Mrs. Snyder isn’t on the best of terms with Avi.

Maybe we should try to communicate again with her husband.

Nora: 
Maybe. But so far her husband has been very uncommunicative and seems to be in

denial. Avi was very helpful on the phone. It’s possible her relationship with her son is

better than what she says it is.

Samantha: 
Regardless of who we talk to, I think we need to find some resources to help

the family out. This isn’t the first family with this problem. I recommend you contact Jewish

family resources in the Minneapolis area and find out what resources they have available

to help with this family Transitional Care Plan: MSN6610 – Case Coordination Scenario II Essay Assignment.

Nora: 
That’s a very good idea, Samantha. And find out about possible resources through

their synagogue. The family seems to be strongly affiliated with the Orthodox Jewish

community in the area. It’s likely that there are informal support systems that can help the

family with things like meals and housekeeping.

What should be done about Mrs. Snyder’s mother?

Nora: 
I think this has to be a priority. Mrs. Snyder is her primary caregiver, and that’s not

sustainable anymore.

Karen: 
I agree. Mrs. Snyder needs to be able to focus on her own health care needs,

including diabetes care and nutrition. Transitional Care Plan: MSN6610 – Case Coordination Scenario II Essay Assignment.

Nora: 
There’s also the matter of the first floor room where her mother stays. Mrs. Snyder

is overweight and not in good shape. Once she’s exhausted from the chemo, those stairs

are going to be a real burden.

Samantha: 
But she’s quite adamant about her mother staying. We can’t make her get rid

of her mother.

Karen: 
No, but the case manager can strongly recommend this. And we can try to get

other family members on board. Avi certainly agrees that it’s time for the mother to live in

a facility.

Nora: 
If this is going to happen, we need to find a facility that the family can afford and

that Mrs. Snyder feels comfortable with. And it needs to be reasonably close to their

home.

Samantha: 
And it needs to cater to Jewish families.

How should we address the issue of Mrs. Snyder’s anxiety, especially in relation to pain?

Samantha: 
I’m so glad you’re addressing this. I’m afraid that medical providers sometimes

dismiss anxious patients as problem patients.

Nora: 
I agree. One thing we can do is educate Mrs. Snyder about pain relief options. She

needs to know that if something isn’t working, there are other drugs and other options.

Samantha: 
I also think she would benefit quite a bit from talking to a counselor about

anxiety. Especially since she hasn’t had success with anti-anxiety drugs. Or maybe she

would benefit from a support group. Transitional Care Plan: MSN6610 – Case Coordination Scenario II Essay Assignment.

Nora: 
Keep in mind that she has financial concerns. But I definitely agree that counseling

of some sort would help her.

Karen: 
I also think it would be helpful to talk with her about nutrition in relation to anxiety.

Obviously that’s not the only answer. But she might be able to address the anxiety in part

through dietary changes–and through exercise as well.

What can we do to help Mrs. Snyder with diabetes and nutrition issues?

Karen: 
This is so important. Improving her diet and getting the diabetes under control will

make her feel better. Good nutrition can help a patient feel much stronger during cancer

treatment. She needs to be eating foods that are easy to digest and that are high in

protein. Many cancer patients need to drink supplemental shakes to make sure they get

the nutrients they need. And it may not be realistic to get her down to an ideal weight, but

a moderate amount of weight loss may help her feel better and make it easier to control

the diabetes. Transitional Care Plan: MSN6610 – Case Coordination Scenario II Essay Assignment.

Samantha: 
I think we should try to get the family on board to help. It sounds like she’s

meeting resistance from her husband when she tries to cook better. That’s hard to get

around in such a traditional family.

Karen: 
I’m wondering if it’s possible to get a dietician to come to the Snyder’s home and

work with the family.

Nora: 
Maybe. But don’t forget that they have financial concerns.

Karen: 
At the very least, we need to make sure she talks to a diabetes educator before

she leaves the hospital.

How can we help the Snyder family adapt to this situation and to the possible loss of Mrs.

Snyder?

Samantha: 
We really need to identify some resources for the family.

Nora: 
It sounds like they need help communicating with each other. Mr. Snyder sounds

like he’s in denial. Nobody’s talking about things like finding a facility for the grandmother.

Or what’s going to happen to the two teenage boys if their mother passes away.

Samantha: 
I hear you. They have so many needs that I’m not sure where to start. I guess

the first thing to do would be to find out what resources are available in the Jewish

community. Transitional Care Plan: MSN6610 – Case Coordination Scenario II Essay Assignment.

Nora: 
Cancer support groups for the husband and the kids would be a big help too. I

know there are support groups available for teenagers who have parents with serious

illnesses.

Strategy Meeting Recap Email

Email you sent

Session Notes

You did not enter any notes for this session. Assessment 2: Patient Care Plan

 

Assignment: Transitional Care Plan: MSN6610 – Case Coordination Scenario II

Assignment: Transitional Care Plan

Complete an interactive simulation in which you will make decisions about a patient’s end-of-life care. Then, develop a transitional care plan, 4 pages in length, for the patient.

Note: Each assessment in this course builds on your work in the preceding assessment. Therefore complete the assessments in the order in which they are presented.

To help reduce care fragmentation, a care coordinator working with patients who suffer from chronic illnesses must share important clinical information with stakeholders so everyone has clear, shared expectations about their roles. Equally important, the care coordinator must work with the team to keep patients and their families up-to-date and to ensure that effective transitions and referrals take place. This assessment provides an opportunity for you to assume the role of care coordinator and recommend appropriate transitional care for a terminally ill patient.

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

o Competency 2: Evaluate current factors (such as population health, cost, interprofessional communications) affecting patient outcomes related to care coordination.

 Explain the importance of effective communications with other health care and community service agencies involved in the transition.

 Identify barriers (actual or potential) to the transfer of accurate patient information from the sending organization to the ultimate patient destination. Transitional Care Plan: MSN6610 – Case Coordination Scenario II Essay Assignment.

o Competency 3: Determine appropriate care coordination performance measures for driving high-quality patient outcomes, based on current accrediting standards and benchmarks.

 Explain the importance of each key element of a transitional-care plan.

o Competency 4: Apply relevant evidence-based practices that reflect a shift toward a broader population health focus on patient outcomes.

 Provide the key plan elements and information needed to ensure safe, high-quality transitional care and improved patient outcomes.

 Develop a strategy for ensuring an accurate provider understanding of the patient medication list, plan of care, and follow-up plan during a patient care transition.

o Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.

 Write clearly and concisely, using correct grammar and mechanics.

 Support main points, claims, and conclusions with credible evidence, correctly formatting citations and references using APA style.



Context

Relative to other facets of medical care, research to direct efforts to improve care coordination has lacked rigor. However, many groundbreaking health care organizations have acknowledged the perils of poorly coordinated care models and applied interventions to improve these models.

The objective of care coordination is to secure high-quality recommendations and transitions that aim for superior health care and guarantee that all involved providers, organizations, and patients have the necessary information and resources to make optimal patient care possible.

Questions to Consider

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

o What are the likely outcomes of poor care transitions among providers and health care settings?

o Why is effective communication such a vital component of transitional care?

o Where are communication breakdowns likely to occur? Transitional Care Plan: MSN6610 – Case Coordination Scenario II Essay Assignment.

 Why?

 Have you seen or experienced such breakdowns in your own practice setting?

Resources

Required Resources

The following resources are required to complete your transitional care plan.

o Vila Health: Care Coordination Scenario II | Transcript

 Use this multimedia simulation to gather the information you will need to complete your plan.

o APA Style Paper Template [DOCX].

 Use this template for your plan.

Suggested Resources

The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MSN-FP6610 Introduction to Care Coordination Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.

Transitions of Care

o Alliance for Home Health Quality and Innovation. (2014). Improving care transitions between hospital and home health: A home health model of care transitions [PDF]. Available from http://ahhqi.org/images/uploads/AHHQI_Care_Transitions_Tools_Kit_r011314.pdf

 An ADA-compliant PDF is available here.

o HealthIT.gov National Learning Consortium. (n.d.). Care coordination tool for transition to long-term and post-acute care [PDF]. Retrieved from https://www.healthit.gov/sites/default/files/nlc_ltpac_carecoordinationtool.pdf

o Institute for Clinical Systems Improvement. (2017). Transition communications – Tools and resources. Retrieved from http://www.rarereadmissions.org/areas/transcomm_resources.html

o Institute for Healthcare Improvement. (2012). How-to guide: Improving transitions from the hospital to skilled nursing facilities to reduce avoidable rehospitalizations [PDF]. Retrieved from http://www.eohhs.ri.gov/Portals/0/Uploads/Documents/STAARHowtoGuide_TransitionsSNFsReduceRehospitalizations.pdf

o Joint Commission Center for Transforming Healthcare. (2014). Improving transitions of care: Hand-off communications [PDF]. Available from http://www.centerfortransforminghealthcare.org/assets/4/6/handoff_comm_storyboard.pdf

 An analysis of the effects of handoff communications on transitional care.

 Find an ADA-compliant PDF here.

o New York State Department of Health. (2008). Suggested model for translational care planning. Retrieved from https://www.health.ny.gov/professionals/patients/discharge_planning/discharge_transition.htm

o Shaver, K. (n.d.). Transitional care management: Better care for our patients [PDF]. Retrieved from http://www.joslin.harvard.edu/Transitional_Care_PP_SUNY_Upstate_show_Oct_7_call.pdf

 A presentation of key points about the management of transitional care.

o Transition Care Plan Example [PDF]. Transitional Care Plan: MSN6610 – Case Coordination Scenario II Essay Assignment.

Suggested Writing Resources

You are encouraged to explore the following writing resources. You can use them to improve your writing skills and as source materials for seeking answers to specific questions.

o APA Module.

o Academic Honesty & APA Style and Formatting.

o APA Style Paper Tutorial [DOCX].

Capella Resources

o ePortfolio.

• Assessment Instructions

Preparation

In the previous assessment, you conducted simulated stakeholder interviews and collected information for a plan of care for Mrs. Snyder. Now, seven months later, her condition has deteriorated.

To prepare for this assessment, complete the Vila Health: Care Coordination Scenario 2 simulation (linked in the Required Resources) in which you will recommend appropriate end-of-life care for Mrs. Snyder and see how those recommendations can affect the lives of the patient and her family. Completing this exercise will help you develop a transitional care plan for Mrs. Snyder.

Requirements

Develop a transitional care plan for Mrs. Snyder.

Transitional Care Plan Format and Length

You may use a familiar transitional care plan format or template—for example, one used in your organization—or you may create your own. A link to an example is provided in the Suggested Resources.

o Format your transitional care plan in APA style; an APA Style Paper Tutorial is also linked in the Suggested Resources to help you. Be sure to include:

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

 A running head on all pages.

 Appropriate section headings.

o Your plan should be 4 pages in length, not including the title page and references page.

Supporting Evidence

Cite 4–5 sources of scholarly or professional evidence to support your plan.

Developing the Transitional Care Plan Transitional Care Plan: MSN6610 – Case Coordination Scenario II Essay Assignment

Note: The requirements outlined below correspond to the grading criteria in the scoring guide. Be sure that your transitional care plan addresses each point, at a minimum. Read the Transitional Care Plan Scoring Guide to better understand how each criterion will be assessed.

o Provide the key plan elements and information needed to ensure safe, high-quality transitional care and improved patient outcomes.

 Include elements such as emergency and advance directive information, medication reconciliation, plan of care, and available community and health care resources.

o Explain the importance of each key element of the transitional care plan.

 Identify potential effects of incomplete or inaccurate information on patient outcomes and the quality of care.

 Cite credible evidence to support your assessment of each element’s importance.

o Explain the importance of effective communications with other health care and community services agencies involved in the transition. Assignment: Transitional Care Plan

 Identify potential effects of ineffective communications on patient outcomes and the quality of care.

o Identify barriers (actual or potential) to the transfer of accurate patient information from the sending organization to the ultimate patient destination.

 Consider barriers inherent in such care settings as long-term care, sub-acute care, home care services, and home care with support.

 Identify at least three barriers.

o Develop a strategy for ensuring that the destination care provider has an accurate understanding of the patient medication list, plan of care, and follow-up plan.

 Cite credible evidence to support for your strategy.

o Write clearly and concisely, using correct grammar and mechanics.

 Express your main points and conclusions coherently.

 Proofread your writing to minimize errors that could distract readers and make it difficult to focus on the substance of your plan.

o Support main points, claims, and conclusions with credible evidence, correctly formatting citations and references using APA style.

Portfolio Prompt: You may choose to save your transitional care plan to your ePortfolio. Assignment: Transitional Care Plan Transitional Care Plan: MSN6610 – Case Coordination Scenario II Essay Assignment

MSN FP6610 Comprehensive Needs Assessment Essay.

Assignment: Comprehensive Needs Assessment

Complete an interactive simulation exploring the role of the nurse in health care coordination. Then, complete a comprehensive patient needs assessment of 4–5 pages.

Note: Each assessment in this course builds on your work in the preceding assessment; therefore, complete the assessments in the order in which they are presented. MSN FP6610 Comprehensive Needs Assessment Essay.

BUY A PLAGIARISM-FREE PAPER HERE

Care coordination is an emerging and complex field in the health care system because of the growing number of providers, the various settings of care, and the numerous methods of delivering care. Hospitals are implementing several interventions to address gaps in care coordination, such as enhanced systems of communication, information technology, and personnel resourcing. This assessment provides an opportunity for you to complete a comprehensive needs assessment.

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

•Competency 1: Determine the influence of current health care legislation, policy, and research on evidence-based practice in assessment by care coordinators. ◦Identify current gaps in a patient’s care.

◦Develop a strategy for gathering additional necessary assessment data not readily available from an initial patient interview.

•Competency 2: Evaluate current factors (such as population health, cost, interprofessional communications) affecting patient outcomes related to care coordination. ◦Identify factors most likely to affect patient outcomes.

◦Advocate for the benefits of a multidisciplinary approach to patient care that a care coordination plan would foster. MSN FP6610 Comprehensive Needs Assessment Essay.

•Competency 3: Determine appropriate care coordination performance measures for driving high-quality patient outcomes, based on current accrediting standards and benchmarks. ◦Identify specific patient and care coordination outcome measures related to specific accrediting standards.

•Competency 4: Apply relevant evidence-based practices that reflect a shift toward a broader population health focus on patient outcomes. ◦Identify evidence-based practices from the literature necessary to successfully implement a plan of care.

•Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards. ◦Write clearly and concisely, using correct grammar and mechanics.

◦Support main points, claims, and conclusions with credible evidence, correctly formatting citations and references using APA style. MSN FP6610 Comprehensive Needs Assessment Essay.

Context:

In their book To Err Is Human: Building a Safer Health System, Kohn, Corrigan, and Donaldson (2000) identified collaborative communication and the reduction of medical errors as top priorities to improve the quality and safety of patient care. In response to this, the National Quality Forum (NQF), a nonprofit organization that works to catalyze improvements in health care, identified care coordination as an important national strategy to improve patient safety and quality of care delivery.

Coordination of care supports patient safety and quality and is a recognized professional standard shared by registered nurses regardless of their practice setting. Whether educating a patient about his or her medication and plan of care, or reviewing follow-up care, nurses are essential in facilitating the continuity of care for all patients.

Historically, nurses have engaged in coordinating care for every one of their patients. As the landscape of health care evolves, so does care coordination. Assignment: Comprehensive Needs Assessment

Reference

Kohn, L. T., Corrigan, J. M., & Donaldson, M. S. (Eds.). (2000). To err is human: Building a safer health system. Washington, DC: National Academies Press. Retrieved from http://www.nap.edu/openbook.php?record_id=9728

Questions to consider:

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment. MSN FP6610 Comprehensive Needs Assessment Essay.

•What are the key reasons for completing a patient needs assessment?

•Which types of information are likely to be most valuable for improving patient outcomes?

•What are the benefits of a multidisciplinary approach to coordinated care?

Assessment Instructions

.

Note: Complete the assessments in this course in the order in which they are presented.

Preparation

To prepare for this assessment, complete the Vila Health: The Nurse’s Role in Care Coordination simulation (linked in the Required Resources). You will use the patient information from the simulation for your needs assessment.

Note: Remember that you can submit all—or a portion of—your draft to Smarthinking for feedback before you submit the final version of this assessment. However, if you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback. MSN FP6610 Comprehensive Needs Assessment Essay.

Requirements

Complete a comprehensive needs assessment for Mr. Decker, based on the information provided in the Vila Health simulation.

Needs Assessment Format and Length

Format your needs assessment using APA style:

•Use the APA Style Paper Template, linked in the Required Resources. An APA Style Paper Tutorial is also provided (linked in the Suggested Resources) to help you in writing and formatting your needs assessment. Be sure to include: ◦A title page and reference page. An abstract is not required.

◦A running head on all pages.

◦Appropriate section headings.

•Your needs assessment should be 4–5 pages in length, not including the title page and references page.

Supporting Evidence

Cite 3–5 sources of scholarly or professional evidence to support your assessment.

Conducting the Assessment: Assignment: Comprehensive Needs Assessment

Note: The requirements outlined below correspond to the grading criteria in the scoring guide. Be sure that your needs assessment addresses each point, at a minimum. Read the Needs Assessment Scoring Guide to better understand how each criterion will be assessed. MSN FP6610 Comprehensive Needs Assessment Essay.

•Identify current gaps in the patient’s care. ◦Use an appropriate needs assessment tool to identify gaps.

◦Consider the types of patient information that will be most useful in assessing the current level of care.

•Develop a strategy for gathering additional, necessary assessment data not readily available from an initial patient interview. ◦Consider the full range of interrelated needs that affect the patient’s health.

•Identify factors most likely to affect patient outcomes. ◦Consider the potential effects of these factors on outcomes.

◦What evidence do you have to support your conclusions?

•Identify specific patient and care coordination outcome measures related to specific accrediting standards. ◦What are the applicable accrediting standards?

◦What is the rationale for measuring outcomes based on accrediting agencies?

◦How would you describe the relationship between specific outcomes and standards?

•Identify evidence-based practices from the literature necessary to implement a plan of care successfully. ◦Are your sources relevant and credible?

◦Consider best practices, having a population-health focus on patient outcomes.

•Advocate for the benefits of a multidisciplinary approach to patient care that a care coordination plan would foster. ◦What are the key points in your argument? MSN FP6610 Comprehensive Needs Assessment Essay.

◦What evidence do you have to support you assertions? Assignment: Comprehensive Needs Assessment

•Write clearly and concisely, using correct grammar and mechanics. ◦Express your main points and conclusions coherently.

◦Proofread your writing to minimize errors that could distract readers and make it more difficult to focus on the substance of your needs assessment.

•Support main points, claims, and conclusions with credible evidence, correctly formatting citations and references using APA style. Assignment: Comprehensive Needs Assessment

Comprehensive Needs Assessment

 The Influence of Healthcare Policy on Evidence-Based Practice

Health legislation, policy, and research affect clinical practices in a manner that requires clinical practitioners to restructure how they work schedules and strategies to meet the thresholds of evidence-based practices. Evidence-based practice is an important national and global agenda for health policy and research. The United States has formulated various policies in the health system to regulate health practices. MSN FP6610 Comprehensive Needs Assessment Essay. These policies have introduced both positive and negative effects in the health systems and, most especially, the affordable evidence-based practices. The current Patient Protection and Affordable Care Act (PPACA) in the United States’ health care policy system was introduced with the purpose of cutting costs, increasing the number of insured patients, health equality and enhance the quality of hospital care for all patients (Huntington et al., 2011).

However, the policy is already causing gaps in the healthcare system. There is a looming shortfall of health professionals in the next decade. The PPACA is resulting in poor health quality because of the burden and pressure on the fewer health practitioners in the public health sector. The shortage of public health workers, increased waiting time, limited time with caregivers, shortened time with providers and patient dissatisfaction are important aspects of quality care affected by the health policy (Huntington et al., 2011). Evidence-based practice is centered on quality mechanisms, and this means that if structures out in place do not provide room for accuracy, then the results remain questionable MSN FP6610 Comprehensive Needs Assessment Essay.

More information about implications of healthcare policies on evidence-based practices can be gathered from nurses and private medical practitioners who were affected by the introduction of policies such as the ACA. This is because the policies affecting evidence-based practices tend to affect the healthcare workers more than they affect the patients. The compulsory health insurance scheme in for all Americans tended to affect insurance companies and patients who entrusted their insurance health providers than any other insurer. Information from such source can have more weight than the one gotten from patients.

Factors affecting Patients’ Outcomes related to Care Coordination

Care coordination is the act of deliberate organization of patient care activities and programs between two or more healthcare participants concerned in patients’ care to facilitate the proper delivery of health care services (Hillis et al., 2016). This involves organization of activities by looking beyond and identifying the aspects that require improvement or increased satisfaction. Factors most likely to affect patients’ outcomes include population health and interpersonal communication. MSN FP6610 Comprehensive Needs Assessment Essay. The population of patients’ needs to be placed at the center of care coordination. The healthcare organizations are supposed to assess and understand the population they are serving fully. The assessment of the population should happen before strategies and plans meant for the improvement of health care MSN FP6610 Comprehensive Needs Assessment Essay. Population planning means assessing the community and identify its healthcare needs and then setting the goals.

In terms of interpersonal communication, care coordination is important in the current health system that is complex for patients. The healthcare system that is not interoperable can cause setbacks for patient services and delay or fail the purpose of evidence-based practice in the hospitals and other healthcare facilities. Proper communication and coordination in the interoperable system can monitor activities of other practitioners within a facility and know who is involved in the care of a single patient (Hillis et al., 2016). This means that communication as a factor affecting care coordination results to transparency and accountability MSN FP6610 Comprehensive Needs Assessment Essay.

A care coordination plan results in various benefits to both the patient and the healthcare givers. Care coordination ensures the accuracy of procedures, efficiency of implementation of health tasks and accountability of activities. The benefits further cut health costs to the patients that may arise as a result of readmissions and medical errors. Hospital facilities and resources can be properly utilized if coordination is taken care of in the facility.

Care Coordination Performance Measures based on Accreditation Standards

Performance measures refers to a change in the health of a person, a group of people, an organization or a population that is associated with a health intervention or a series of health interventions. Performance measures are usually driven by national standards, international standards, and financial incentives. The following are some of the specific outcome measures for patient care coordination: (Tzelepis et al., 2015).

Mortality rates
: When mortality rates as pertain to a particular illness reduce by a certain percentage, then there is an indication of improvement in care coordination activities MSN FP6610 Comprehensive Needs Assessment Essay.

Readmissions
: Readmissions after hospitalization may indicate that the initial care did not achieve the healing levels. When the rates of readmissions increase, then the performance measures prove to be below the standards of the expected healthcare facility performance.

Safety of care
: The safety of care while a patient is in a healthcare facility can be determined by issues such as Hospital Acquired Infections (HAI). Whenever this happens, it may indicate that the degree of care coordination at the facility did not meet the accreditation levels. MSN FP6610 Comprehensive Needs Assessment Essay.

Patient’s experience
: Assessment of the perception a patient has regarding the quality of care at the facility may determine the degree of care coordination being practiced at the facility. This can serve as the best performance measure since patients have visited different health care facilities and have the ability to compare the current from previous health care services.

Evidence-Based Practiced for Implementation of a Plan of Care

Infection Control

No patient would want to hear that they went for treatment at a facility and acquired another health condition. Nurses have a key role to prevent another infection while a patient is undergoing treatment. Since hospital-acquired infections may indicate an outbreak of a particular disease in the population, this element of evidence-based practice can be used to structure a health care plan. This is because detection of an infection should immediately trigger an investigation and research into the occurrence to assess a possible outbreak in the population (Seddon et al., 2015). The issues concerning health hygiene become crucial since infection control calls for adherence to infection control policies of hospitals which include keeping the hospital environment clean, wearing protective attires and proper hand washing MSN FP6610 Comprehensive Needs Assessment Essay.

Gathering and Presenting Data to Staff and Physicians

Data concerning blood pressure results, Oxygen use by patients and the overall data pertaining a particular infection should be organized and presented to the physician and other authorized hospital officials. This kind of data indicates evidential practice and coordination within the organization and gives a trend of activities and the type of patients visiting health facilities in the population. This information helps in structuring health plans because it gives the facility and insight into areas requiring much input concerning certain illnesses (Seddon et al., 2015). The facility can design plans for improvement through facilitating health faculties that receive many patients by the allocation of enough resources. Also, the health planning can balance its expenditure by reducing expenditure on illnesses that do not affect many people in the population. Assignment: Comprehensive Needs Assessment

References

Hillis, R., Brenner, M., Larkin, P. J., Cawley, D., & Connolly, M. (2016). The role of care

coordinator for children with complex care needs: A systematic review. 
International Journal of Integrated Care, 1
6(2), 1–18.

Huntington, W. V., Covington, L. A., Center, P. P., Covington, L. A., & Manchikanti, L. (2011).

Patient Protection and Affordable Care Act of 2010: reforming the health care reform for the new decade. 
Pain physician
, 
14
(1), E35-E67.

Seddon, D., Krayer, A., Robinson, C., Woods, B., & Tommis, Y. (2013). Care coordination:

Translating policy into practice for older people.
 Quality in Ageing and Older Adults, 14
(2), 81–92.

Tzelepis, F., Sanson-Fisher, R. W., Zucca, A. C., & Fradgley, E. A. (2015). Measuring the

quality of patient-centered care: Why patient-reported measures are critical to reliable assessment.
 Patient Preference and Adherence, 9
, 831–835. MSN FP6610 Comprehensive Needs Assessment Essay.

Comprehensive Needs Assessment Scoring Guide

Comprehensive Needs Assessment Scoring Guide

Criteria Non-performance Basic Proficient Distinguished

Identify current gaps in a patient’s care. Does not identify perceived gaps in a patient’s care. Identifies perceived gaps in a patient’s care unsupported by the available data. Identifies current gaps in a patient’s care. Identifies current gaps in a patient’s care, based on a comprehensive, patient-centered needs assessment that includes patient-reported data.

Develop a strategy for gathering additional necessary assessment data not readily available from an initial patient interview. Does not suggest a general approach for gathering needs assessment data from an initial patient interview. Suggests a general approach for gathering needs assessment data from an initial patient interview. Develops a strategy for gathering additional, necessary assessment data not readily available from an initial patient interview. Develops a strategy for gathering additional necessary assessment data not readily available from an initial patient interview. The strategy reflects a holistic, coordinated care perspective MSN FP6610 Comprehensive Needs Assessment Essay.

Identify factors most likely to affect patient outcomes. Does not identify factors having some effect on patient outcomes. Identifies factors having some effect on patient outcomes, including those that are substantially unrelated to patient outcomes. Identifies factors most likely to affect patient outcomes. Identifies factors most likely to affect patient outcomes. Describes clear cause-and-effect relationships supported by credible evidence.

Identify specific patient and care coordination outcome measures related to specific accrediting standards. Does not identify patient and care coordination outcome measures. Identifies patient and care coordination outcome measures. Identifies specific patient and care coordination outcome measures related to specific accrediting standards. Identifies specific patient and care coordination outcome measures related to specific accrediting standards. Provides justification for following accrediting agency guidelines and articulates clear relationships among outcomes and standards.

Identify evidence-based practices from the literature necessary to successfully implement a plan of care. Does not identify evidence-based practices that support a plan of care. Identifies evidence-based practices that support a plan of care. Identifies evidence-based practices from the literature necessary to successfully implement a plan of care. Identifies evidence-based practices from current and credible sources, necessary to successfully implement a plan of care from a population-health perspective. MSN FP6610 Comprehensive Needs Assessment Essay.

Advocate for the benefits of a multidisciplinary approach to patient care that a care coordination plan would foster. Does not list benefits of a multidisciplinary approach to patient care that a care coordination plan would foster. Lists benefits of a multidisciplinary approach to patient care that a care coordination plan would foster. Advocates for the benefits of a multidisciplinary approach to patient care that a care coordination plan would foster. Advocates for the benefits of a multidisciplinary approach to patient care that a care coordination plan would foster. Presents an astute, well-reasoned argument supported by credible evidence.

Write clearly and concisely, using correct grammar and mechanics. Does not write clearly and concisely, using correct grammar and mechanics. Writing is not consistently clear or concise, or errors in grammar and mechanics inhibit effective communication. Writes clearly and concisely, using correct grammar and mechanics. Writes clearly and concisely. Grammar and mechanics are error-free MSN FP6610 Comprehensive Needs Assessment Essay.

Support main points, claims, and conclusions with credible evidence, correctly formatting citations and references using APA style. Does not support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style. Main points, claims, and conclusions are not well supported. Sources lack relevance or credibility, or are incorrectly formatted. Supports main points, claims, and conclusions with credible evidence, correctly formatting citations and references using APA style. Supports main points, claims, and conclusions with relevant, credible, and convincing evidence. Source citations and references are error-free. MSN FP6610 Comprehensive Needs Assessment Essay.

Patient-Centered Care Report example

Assignment: Patient-Centered Care Report

Evidence–Based Health Evaluation and Application

Question description

Patient-Centered Care Report:Write a report on the application of population health improvement initiative outcomes to patient-centered care, based on information presented in an interactive multimedia scenario.

In this assessment, you have an opportunity to apply the tenets of evidence-based practice in both patient-centered care and population health improvement contexts. You will be challenged to think critically, evaluate what the evidence suggests is an appropriate approach to personalizing patient care, and determine what aspects of the approach could be applied to similar situations and patients. Patient-Centered Care Report example.

BUY A PLAGIARISM-FREE PAPER HERE

Patient-Centered Care Report

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

Competency 1: Apply evidence-based practice to plan patient-centered care. ◾Evaluate the outcomes of a population health improvement initiative.

◾Develop an approach to personalizing patient care that incorporates lessons learned from a population health improvement initiative. Patient-Centered Care Report example.

Competency 2: Apply evidence-based practice to design interventions to improve population health. ◾Propose a strategy for improving the outcomes of a population health improvement initiative, or for ensuring that all outcomes are being addressed, based on the best available evidence.

Competency 3: Evaluate outcomes of evidence-based interventions. ◾Propose a framework for evaluating the outcomes of an approach to personalizing patient care and determining what aspects of the approach could be applied to similar situations and patients. Assignment: Patient-Centered Care Report

Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision. ◾Justify the value and relevance of evidence used to support an approach to personalizing patient care.

Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions. ◾Write clearly and logically, with correct grammar and mechanics.

◾Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.

Preparation

In this assessment, you will base your Patient-Centered Care Report on the scenario presented in the Evidence-Based Health Evaluation and Application media piece. Some of the writing you completed and exported from the media piece should serve as pre-writing for this assessment and inform the final draft of your report. Even though the media piece presented only one type of care setting, you can extrapolate individualized care decisions, based on population health improvement initiative outcomes, to other settings.

Requirements

Note: The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. In addition, you may want to review the performance level descriptions for each criterion to see how your work will be assessed. Patient-Centered Care Report example Assignment: Patient-Centered Care Report

Writing, Supporting Evidence, and APA Style

◾Write clearly and logically, using correct grammar and mechanics.

◾Integrate relevant evidence from 3–5 current scholarly or professional sources to support your evaluation, recommendations, and plans. •Apply correct APA formatting to all in-text citations and references.

•Attach a reference list to your report.

Report Content

Address the following points in a 4–6 page Patient-Centered Care Report example:

◾Evaluate the expected outcomes of the population health improvement initiative that were, and were not, achieved. •Describe the outcomes that were achieved, their positive effects on the community’s health, and any variance across demographic groups.

•Describe the outcomes that were not achieved, the extent to which they fell short of expectations, and any variance across demographic groups.

•Identify the factors (for example: institutional, community, environmental, resources, communication) that may have contributed to any achievement shortfalls.

◾Propose a strategy for improving the outcomes of the population health improvement initiative, or ensuring that all outcomes are being addressed, based on the best available evidence. •Describe the corrective measures you would take to address the factors that may have contributed to achievement shortfalls.

•Cite the evidence (from similar projects, research, or professional organization resources) that supports the corrective measures you are proposing.

•Explain how the evidence illustrates the likelihood of improved outcomes if your proposed strategy is enacted

◾Develop an approach to personalizing patient care that incorporates lessons learned from the population health improvement initiative outcomes. •Explain how the outcomes and lessons learned informed the decisions you made in your approach for personalizing care for the patient with a health condition related to the population health concern addressed in the improvement initiative. Patient-Centered Care Report example.

•Ensure that your approach to personalizing care for the individual patient addresses the patient’s: •Individual health needs.

•Economic and environmental realities.

•Culture and family.

•Incorporate the best available evidence (from both the population health improvement initiative and other relevant sources) to inform your approach and actions you intend to take.

◾Justify the value and relevance of evidence you used to support your approach to personalizing care for your patient. •Explain why your evidence is valuable and relevant to your patient’s case.

•Explain why each piece of evidence is appropriate for both the health issue you are trying to correct and for the unique situation of your patient and their family.

◾Propose a framework for evaluating the outcomes of your approach to personalizing patient care. •Ensure that your framework includes measurable criteria that are relevant to your desired outcomes.

•Explain why the criteria are appropriate and useful measures of success.

•Identify the specific aspects of your approach that are most likely to be transferable to other individual cases.

Evidence–Based Health Evaluation and Application

Introduction

Public health improvement initiatives (PHII) provide invaluable data for patient–centered care, but their research is often conducted in a context different from the needs of any individual patient. Providers must make a conscious effort to apply their findings to specific patients’ care.

In this activity, you will learn about a PHII, and explore its application to a particular patient’s care plan.

Patient Assignment

Overview

You continue in your role as a nurse at the Uptown Wellness Clinic. You receive an email from the charge nurse, Janie Poole. Click the button to read it. Patient-Centered Care Report example.

Patient Profiles

From: Janie Poole4/21/2019

To: Student

Good morning!

At last week’s conference I spoke with Alicia Balewa, Director of Safe Headspace. They’re a relatively new nonprofit working on improving outcomes for TBI patients, and I immediately thought of Mr. Nowak. At his last biannual cholesterol screening he mentioned having trouble with his balance. This may be related to his hypertension, but he believes it’s related to the time he was hospitalized many years ago after falling out of a tree, and expressed distress that this might be the beginning of a rapid decline.

Ms. Balewa will be on premises next week, and I’d like to set aside some time for you to talk. Assignment: Patient-Centered Care Report

— Janie

Overview

Interview Alicia Balewa to find out more about a public health improvement initiative that might apply to Mr. Nowak’s care.

 

 

Alicia Balewa

Director of Safe Headspace

Interview
:

I have a patient who might benefit from some of the interventions for TBI and PTSD you recently studied. What populations did your public health improvement initiative study?

My father came home from Vietnam with a kaleidoscope of mental health problems. That was the 1970s, when treatment options for things like PTSD, TBI, and even depression were very different. Since then there has been a lot of investment in treatment and recovery for combat veterans. That’s excellent news for veterans in treatment now, but they’re not looking at my dad, and how his TBI and PTSD have affected him through mid–life and now as a senior. That’s why I started Safe Headspace: to focus on older patients who are years or decades past their trauma, and find ways to help them. Patient-Centered Care Report example.

Which treatments showed the strongest improvement?

Exercise. We were able to persuade about half of our participants — that’s around 400 people, mostly men ages 45–80 — to follow the CDC’s recommendations for moderate aerobic exercise. Almost everyone showed improvement in mood, memory, and muscle control after four weeks. After that a lot of participants dropped out, which is disappointing. But of the 75 who stuck with it for another three months, muscle control improved 15%, mood improved 22%, and short–to–medium term memory improved 61%. We didn’t specify what kind of exercise, but we did ask them to record what they did every week, so that data is available. Assignment: Patient-Centered Care Report

Second was medication and therapy. Most of our participants didn’t receive any kind of psychotherapy in the years immediately following their trauma, so we had everyone assessed by a team of psychotherapists. As a result of those assessments, 40% of participants started on anti–depressant medication and 9% started taking anti–psychotics. Those who started taking medications now have regular contact with a therapist to manage that care. With some help at home to stick to the regimen, all but a few have successfully followed their treatment plans. They’ve reported a 26% improvement in mood over six months, and a 6% improvement in memory. Patient-Centered Care Report example.

The third treatment I want to mention is meditation. We only had a small group interested in trying it, but the results were dramatic. We prescribed daily meditation at home, just 10 to 15 minutes, with a weekly hour–long guided group meditation for all 23 participants. After three weeks we lost two to disinterest, but the other 21 showed improvements of over 70% in mood and memory, and 32% in muscle control.

Have you tried anything that hasn’t worked?

Sure. There are memory exercises for patients in elderly care, and things like Sudoku and crossword puzzles. We didn’t see any gains with those. Some of our participants preferred strength training to aerobic exercise, and the only improvement we saw in that group was in muscle control, but only 4%, which is significantly less than the aerobic group.

I should also say that we were working with a willing group of participants. They knew they needed help, and were motivated to get it. One of the hurdles we see with veterans, especially in older generations, is an unwillingness to acknowledge that they have a problem. We haven’t had to wrestle with that because everyone who volunteers to participate wants to be there.

Your organization is intervening with people who have TBI and PTSD simultaneously. We have a patient with moderate TBI suffered almost 40 years ago, but no history of PTSD. Have you separated your population and studied each separately? Assignment: Patient-Centered Care Report

 

What were the outcomes of the PHII? .

 How could they have been improved? .

 How do the results of the PHII relate to Mr. Nowak’s case?

Conclusion:

As you’ve seen, a PHII can apply to a patient under your care. But it’s not always a perfect fit, and it’s important to think carefully about how your patient’s condition, symptoms, background, and experience compare to that of participants in a PHII.

You may find it helpful to download the responses you made in this activity. Assignment: Patient-Centered Care Report.

[Title Here, up to 12 Words, on One to Two Lines]

Learner’s Name

Capella University

Evidence-Based Practice for Patient-Centered Care and Population Health

Patient-Centered Care Report

July, 2017

[Title Here, up to 12 Words, on One to Two Lines]

Health care organizations in the United States are realizing the importance of health improvement initiatives aimed at large population groups. Population health improvement initiatives (PHIIs) were introduced to reduce health care costs in general and improve the health of people in different population groups such as pregnant women or the elderly. Additionally, PHIIs provide vital data on patient-centered care and per capita cost in the form of measurable clinical, humanistic, procedural, economic, and utilization outcomes (Huber, 2017). Health care professionals consider a PHII’s outcomes as evidence for care plans that meet the individual needs of patients treated by a health organization.

Often, the evidence that a health care professional encounters is not presented in the exact context of that professional’s practice because of differences in the patient population, illnesses, or care environment. In such situations, health care professionals analyze a PHII’s evidence and select only those variables that apply to the context of the specific patient care plan. The process of transferring evidence into practice from one context to another is discussed using the example of Uptown Wellness Clinic’s (UWC) patient Mr. Nowak, who suffered a traumatic brain injury (TBI) after a fall. At his cholesterol screening, Mr. Nowak complained that he has been losing his balance lately. According to him, the balance problems are symptomatic of the brain injury. A charge nurse at UWC recommended that Mr. Nowak’s patient care plan be based on evidence gathered from Safe Headspace, a nonprofit PHII that works to improve outcomes for people with TBI and posttraumatic stress disorder (PTSD; Capella University, n.d.). Once the PHII’s outcomes are evaluated, the evidence will be transferred into Mr. Nowak’s treatment context. Patient-Centered Care Report example.

The objective of the evaluation is to reveal knowledge gaps in the PHII, devise strategies to bridge the gaps, and incorporate the new strategies into Mr. Nowak’s patient care plan. The evidence will help create a new assessment framework for the patient care plan as well.

Evaluation of a Population Health Improvement Initiative’s Outcomes

Since its formation, Safe Headspace PHII significantly improved health outcomes in older patients suffering from PTSD because of head trauma. The PHII uses various interventions to treat mental health problems, such as exercise, therapy, and meditation. Regular exercise was the initiative’s most successful intervention. Of the 400 participants in the intervention, mostly men in the 45–80 age bracket, 75 participants followed aerobic exercise routines for four months. 15% of the men showed improved muscle control, 22% showed improved mood, and 61% showed improved short- to medium-term memory (Capella University, n.d.). Patient-Centered Care Report example.

Those who volunteered for medication and therapy were assessed by a team of psychotherapists and provided therapy support—40% of the participants started on antidepressants and 9% started taking antipsychotics. Within six months, 26% of the participants showed improvement in their mood and 6% showed improvement in memory. The third intervention, meditation, had only 23 participants but showed positive outcomes. In three weeks, 21 participants—two dropped out—showed over 70% improvement in mood and memory and 32% improvement in muscle control. Strength training and puzzle solving to improve memory were unsuccessful interventions because the interventions did not give any significant gains (Capella University, n.d.). Patient-Centered Care Report example.

However, these statistics do not give a complete picture. To begin with, the PHII intervened with people who were diagnosed with both PTSD and TBI. The impact of interventions on patients with either PTSD or TBI was not studied separately. Therefore, the outcomes of cases like Mr. Nowak’s, who has TBI and no history of PTSD, are unknown and need further evaluation. Moreover, Safe Headspace’s outcomes do not explain why patients were demotivated from following self-management plans and whether the lack of motivation relates to factors such as high medical costs or unsatisfactory care. Evaluating these unexplored outcomes expands the evidence base and helps health care professionals in deciding interventions that will be appropriate for a patient’s symptoms, background, and experiences.

Strategies to Improve Outcomes of a Population Health Improvement Plan

The launch of the Triple Aim by the Institute for Healthcare Improvement in 2007 was a landmark development toward quality improvement in health care in the United States. The Triple Aim is a broad framework of linked goals designed to optimize health system performance: (a) improving the patient’s experience of care, (b) improving the health of populations, and (c) reducing per capita cost of health care (American Hospital Association, 2015). The framework has influenced national initiatives such as the Patient Protection and Affordable Care Act and Centers for Medicare and Medicaid Services. Assignment: Patient-Centered Care Report

The Triple Aim goals have five preconditions for high-quality care: (a) focus on individuals and families, (b) redesign of primary care services and structures, (c) population health management, (d) cost control platform, and (e) system integration and execution (Institute for Healthcare Improvement, n.d). The evaluation of Safe Headspace’s data reveals the poorly integrated Triple Aim goals. As UWC’s patient care plan is based on evidence collected from Safe Headspace’s PHII outcomes, the new care setting may inherit the poor outcomes. Incorporating the Triple Aim prevents the transfer of faulty evidence into UWC’s patient care plan by setting achievable goals and improving the quality of care delivery at the clinic. Patient-Centered Care Report example.

By bridging the gaps in Safe Headspace’s programs, the PHII’s methods can be applied to UWC’s care plan for patients like Mr. Nowak. Bellin Health, an integrated health delivery system in Wisconsin, illustrates the effectiveness of the Triple Aim. Using the framework, Bellin improved the health of its enrolled employee and Medicare populations. The three Triple Aim goals reflected in the way Bellin’s health care professionals imparted cost-effective, patient satisfactory, and holistic care for large-scale health programs and individual cases (Whittington, Nolan, Lewis, & Torres, 2015). Patient-Centered Care Report example.

Despite its successes, the Triple Aim is facing many challenges. According to the American Healthcare Organization (2016), diverse health markets and a lack of shared vision make moving all health care systems to one approach challenging and impractical. A second challenge is the Triple Aim’s phantom limb, which refers to the well-being of health care professionals. According to a study, the three goals ignore the needs of caregivers, creating a stressful workplace that carries a high-risk of staff burnout (Spinelli, 2013). Therefore, quality improvement should include steps to improve the workplace for health care professionals.

It is important to consider the benefits and limitations of any quality improvement effort. Health care professionals at UWC should identify the advantages and disadvantages of using the Triple Aim for Mr. Nowak’s care plan. Likewise, the plan should incorporate lessons learned from the PHII outcomes and introduce changes to address inadequacies. Assignment: Patient-Centered Care Report

Approaches to an Individualized Personal Care Plan

UWC has two objectives behind developing an evidence-based patient care plan from Safe Headspace’s outcomes. The short-term objective is to diagnose and treat Mr. Nowak’s health problems. The long-term objective is to use Mr. Nowak’s care plan as the foundation for similar cases in the future. To achieve these objectives, UWC must change its organization and delivery systems. The need to change UWC’s health system is based on certain assumptions developed from the PHII evaluation: (a) the new delivery design should achieve the Triple Aim goals, (b) primary care providers should be competent in evidence-based practice (EBP), and (c) patients should receive self-management support and cost-effective care.

A current and innovative approach that satisfies the first assumption is the patient-centered medical home (PCMH). The PCMH can implement the Triple Aim goals by adopting new technologies and care delivery methods and establishing caring relationships with patients and families. The PCMH improves the delivery of primary care by making primary care comprehensive, patient-centered, coordinated, accessible, and committed to quality and patient safety (Patient-Centered Primary Care Collaborative, n.d.). These functions help understand the health, economic, and cultural needs of specific patients.

The process of implementing the PCMH includes training and evaluating health care professionals, especially primary care providers. Training and evaluation are important to integrating EBP into care delivery to improve outcomes. Among the methods that facilitate EBP, self-management is very successful. Patient-Centered Care Report example. One self-management practice is mobile health (mHealth), which is the use of mobile technologies to “inform, assess, anticipate, and aid in interventions while monitoring and coordinating patient health status and care”  (Lahue, Hughes, Hills, Li, & Hiatt, 2015, para. 1). Mobile health is cost-effective because it reduces the number of clinical visits and circumvents the limited availability of care providers and resources (Nundy, 2012).

Once applied to UWC’s patient care plan, the PCMH, EBP, and mHealth can guide Mr. Nowak’s care in the hospital and in his home. The three approaches can improve Mr. Nowak’s awareness of his condition, motivate him to start self-management methods, and make health care more accessible to him. In addition, the approaches will help UWC achieve its second objective regarding the patient care plan. The value and relevance of the approaches can be justified by evaluating current research on their application.

Value and Relevance of Evidence Used in Patient Care Plan

Many studies advocate incorporating the PCMH, EBP, and self-management practices in population health improvement efforts. Evidence-based practice is a fundamental guideline (Huber, 2017) for all levels, initiatives, and sectors in health care, not just population health improvement. Therefore, justifying the value of EBP is unnecessary. The PCMH and mHealth, however, are relatively new approaches and require evaluations of their evidence-base.

The PCMH was very successful at improving the relationship between primary care teams, patients, and families. One three-year study described the successful integration of the PCHM in the Pennsylvania Chronic Care Initiative. Adjusted costs observed in the PCMH pilot year were 17.5% lower than data from non-PCMH practices. As a result, rates of hospitalization, emergency department visits, and ambulatory visits reduced (Nielsen, Buelt, Patel, & Nichols, 2016). Similar results were seen in the Texas Children’s Health Plan and Hudson Valley initiative. Patient-Centered Care Report example.

The second approach, mHealth, has great potential in areas with high clinical and cost burdens, such as urban areas. One such setting was the University of Chicago Medicine (UCM), an academic medical center serving predominantly urban, working-class African American communities. The mHealth initiative included texting services for self-management support, sending e-mail and text alerts about appointments, follow-up contact through phone calls, e-mails, and texts. These steps greatly enhanced care management processes and motivated patients to practice self-management methods regularly (Nundy et al., 2012).

However, these approaches have limitations. To begin with, the PCMH is mostly used in chronic disease management (Nielsen, Buelt, Patel, & Nichols, 2016) and there is a dearth of information on its use in managing mental health problems. In the context of mHealth, Nundy et al. (2012) observed that patients using the platform needed a human face to be involved in the program. Patient-Centered Care Report example. Hence, the UCM assigned staff members to monitor mHealth participants. Furthermore, there are uncertainties about the implementation of mHealth because of the complex and highly regulated nature of technology and health markets.

The studies conducted on the PCMH and mHealth enhance UWC’s efforts in population health improvement. The evidence gathered from these studies will help the clinic take steps to improve the quality of these approaches. One of the ways to do that is to choose a sustainable evaluative framework to ensure that all patient care plan parameters are met.

Framework for Evaluation of Patient Care Plan Outcomes

A critical component of evidence-based practice is evaluation, without which improvements are difficult to achieve. Measurable data identify both effective and ineffective components of a health care initiative. Additionally, PHII evaluations help secure government funding, a necessity for organizations with enrolled Medicaid and Medicare populations.

The evaluative framework has certain prerequisites: Progress is tracked using the Triple Aim, and the framework is evaluated against the entire health system. The latter prerequisite is essential because allocating funds and resources for population health improvement needs the whole organization to make adjustments in primary, secondary, tertiary, and ancillary care systems. One Triple-Aim-aligned framework that UWC can implement is New Zealand’s County Manukau Health’s (CMH) System Level Measures (SLMs), which were adapted from the IHI’s Whole System Measures (Doolan-Noble, Lyndon, Hau, Hill, Gray, & Gauld, 2015).

The SLMs complement each other and represent measures across the continuum of care. Therefore, UWC can monitor how a change in one SLM increases or decreases other measures. The SLMs adapted by CMH are as follows: a) provide for patients with health care needs, (b) improving the process of providing services—access and end-of-life, (c) ensuring effectiveness, (d) reporting clinical outcomes, (e) reporting functional and efficiency outcomes, and (f) ensuring patient satisfaction. The measures are further comprised of process and outcome indicators. For example, some clinical outcome indicators are hospital standardized mortality ratios and adverse event rates (Doolan-Noble et al., 2015). As these indicators are specific to the population context, UWC needs to add or remove indicators accordingly Patient-Centered Care Report example.

While implemented successfully at the CMH, the SLMs have certain limitations. To begin with, a whole system evaluation presents a methodological challenge because of population variations and lack of standardization in coding and definitions of indicators. Furthermore, the SLM can present operational challenges at UWC—the clinic may not have the technical capability to capture, analyze, and publish SLM-related data. The solution is to create a team of data analysts for data collection and analyze data over a long period of time (Doolan-Noble et al., 2015).

The limitations, by themselves, are not challenging as there are specific strategies available that can address these problems. Nor do they dilute the importance of the measures. An evaluation is the only way UWC can gather robust information about the quality and safety of its initiative and realize the Triple Aim.

Conclusion

The implementation process of a population health improvement plan is complex and comprises many steps and strategies. In fact, errors can still arise despite using evidence-based methods and frameworks. In spite of the difficulties associated with implementing a PHII, it helps health care professionals create a comprehensive care plan for patients, such as Mr. Nowak, who exhibit physiological and mental health problems. The approaches help health care professionals adapt to changing care settings in the long term. Understanding the continuum of care from creation to evaluation is the first step to innovating existing health structures and achieving the Triple Aim. Patient-Centered Care Report example.

 

References

American Hospital Association. (2015, April). 
Zeroing in on the Triple Aim 
(Issue brief). Retrieved from American Hospital Association website: http://aha.org/content/15/brief-3aim.pdf

American Hospital Association, Committee on Research and Committee on Performance Improvement. (2016, January). 
Care and payment models to achieve the Triple Aim
. Chicago, IL: American Hospital Association. Retrieved from http://aha.org/content/16/care-payment-models-achieve-triple-aim-report-2016.pdf Patient-Centered Care Report example

Capella University. (n.d.). Evidence-based health evaluation and application [Transcript]. Retrieved from http://media.capella.edu/CourseMedia/MSN6011/evidenceBasedHealthEvaluation/media.asp?

Doolan-Noble, F., Lyndon, M., Hau, S., Hill, A., Gray, J., & Gauld, R. (2015). How well does your healthcare system perform? Tracking progress toward the Triple Aim using system level measures.
 The New Zealand Medical Journal, 128
(1415), 44–50. Retrieved from http://search.proquest.com.library.capella.edu/docview/1686373805/fulltextPDF/2505807F00D0482BPQ/1?accountid=27965

Huber, D. L. (2017). 
Leadership and nursing care management
(6th ed.). Philadelphia: W. B. Saunders. http://dx.doi.org/10.7748/nm.21.6.13.s14 Patient-Centered Care Report example

Institute for Healthcare Improvement. (n.d.). The IHI Triple Aim. Retrieved from http://ihi.org/Engage/Initiatives/TripleAim/Pages/default.aspx

Lahue, B. J., Hughes, K. E., Hills, B. J., Li, S. S., & Hiatt, J. C. (2015, July). Can mHealth revolutionize evidence-based practice in diabetes care? [Special section].
 The American Journal of Managed Care, 21
(11). Retrieved from https://ajmc.s3.amazonaws.com/_media/_pdf/EBDM_7’15_full-lowrez.pdf

Nielsen, M., Buelt, L., Patel, K, & Nichols, L. M. (2016). 
The patient-centered medical home’s impact on cost and quality: Annual review of evidence, 2014-2015
. Retrieved from https://pcpcc.org/sites/default/files/resources/The%20Patient-Centered%20Medical%20Home%27s%20Impact%20on%20Cost%20and%20Quality%2C%20Annual%20Review%20of%20Evidence%2C%202014-2015.pdf

Nundy, S., Dick, J. J., Goddu, A. P., Hogan, P., Lu, C. E., Solomon, M. C., . . . Peek, M. E. (2012). Using mobile health to support the chronic care model: Developing an institutional initiative.
 International Journal of Telemedicine and Applications, 2012
. https://dx.doi.org/10.1155/2012/871925

Patient-Centered Primary Care Collaborative. (n.d.). Defining the medical home: A patient-centered philosophy that drives primary care excellence. Retrieved from https://pcpcc.org/about/medical-home

Spinelli, W. M. (2013). The phantom limb of the Triple Aim.
 Mayo Clinic Proceedings, 88
(12), 1356–1357. https://dx.doi.org/10.1016/j.mayocp.2013.08.017

Whittington, J. W., Nolan, K., Lewis, N., & Torres, T. (2015). Pursuing the Triple Aim: The first 7 years. 
The Milbank Quarterly
, 
93
(2), 263–300. Retrieved from http://mydocvault.us/uploads/7/5/8/6/7586208/pursuing_the_triple_aim-the_first_7_years.pdf Patient-Centered Care Report example

APRN Interview Assignment

Assignment Directions

Purpose: This learning activity is designed to provide the APRN with an opportunity to identify professional and practice issues from the perspective of an APRN currently practicing within the student’s specialty track. This assignment also provides a forum for networking with an APRN who may consider functioning as a preceptor for APRN students in the future.

Guidelines:

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Contact an APRN who is within your specialty track and has been in practice for at least a year to set up an appointment for a one-on-one interview. Let the NP know the approximate time frame you will need for the interview, most likely around 30-45 minutes, but this may be longer depending on the questions you might have and the NP’s responses. APRN Interview Assignment.

Ideally the interview will be face to face, but knowing the time constraints faced by many NPs the interview may also be conducted with a mobile device through Skype, Google Hangouts, Face Time, etc. or on the telephone. The intent of this assignment is to actually perform an interview; thus, it is not acceptable to have the interviewee type out the responses to the questions.

You may ask any of your own questions that you have about NP practice and professional issues but you must ask the eight required questions and then select at least six from the list of additional questions for a total of 14 questions. APRN Interview Assignment

You are not limited to 14 questions so if you have additional questions you would like to ask, after asking the 8 required and 6 additional from the list, please feel free to do so.

As a courtesy, you may send the interview questions to the NP prior to the interview.

This is an open ended interview rather than a Q & A session, so the expectation is that you will follow-up to responses with questions that relate to the response when applicable. For example, if the NP responds that his/her practice is not as envisioned, explore what was anticipated and what is different. Be sure to include at least 6 additional questions you asked and the responses.

Following the interview put the questions and a summary of the response to each question into a word document. For the format for the write-up you will first provide the question asked and then below this provide the response. Under this same question number, follow-up questions related to the initial answer to the question are to be included.

In the introductory paragraph for this assignment include the date and location of interview, name of nurse practitioner, specialty track, years in practice and practice location. Include the ages of patients seen, average number of patients seen daily, number of providers in the group, number of examination rooms (if applicable) and if there is on-site laboratory and x-ray capability. APRN Interview Assignment.

At the end of this document please include an in-depth self-reflection and critical analysis of this experience. What did you find valuable about this assignment? Were there any answers that were surprising to you and why?

The write-up for this assignment should be in APA format in terms of the title page, running header & page numbers. A reference page is required within your write-up such as the NONPF competencies and/or a particular theory, etc. Because you are giving the date and the name of the person being interviewed in the introductory paragraph you do not need to cite within each response that this is a personal communication with xxxx on xxx. According to APA, personal communications are also not listed on the reference page. APRN Interview Assignment.

An exemplar of the write-up is provided for your benefit in the assignment tab.

Submit to the assignment tab by the due date.

Questions

APRN Interview Assignment Required

Discuss how you became interested in becoming a nurse practitioner (or CNM) and what university did you attend?

In keeping up to date with current information regarding guidelines, political issues, etc. what conferences do you attend and which professional organizations have you joined?

At your practice site what are your most common reference sources used for daily decision making? What resources would you recommend a new APRN utilize in the practice setting?

Identify and describe your personal scope of practice as compared to your professional scope of practice. What are the differences? For example, some FNPs perform joint injections, toenail removal, etc. which is within the professional scope of practice but other FNPs do not perform these procedures. APRN Interview Assignment.

What is your biggest challenge professionally as a NP?

The National Organization of Nurse Practitioner Faculties has developed competencies for nurse practitioners as a whole and the have developed population specific competencies, except for nurse midwifery, neonatal nurse practitioner and nurse anesthetists. Which three (3) of the competencies do you feel you best meet in your practice? (Have a list of competencies to utilize during the interview). If you are a midwifery student utilize the American College of Nurse Midwives (ACNM) competencies found at http://www.midwife.org/ACNM/files/ACNMLibraryData/UPLOADFILENAME/000000000050/Core%20Comptencies%20Dec%202012.pdf (Links to an external site.)Links to an external site.

What type of theory or model do you utilize in promoting health promoting behaviors such as diet, exercise, smoking cessation, etc.? (Have a list of health promotion, behavior change theories or models to utilize during the interview).

What qualities do you believe are most important to the success of a NP?

Additional Questions

How does your current NP practice compare to what you had envisioned as a student?

What is your biggest challenge as an NP in terms of patient care management?

What is your role in the setting where you practice and what procedures do you perform?

What do you see as the pros and cons of opening your own practice?

What advice can you give in terms of negotiating a contract?

Describe your working relationship with physicians and other members of the health care team.

What advice would you give a new graduate? APRN Interview Assignment.

How do you avoid burnout in your role?

Do you precept students and what do you see as barriers to precepting?

There are many professional organizations that an NP can join. Which would you recommend joining & why?

What are your thoughts about the DNP as the entry point for advanced practice?

Rubric

APRN Interview Rubric

APRN Interview Rubric

Criteria Ratings Pts

This criterion is linked to a Learning Outcome Introductory information ( 5 points)

5.0 pts

Excellent

Includes the date, location, nurse practitioner name, specialty track, years in practice, practice location, number of patients seen daily, number of providers in the group, number of examination rooms, and if there is on-site laboratory and x-ray capability.

4.0 pts

Meets expectations (4 points)

One of the pieces of introductory information is missing.

3.0 pts

Below expectations (3 points)

Two of the pieces of introductory information is missing APRN Interview Assignment.

2.0 pts

Major deficiencies (2 points)

Three pieces of required information is missing.

0.0 pts

No Marks

5.0 pts

This criterion is linked to a Learning Outcome Interview Questions (60 points)

60.0 pts

Excellent (54-60 points)

Documents in-depth each question and a summary of each response to the 8 required questions and 6 or greater additional questions. Summary demonstrates that during the interview at least four additional follow-up / clarification questions were asked regarding responses to some of the questions that needed elucidation or required additional clarification.

53.0 pts

Meets Expectations (48-53 points)

Documents each question and a summary of each response to the 8 required questions and 5 additional questions. Summary demonstrates that during the interview at least 4 additional follow-up / clarification questions were asked regarding responses to a few questions.

47.0 pts

Below Expectations (42-47 points)

Documents a summary of each response but may not have included the questions, or only included 6-7 required and / or 4 additional questions APRN Interview Assignment. Summary demonstrates that during the interview at least 3 additional follow-up / clarification questions were asked.

41.0 pts

Major deficiencies (36-41)

Documents a summary of each response but may not have included the questions, or only included less than 6 required and less than 4 additional questions. Summary demonstrates that the interview was primarily a question / answer session rather than a true interview with dialogue.

36.0 pts

No Marks

60.0 pts

This criterion is linked to a Learning Outcome Reflection on Interview Responses & Process (15 points)

15.0 pts

Excellent (15 points)

Reflection on interview responses and process demonstrates a critical analysis and synthesis of the APRN role and impressions of the interview process for professional growth APRN Interview Assignment.

14.0 pts

Meets Expectations (12-14 points)

Reflection on interview responses and process demonstrates a basic analysis & critique of the APRN role and impressions of the interview process.

11.5 pts

Below Expectations (10.5-11.5 points)

Reflection on interview responses and process demonstrates a lack of analysis and / or critique of the APRN role. Impression of the interview process is minimal.

10.5 pts

Major Deficiencies (9-10.5 points)

Reflection on interview responses and process demonstrates a basic analysis & critique of the APRN role and impressions of the interview process.

0.0 pts

No Marks

15.0 pts

This criterion is linked to a Learning Outcome Writing Style (10 points)

10.0 pts

Excellent (10 points)

Writing style is logical, organized and utilizes graduate level vocabulary in summarizing responses and reflection on the assignment. Numbers each question. APRN Interview Assignment. Work is professional & neatly done throughout. Paper is clearly graduate level work and APA format is correct. No recommendations for improvement.

9.0 pts

Meets expectations (9 points)

Writing style is logical, organized and usually utilizes graduate level vocabulary in summarizing responses and reflection on the assignment. Numbers each question. Work is professional & neatly done throughout. Paper is clearly graduate level work. Minimal recommendations for improvement or APA formatting.

8.0 pts

Below expectations (8 points)

Writing style is logical, however may be slightly organized and / or colloquialisms, slang, or less than graduate level vocabulary is utilized in summarizing responses and reflection on the assignment. Does not number each question. Several recommendations for improvement or APA formatting.

7.0 pts

Major deficiencies (7 points)

Writing style is disorganized, or has a poor flow. Vocabulary is not at the graduate level. Many recommendations for improvement. APA improvements needed. Does not number each question.

0.0 pts

No Marks

10.0 pts

This criterion is linked to a Learning Outcome Grammar, spelling and punctuation (10 Points)

10.0 pts

Excellent (10 points)

Paper has no punctuation, sentence structure, spelling and / or grammatical errors. No recommendations for improvement. APRN Interview Assignment.

9.0 pts

Meets expectations (9 points)

Paper has 1-2 punctuation, sentence structure, spelling and / or grammatical errors. Minimal recommendations for improvement.

8.0 pts

Below expectations (8 points)

Paper has 3-4 punctuation, sentence structure, spelling and / or grammatical errors & fully holds reader’s attention. Note recommendations for improvement.

7.0 pts

Major deficiencies (7 points)

Paper has 5-6 punctuation, sentence structure, spelling and / or grammatical errors. Work is not graduate level.

0.0 pts

No Marks

10.0 pts

Total Points: 100.0

APRN Interview Assignment

Assignment: Malpractice Case Study

The Malpractice Case Study Assignment will be based on the APRN malpractice case that you have been assigned from your faculty. You will have this assignment by the end of the first week to facilitate your research on the case.

Assignment Purpose: The purpose of this assignment is to demonstrate synthesis of APRN role components and competencies, professional standards of practice, scope of practice and standards of care. Refer to the following Buppert chapters as you critically analyze the malpractice case study. You are not limited to these resources, but these are required readings for Module 2. Should your assigned case involve a physician rather than an APRN, identify that fact and simply state that for the purpose of this assignment an APRN was substituted to facilitate answering the content relevant to the APRN role. Malpractice Case Study Assignment.

Buppert, Chapter 7 (Negligence and Malpractice)

Chapter 7.pptx

Buppert, Chapter 8 (Risk Management)

Chapter 8.pptx

Buppert, Chapter 14 (Standards of Care for NP Practice)

Chapter 14-2.pptx

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Buppert, Chapter 15 (Measuring NP Performance)

Chapter 15-2.pptx

Standards of Care for Nurse Practitioner Practice (AANP website) and/or American College of Nurse Midwives website for Nurse Midwifery competencies/standards.

Guidelines for Determining APRN Scope of Practice (Learning Module 1)

Scope of Practice Decision Making Tool (Learning Module 1)

Assignment Structure:

Students will be assigned a malpractice case by their assigned faculty within the first week of classes.

Research and analyze the information within the case and utilize required readings in addition to other applicable scholarly references published within the past 5 years.

Review the grading rubric for this assignment to see how each criterion is weighted. If more points are awarded for certain areas, be sure you adequately cover the content. Malpractice Case Study Assignment.

Create a formal APA formatted paper (cover page, reference page, running header, headings/subheadings, page numbers, etc.) based on your assignment topic and upload this to the Assignment drop box.

Content: The following criteria must be identified and discussed in the assigned paper:

Include a synopsis or overview of the case facts. Analyze the case by identifying what went right and wrong in the case, from both the plaintiff and defendant perspectives.

Identify the four elements of malpractice (Buppert) and associate each element with the facts of your case. Clearly indicate whether each element is absent or present.

Thoroughly discuss the Standards of Practice from AANP or ACNM pertinent to the case and indicate whether each was met or violated, including the clinician’s performance (see Buppert, Chapter 14). Be sure to use and cite the Standards of Practice obtained from the primary source – AANP or ACNM (if in the midwifery track).

Identify strategies that may have reduced risk or avoided malpractice in this particular case.

Share your insight about why you think these strategies were not implemented.

Discuss whether the provider practiced within the professional and individual scope of practice for his/her role in that setting. Substantiate your position with an appropriately cited source(s).

Discuss your analysis of the outcome of the case. Do you agree with the outcome (settlement, jury award, etc.)? Why or why not? Malpractice Case Study Assignment.

Provide an in-depth reflection on your personal beliefs based on this case that will impact you as you enter APRN practice & include the importance of this assignment to your personal growth as an APRN.

Identify general recommendations for avoiding negligence and malpractice. (Minimum 3)

Develop a professional paper, free from spelling or grammatical errors utilizing APA format.

A minimum of five professional references should be used and are from current primary and professional sources.

Rubric

Malpractice Assignment

Malpractice Assignment

Criteria Ratings Pts

This criterion is linked to a Learning Outcome Synopsis and Analysis

Include a synopsis or overview of the case facts. Analyze the case by identifying what went right and wrong in the case, from both the plaintiff and defendant perspectives.

10.0 pts

Full Marks (score range 9-10)

Makes the facts of the case clear to the reader. Provides enough detail to allow the reader to understand the student fully grasps the critical points of the case. Malpractice Case Study Assignment.

8.0 pts

Meets Criteria (score range 8-8.9)

Basic meeting of criteria without providing full clarity of case to the reader. May be lacking some detail on points of case or the strengths and weaknesses in the scenario not fully clear to the reader. Some analysis of what went right or wrong.

7.0 pts

Needs Improvement (score range 7-7.9)

Provides only superficial highlights of the case. Lists information but provides minimal analysis of what went right or wrong with the case.

6.0 pts

Not Graduate Level (score range 6-6.9)

Reader has difficulty understanding the student has a grasp of the points of the case. May have shown a lack of analysis. Assignment: Malpractice Case Study

0.0 pts

No Marks

Reader unable to understand or section is absent. Malpractice Case Study Assignment.

10.0 pts

This criterion is linked to a Learning Outcome Elements of Malpractice

Identify the four elements of malpractice (Buppert) and associate each element with the facts of your case. Clearly indicate whether each element is absent or present.

10.0 pts

Full Marks (score range 9-10)

Fully addresses the criteria and offers explanation of how/why the elements where met or absent. Shows thorough understanding of malpractice elements.

8.0 pts

Meets Criteria (score range 8-8.9)

Identifies the four elements of malpractice and indicates whether the elements were absent or present.

7.0 pts

Needs Improvement (score range 7-7.9)

Provides brief points regarding elements and states only that elements were present or absent. Some points may be missing.

6.0 pts

Not Graduate Level (score range 6-6.9)

Identifies 4 elements of malpractice. May not have indicated whether some or all of elements were present or absent. Assignment: Malpractice Case Study

0.0 pts

No Marks

Did not identify all 4 elements of malpractice. Reader unable to understand or section is absent.

10.0 pts

This criterion is linked to a Learning Outcome Standards of Practice

Discuss the Standards of Practice from AANP or ACNM pertinent to the case and indicate whether each was met or violated, including the clinician’s performance (see Buppert, Chapter 14). Be sure to use and cite the Standards of Practice obtained from the primary source – AANP or ACNM (if in the midwifery track).

10.0 pts

Full Marks (score range 9-10)

Applies APRN standards of practice to the case. Compares standards of practice if indicated based on the particular case. Fully explains and provides necessary detail if needed based on information.

8.0 pts

Meets Criteria (score range 8-8.9)

Applies APRN standards of practice to the case.

7.0 pts

Needs Improvement (score range 7-7.9)

Applies standards of practice to the case. May not be specific to advanced practice nursing standards.

6.0 pts

Not Graduate Level (score range 6-6.9)

Possibly not clear on standards of practice for the APRN. May not analyze or explain if standards where met. Does not relate case to APRNs if the provider in the case is practitioner other than APRN. May not have reference.

0.0 pts Malpractice Case Study Assignment

No Marks

Reader unable to understand or section is absent.

10.0 pts

This criterion is linked to a Learning Outcome Strategies for Prevention

Identify strategies that may have reduced risk or avoided malpractice in this particular case.

10.0 pts

Full Marks (score range 9-10)

Fully analyzes strategies that may have reduced the risk of malpractice in this case.

8.0 pts

Meets Criteria (score range 8-8.9)

Identifies strategies that may have reduced the risk or avoided malpractice in this particular case.

7.0 pts

Needs Improvement (score range 7-7.9)

Provides bullet point type information on possible strategies that could have been used in this case. May lack explanation on why the strategies could have reduced the risk. Strategies may be general in nature or not applicable to this specific case.

6.0 pts

Not Graduate Level (score range 6-6.9)

Briefly identifies strategies. Lacks clear application to this case. Lacks clarity or explanation.

0.0 pts

No Marks

May not be clear student is indicating strategies for prevention. Reader unable to understand or section is absent.

10.0 pts

This criterion is linked to a Learning Outcome Student Insight

Share your insight about why you think these strategies were not implemented. Malpractice Case Study Assignment.

5.0 pts

Full Marks (score range 4.5-5)

Personal insight explained in manner that shows full understanding of risks involved with the provision of health care. Explains what could have been the reasons for the errors that were made in the case based on the recommended strategies and why those strategies may not have been in utilized. Insight is thoughtful and thorough, analytical or reflective.

4.0 pts

Meets Criteria (score range 4-4.4)

Shares personal insight about why the recommended strategies may not have been implemented.

3.0 pts

Needs Improvement (score range 3-4)

Brief and minimal insight provided. Lack of analysis or critical thinking. Assignment: Malpractice Case Study

0.0 pts

No Marks, Not Graduate Level

Reader unable to understand or section is absent.

5.0 pts

This criterion is linked to a Learning Outcome Scope of Practice

Discuss whether the provider practiced within the professional and individual scope of practice for his/her role in that setting. Substantiate your position with an appropriately cited source(s). Malpractice Case Study Assignment.

15.0 pts

Full Marks (score range 13.5-15)

Critical thinking regarding scope of practice is obvious. Discussion is specific to scope of practice for APRN and not scope of practice of provider in the case (if that provider was not APRN). Student uses their own APRN track scope of practice (SOP) to ’compare’ and apply to the case scenario. Depending on case, may need to explain how personal scope could be different for a new graduate vs an experienced practitioner and whether or not that would change the case situation.

12.0 pts

Meets Criteria (score range 12-13.4)

Critical thinking regarding scope of practice is obvious. Discussion is specific to scope of practice for APRN and not scope of practice of provider in the case (if that provider was not APRN). Used references appropriately, information is accurate and factual.

10.5 pts

Needs Improvement (score range 10.5-11.9)

Some critical thinking regarding scope of practice. Discussion is specific to APRN practice. Uses appropriate references. May have included ’hearsay’ or personal observations regarding scope of practice without analysis regarding accuracy of information.

9.0 pts

Not Graduate Level (score range 9-10.4)

Minimal critical thinking regarding APRN scope of practice. May not clearly use factual information regarding scope of practice. May not have applied APRN scope of practice to the case.

0.0 pts

No Marks

May have discussed scope of practice other than APRN. Reader unable to understand, information is unclear or section is absent.

15.0 pts

This criterion is linked to a Learning Outcome Analysis of Outcome

Discuss your analysis of the outcome of the case. Do you agree with the outcome (settlement, jury award, etc.)? Why or why not?

10.0 pts

Full Marks (score range 9-10)

Thoughtful analysis regarding details of the case and the associated outcome. There is no right or wrong answer and student may agree or disagree with different parts of the case. Receiving full marks based on student’s rationale regarding the situation and how it applies to standards of care, APRN scope of practice, patient outcome, affects on the practitioner, etc.

8.0 pts

Meets Criteria (score range 8-8.9)

Discussed analysis regarding outcome of case and noted whether agreed or disagreed with explanation of why or why not.

7.0 pts

Needs Improvement (6-7.9)

May have agreed or disagreed with outcome with minimal discussion or analysis.

0.0 pts

No Marks, Not Graduate Level

Reader unable to understand or section is absent. No thought out analysis of the outcome of the case. May have ’agreed’ or ’disagreed’ with the case without explanation.

10.0 pts

This criterion is linked to a Learning Outcome Personal Reflection for Practice

Provide an in-depth reflection on your personal beliefs based on this case that will impact you as you enter APRN practice & include the importance of this assignment to your personal growth as an APRN.

10.0 pts

Full Marks (score range 9-10)

Critical thinking is evident. How this case situation, recommendations made, or information on scope of practice will affect the student’s future practice is well thought out. Personal beliefs regarding what the student learned from the assignment are clear. Malpractice Case Study Assignment.

8.0 pts

Meets Criteria (score range 8-8.9)

Some critical thinking is evident. How this case situation, recommendations made, or information on scope of practice will affect the student’s future practice is noted. Personal beliefs regarding what the student learned from the assignment are covered to some degree.

7.0 pts

Needs Improvement (score range 6-7.9)

Minimal evidence of critical thinking or application to practice. Little personal reflection or growth discussed. May not have had any discussion on what was learned from the assignment.

0.0 pts

No Marks, Not Graduate Level

May lack application to future practice or minimal to no personal reflection on what was learned from the case or the assignment. Reader unable to identify clear evidence of personal analysis or student learning. Section may be absent.

10.0 pts

This criterion is linked to a Learning Outcome General Malpractice Risk Management

Identify general recommendations for avoiding negligence and malpractice. (Minimum 3)

10.0 pts

Full Marks (score range 9-10)

Identifies and explains 3 general recommendations for avoiding negligence or malpractice. Shows depth of understanding by fully explaining or clarifying recommendations as needed.

8.0 pts

Meets Criteria (score range 8-8.9)

Provides 3 basic or obvious recommendations for avoiding negligence or malpractice.

7.0 pts

Needs Improvement (6-7.9)

May be minimal or lack clarity in 3 recommendations or may provides less than 3 general recommendations for avoiding negligence and malpractice.

0.0 pts

No Marks, Not Graduate Level

Reader unable to understand or section is absent. Assignment: Malpractice Case Study

10.0 pts

This criterion is linked to a Learning Outcome Format

Professional paper: No more than 12 pages and free from spelling/grammatical errors.

5.0 pts

Full Marks (score range 4.5-5)

Excellent paper in APA format. Content shows critical thinking and application and does not ’just’ cover points on rubric. Malpractice Case Study Assignment.

4.0 pts

Meets Criteria (score range 4-4.5)

Formatting makes paper easy to follow. Rare error in grammar within the paper.

3.0 pts

Needs Improvement (score range 3-4)

Errors in formatting or grammar causing some distraction for the reader or possibly making the paper somewhat difficult to follow.

0.0 pts

No Marks, Not Graduate Level

Not graduate level, professional paper. Could have multiple typographical or grammatical errors.

5.0 pts

This criterion is linked to a Learning Outcome Use of APA

Utilize current APA formatting used for citing sources and for reference page. A minimum of five professional references are used which are from current primary and professional sources.

5.0 pts

Full Marks (score range 4.5-5)

No APA errors noted. All references are appropriate and complete. A minimum of four professional references are used which are from current primary and professional resources. Assignment: Malpractice Case Study

4.0 pts

Meets Criteria (score range 4-4.4)

Overall correct use of APA, possible rare error in referencing or formatting of references. A minimum of three professional references are used which are from current primary and professional resources.

3.0 pts

Needs Improvement (score range 3-4)

Multiple APA errors. A minimum of two professional references are used which are from current primary and professional resources.

0.0 pts

No Marks, Not Graduate Level

Unacceptable use of APA. Lack of referencing or inappropriate referencing. References possibly unacceptably outdated. Assignment: Malpractice Case Study Malpractice Case Study Assignment

5.0 pts

Total Points: 100.0

Comments / Not

Maggie Smith- Abdominal Pain SOAP Note assignment

Case Study Video Assignment  #2

Maggie Smith- Abdominal Pain

Students will watch the video and:

Complete the SOAP documentation.

Describe 3 of the most plausible differential diagnosis. Rule-in and Rule-out each diagnosis.  Example: If a patient presents with a painful knee and your top differentials are osteoarthritis, ACL, and Fracture, you would find peer-reviewed 
Evidence
to prove that each of those are possible diagnosis.  For osteoarthritis: Rule in:  What signs and symptoms match what the patient has.  Give the evidence (from peer reviewed based information) to show that the symptoms match.  Then rule out: What is lacking to show this is the actual diagnosis?  You must demonstrate your thoughts with peer reviewed evidence. Maggie Smith- Abdominal Pain SOAP Note assignment.

Complete the Illness script.

Include a reference page

SUBJECTIVE:

CC-

BUY A PLAGIARISM-FREE PAPER HERE

HPI –

Onset –

Location-

Duration –

Character –

Aggravating factors –

Alleviating factors –

Radiation –

Timing –

Severity –

 

PMH –

Medications – Past –

FH

ROS:

 

OBJECTIVE DATA

.

 

Student expectations:

 

ASSESSMENT

Abdominal pain

Differentials –

 

PLAN

Complete the Illness script for each differential diagnosis. Case Study Video Assignment #2

Illness Scrip

Differentiate #1

Epidemiology

Time Course

Clinical Presentation

Pathophysiology

Maggie Smith- Abdominal Pain SOAP Note assignment

Lab

Imaging

 

 

Illness Scrip

Differentiate #2

Epidemiology

Time Course

Clinical Presentation

Pathophysiology

Lab

Imaging

Case Study Video Assignment #2

Illness Scrip

Differentiate #3

Epidemiology

Time Course

Clinical Presentation

Pathophysiology

Lab

Imaging

Maggie Smith- Abdominal Pain SOAP Note assignment

 

 

References

 

SOAP Note

 

Name: Roger James                                     Date: 11/17/
     
          Time: 1030

 

DOB: 0331971                                            Sex: M

 

SUBJECTIVE:
          
(Subjective Part of Note This is what the patient tells you. May or may not be correct)

 

CC
–        
(Chief complaint should be in patient’s own words)

 

“I am here to establish care and have my medications refilled, but I also have a headache” (or Pt. states that he is “here to establish care and have my medications refilled, and I also
 
have a headache”)

 

HPI
: 
(
History of Present Illness should address all problems in the cc)

 

45 year old male in office to establish care and have his high blood pressure medications refilled. States to be taking Lisinopril and simvastatin medications as previously prescribed.

Previous provider was Dr. Lynch who does not take the patient’s insurance any longer. When asked about headache, patient states it just started when he was in waiting room. Pain scale is about a 2. It does not radiate anywhere and when he takes deep breaths and stretches his neck muscles it gets better. He denies having chronic headaches, but admits to getting them when he is anxious. He has a history of anxiety, but does not take any medications. Maggie Smith- Abdominal Pain SOAP Note assignment.

PMH
:

 

Hypertension, Hyperlipidemia, Immunizations: are up to date. Significant childhood illnesses include Mumps age 5 and Measles age 8

 

 

Hypertension Hyperlipidemia

Immunizations: are up to date

 

Significant childhood illnesses include Mumps age 5 and Measles age 8

 

PSH
:

 

Appendectomy age 14

 

Treadmill Stress test age 40 for approval of exercise program. Done at Dr. Bickers office with “no problems found”

Medications
: 
(Include Name, dosage, route, and schedule if known. Include OTC, Herbs / Supplements also)

 

Lisinopril 20 mg. po BID Simvastatin 20 mg po at bedtime

OTC- Occasional Tylenol 1x per month, No Herbs or supplements

 

Allergies
: 
(Include reaction to any allergies)

 

PCN- Reaction is a fine rash. Denies food or seasonal allergies

FM
:    
(Family History includes grandparents, parents, siblings, and children— and any other blood relatives

 

with significant problems) Maggie Smith- Abdominal Pain SOAP Note assignment.

 

Father: Alive , age 62, has hypertension

 

Mother: Alive, age 62, diagnosed with Breast Cancer 3 months ago, negative for BRCA gene.

Does not know Granparents history and all are deceased. Has no siblings or children.

 

SH:
     
(Social history is about relationships and life activities)

 

Lives in Amarillo with wife. Has no children. Has a monogamous sexual relationship with wife. Denies any history of tobacco use or illicit drug use. Does drink one to two drinks of alcohol a week. Works as a Paramedic full time. Exercises for at least 30 minutes to 1 hour 3-5 times a week. Does not follow any special diet. Does not have an AD or Living Will. Offered information on and patient declined. Maggie Smith- Abdominal Pain SOAP Note assignment.

ROS:
 
( Review of Systems is a quick overview of any other issues that the patient may have.)

 

General- denies any fever, chills, malaise, denies pain or discomfort, no distress noted Skin: denies any lesions or rashes

Eyes: denies any eye pain, denies any itching or watery eyes, denies any eye discomfort. Uses glasses and sees opthamologist yearly.

Ears: denies any ear pain or discharge. Can hear without aides. NoseMouthThroat: denies any discomfort, denies any post nasal drainage and no redness or swelling

Neck: Denies any lumps or bumps in neck. States no difficulty moving neck or swallowing. Denies coughing after swallowing. Maggie Smith- Abdominal Pain SOAP Note assignment.

Cardiovascular: Denies any chest pain, denies any history of heart problems. Denies palpitations.

Respiratory: Denies any shortness of breath, denies wheezing or coughing at present. Has never used an inhaler. Has never had any blood in a cough.

Gastrointestinal: Denies any nausea, vomiting, constipation, or diarrhea recently. Denies abdominal pain. Reports normal bowel movement 1 -2 times daily. No current weight loss or trouble eating.

Genitourinary: Denies any pain upon urination, reports normal urinary stream. Musculoskeletal: Denies any joint pain. Denies any arthralgias or myalgias.

Neurological: Denies any problems with chronic headaches. Denies any numbness or tingling of the extremities.

Psychological: Denies any feelings of sadness or depression. Does have a history of mild anxiety with stressors. Is c/o mild anxiety today and feels that is the cause of his headache. Denies ever being treated with medicine for anxiety. Has never suffered from chest pain, SOB, or hyperventilation with anxiety. Denies anxiety being a chronic problem. Does not interfere with quality of life. Maggie Smith- Abdominal Pain SOAP Note assignment.

OBJECTIVE:
    
(This is your work and is considered objective.) Case Study Video Assignment #2

Physical Examination

 

Weight- 175 lbs                                                 Height- 5’9 BMI- 25.8 Temp- 97.6, P78, R18, BP 128/80

General appearance
: well appearing gentleman in no apparent distress. Appears stated

 

age. Answers questions without hesitation.

 

Skin
: skin is clean, dry and intact, no apparent lesions or rashes noted

 

HEENT
: Head is normocephalic with no masses or bumps felt. Eyes: PERRLA. Ears:

 

TM clear, gray bilaterally, with no noted exudates, minimal ear wax noted. Nares: negative for any swelling or nasal drainage. Oropharynx: negative for PND, erythema or lesions, good dentition noted, negative for tonsillar swelling or exudate. Maggie Smith- Abdominal Pain SOAP Note assignment.

NeckLymphatic
: Neck: is supple with good ROM without pain or discomfort, no lymphadenopathy noted upon palpation, negative for thyromegaly or thyroid masses. 
Cardiovascular
: Regular rate and rhythm. S1 and S2 without S3, S4. No murmurs,

gallops, rubs, or clicks noted. Peripheral Pulses +2 bilaterally in radial pulses, and dorsalis pedis pulses. No carotid bruits heard.

Respiratory
: Lungs clear to auscultation anteriorly, posteriorly, and bilaterally. Easy

 

respiratory effort with no use of accessory muscles noted.

 

Gastrointestinal
: Abdomen soft, no distention noted, bowel sounds active and present in

 

all quadrants, with no masses palpated. No tenderness noted. No hepatosplenomegaly noted. Scar in RLQ well healed.

 

Genitourinary
: Normal genitally noted with testicles descended. No inguinal hernias felt.

 

Musculoskeletal
: Bilateral equal strength noted in all 4 extremities with full ROM noted.

 

No pain or discomfort with movements of joints, and no joint laxity or crepitus. Gait normal with walking.

Neurological
: CNII-XII grossly intact.

 

Psychological
: Interacts cooperatively for exam, good eye contact, calm and pleasant

 

affect.

 

Diagnostics
: none

 

ASSESSMENT :
     
(Diagnoses, Differentials, and problems)

 

Annual wellness visit to establish care

 

Hypertension

 

Hyperlipidemia

 

Headache

 

History of mild Anxiety

 

PLAN:
             
(Pharmacological and non-pharmacological management, diagnostics ordered education,

 

referrals, and follow up)

 

Patient to return to clinic in a.m. for fasting labs. CBC, CMP, and Lipid

 

Lisinopril 20 mg twice daily by mouth for high blood pressure. Patient is to monitor blood pressure at least twice a week and report any consistently high or low

Simvastatin 20 mg once daily at hour of sleep. Will adjust according to lab results

 

Call back if headache does not resolve with OTC Tylenol or Ibuprofen. Pt. feels that headache is simple due to anxiety of

 

Anxiety is a self-diagnosis and patient has never had any treatment for this. Discussed at length with patient and he feels that he does not need any treatment for this problem. Will obtain old records from Dr. Lynch and Dr. Bickers Maggie Smith- Abdominal Pain SOAP Note assignment

Follow-up in clinic in 2 weeks to discuss la

Alternative Assessment and Plan

ASSESSMENT / PLAN:

Annual wellness visit to establish care – Patient to return to clinic in a.m. for fasting labs. CBC, CMP, and Lipid

Hypertension – Lisinopril 20 mg twice daily by mouth for high blood pressure. Patient is to monitor blood pressure at least twice a week and report any consistently high or low readings. Pt. given pamphlet on low salt, low cholesterol

Hyperlipidemia – Continue Simvastatin 20 mg once daily at hour of sleep. Will adjust according to lab results

Headache – Call back if headache does not resolve with OTC Tylenol or

Pt. feels that headache is simple due to anxiety of visit.

History of Anxiety- This is a self diagnosis and patient has never had any treatment for this. Discussed at length with patient and he feels that he does not need any treatment for this

voiced understanding of all instructions and will return in 2 weeks to discuss labs.

Will obtain old records from Dr. Lynch and Dr. Bickers. Maggie Smith- Abdominal Pain SOAP Note assignment

nhs privatization essay example

NHS  ARGUMENTATIVE ESSAY

Name:

Institution:

Course:

BUY A PLAGIARISM-FREE PAPER HERE

Date:

 
Introduction

The NHS has always been a free medical service available to all since 1948. More than 63.2 million people have benefited from it with thousands working as NHS employees. The central principle was that healthcare services will be available to all and purely financed from taxation (Pollock, 2014, p. 1). Lately, there have been some calls from researchers and policy experts to privatize the NHS. nhs privatization essay example. However, Powell and Miller (2016) argue that successive leadership has worked to ensure that the NHS is free from privatization (99). Those against argue that such would lead to detrimental effects of overall health in addition to jobs cuts. However, those calling for privatization of the NHS argue that such would amount to the provision of quality healthcare services, reduce the country’s fiscal burden, and boost patient healthcare choice (Wallace and Taylor-Gooby, 2010, p. 208). Based on PESTLE framework, this essay offers deeper insight on the Economic and Social aspects in favor of those for and against privatization.

Economic aspects

           
Under PESTLE analysis, letter E stands for the Economic aspects. Economic aspects such as inflation are determinants of given economy’s performances that have long term effects. On grounds of economics and matters to do with finances, individuals against privatization of the NHS argue that by so doing, private firms will only be picking easiest cases to treat since they are cheap and profitable to them at the expense of the larger populations (Zahradnik and Levine, 2017, p. 334). Additionally, privatization of NHS contracts mean that a lot of private firms win such tenders and money meant for NHS trusts get diverted to private sectors not forgetting millions of budgetary allocations that the government is forced to pump in new treatment centres aimed at meet a growing demand of patients (Johnstone, 2006, p. 1). nhs privatization essay example.

However, there are those who argue that privatization of the NHS is economically viable. Scholars such as Haldenby (2016, p.2) argue that NHS services spend a lot of finances on independent sector providers such as dentists and pharmacists. Haldenby (2016) further argues that privatization of the NHS would result in fewer costs as private firms will be able to provide a wide range of products SUCH AS CT scanners, medicines, beds and radiotherapy machines among others to the NHS at a reduced cost (2).

Closely related to the above previously undertaken research studies have demonstrated that private healthcare provider firms that have tried forming close partnerships with a number of NHS have noticed reduced cases of overall spending based on the fact that such partnerships come up with creative means of limiting or improving how they spend resources (Wallace and  Taylor-Gooby, 2010, p. 210). According to Haldenby (2016), the need to privatize the NHS should not be ignored due to the important role of such an exercise, that of saving the government millions in terms of spending (2).

Social aspects

           
Going back to PESTLE analysis, letter S stands for social factors that include aspects such as health consciousness, emphasis on safety, and age distribution among others (). In other words, these are the social factors that should be taken into consideration so as not to infringe on the social aspects of individuals. In this context, individuals arguing against privatization assert that apart from ensuring that the rich would only get access to quality healthcare thereby shutting the majority who are poor out, such would also amount to some sense of inequalities, especially based on socio-economic deprivation and age (Johnstone, 2016, p. 1). nhs privatization essay example.

Closely related to the above, privatization of NHS would amount to worse treatment of the old, the poor and the sick with long-term patients likely to be discriminated against with a lot of private firms likely to pick easier to treat patients (Zahradnik and Levine, 2017, p. 338). Zahradnik and Levine, (2017) further assert that those patients in some of the most disadvantaged locations are highly likely to be discriminated with a new privatization deal in place as private firms prefer having their centres located in places that can be easily accessible, locking out individuals located in disadvantaged locations (340).

A lot of countries across the globe have lately privatized their healthcare system. However, some countries’ healthcare systems are still nationalized while some are part-privatized (HSPM, n.d, p. 1). On social grounds therefore, those for privatization of the NHS argue that such a move would amount to reduced mortality rates, increased provision of quality healthcare, and increased involvement of patients in individual decisions on matters to do with their own treatment (Powell and Miller, 2013, P. 1051). nhs privatization essay example.  Simply put, privatization of the NHS is more likely to result in some form of competition. With the need to stay relevant, healthcare provider firms will be compelled to offer quality services that will benefit patient’s welfare (Powell and Miller, 2013, p. 1053).

 

Conclusion

           
Arguments revolving around the need to privatize the NHS or leave it the way it is seem to be a never ending debate. Each side of the divide has their own varying opinions with each of them supporting their side. However, on economic and social grounds, narratives supporting the need to either privatize or leave the NHS as it is have been proposed. On economic grounds, those in support argue that privatization of NHS is a way of making private healthcare providers benefit. This argument is countered by those who argue that such a move is cost effective as it saves economies a lot of money. On social aspects, those in support argue that privatization of NHS excludes the poor who cannot afford high medical costs while those for it argue that such a move gives room for the provision of quality services. nhs privatization essay example.

 

 

Bibliography

Haldenby, A. (2016). Delivering the 2015 spending review objective of successful NHS partnerships with the private sector. Reform. Available at:  
http://www.reform.uk/wp-content/uploads/2016/07/Delivering-the-2015-Spending-Review-objective-of-successful-NHS-partnerships-with-the-private-sector.pdf
  (Accessed 30
th
July 2017).

HSPM (n.d) European Observatory: The Health Systems and Policy Monitor. Available at:  
http://www.hspm.org/searchandcompare.aspx
(Accessed 30
th
July 2017).

Johnstone, I. (2016). ‘Creeping privatisation of healthcare is damaging the NHS, study finds’. Independent, 28
th
 July. Available at:   
http://www.independent.co.uk/life-style/health-and-families/health-news/nhs-health-service-healthcare-privatisation-a7160771.html
(Accessed 30
th
July 2017). nhs privatization essay example

Pollock, A. (2014). 
Privatisation of the NHS. 
Available at: 
http://tedxtalks.ted.com/video/Privatisation-of-the-NHS-%7C Allys;search%3APollock
 (Accessed 30
th
July 2017).

Powell, M, & Miller, R 2013, ‘Privatizing the English National Health Service: An Irregular Verb?’,
Journal Of Health Politics, Policy & Law
, 38, 5, pp. 1051-1059.

Powell, M, & Miller, R 2016, ‘Seventy Years of Privatizing the British National Health Service?’,
Social Policy & Administration
, 50, 1, pp. 99-118.

Wallace, A, & Taylor-Gooby, P 2010, ‘New labour and reform of the English NHS: user views and attitudes’,
Health Expectations
, 13, 2, pp. 208-217.

Zahradnik, A, & Levine, H 2017, ‘Privatization of County Nursing Homes: What is the debate really about?’,
Public Administration Quarterly
, 41, 2, pp. 334-359. nhs privatization essay example.

 

In favour (Privatisation) on funding

Gov added £10bn to help the NHS with deficit. (BMA, 2017)

Privitasation will generate capital that will help the NHS to cope with the demand(Davis et al,. 2014)

In favour quality

Competition will drive innovation and this means better quality.( BBC News, 2014) (Cathy Corrie from Think Tank)

There are two chanllenges: one demand because the population is increasing and two is the quality challenge.(BBC News, 2014) (Cathy Corrie from Think Tank)

Primary care has the longest waiting list. The private sector will reduce waiting list and give patients choice (BBC News, 2014) (Cathy Corrie from Think Tank)

Privatisation will give patients more choice to be treated (The medic portal, 2017)

Privatisation will reduce waiting list. (The medic portal, 2017)

Against Privatisation on Funding

The amount of NHS funding going to private sectors has increades by 20% from 2012 to 2016 (BMA, 2017

There was a refuction from 10% to 8% on primary funding and that is why the waiting list is longer in primary care (BBC News,2014

Against on social aspect

Privatisation will benevit mainly those who have money. (The medic portal, 2017)

If insurance is compulsory only rich people will be able to afford it. (The medic portal, 2017)

Those with chronic illnesses will be largely disadvantaged. (The medic portal, 2017) nhs privatization essay example

For structure and More Resources kindly find the other attached document

The Beveridge report was implemented in 1948 in the United Kingdom to establish a National Health Service and the National Insurance system in order to guard the health of all citizens, particularly those who have socio-economic needs (Greener, 2009). Since then, provision of health care has been totally free and essentially funded from taxation. In the 1970s, approximately $60 was spent per person on healthcare, but the amount has increased exponentially in the last few decades (Cohen, 2008). It would be expected that the government increase in expenditure on healthcare would also increase efficiency and use of resources, but this expenditure has not been justified because there is no equivalent reduction in the demands on the healthcare systems (Cohen, 2008). Therefore, the healthcare needs of the public cannot be adequately met because of lack of resources that maximize on quality delivery, thus creating the need for choices to be made that will effectively manage the available resources (Powell, 2008). nhs privatization essay example. This paper aims to argue the economic and social merits of privatization of the NHS and discuss why it is advantageous.

The economy plays a major part in healthcare, any healthcare services provided must have the financial resources necessary in order for them to be effective. However, Privatization could lead to a monopoly in the healthcare sector that could be detrimental to the economy. This is because the private NHS system might remain the sole provider of healthcare systems and become the most dominant in the sector. The costs of service delivery could increase while the services deteriorate. Patients could be overcharged and over-treated (The Weekly, 2017). Most private providers care more about their profits than their patients, and they will use this chance to make even more profits regardless of their patients’ wellbeing. They might exploit the public’s inability to make wise choices when choosing a provider. In addition, many individuals could lose out on receiving quality healthcare because they are unable to afford the higher costs from the private sector. On the other hand, this privatization could increase efficiency in the delivery and management of services, thus improving the quality of healthcare for many patients countrywide (Haldenby, 2016). Additionally, the available resources could be managed better and result in less congestion in public provider facilities. The advantages of privatization far outweigh the disadvantages because the main goal of a good healthcare system is to provide excellent services while utilizing the available resources effectively (Naguleswaran et al., 2015). Privatization could make more affluent to visit the private providers more because they expect better service delivery from them, giving the less affluent a chance to get faster services due to less congestion in public facilities. As a result, the public and the stakeholders could benefit from a more efficient service delivery system. The government could also have a reduced burden in provision of care to it citizens. nhs privatization essay example.

All citizens expect to receive efficient quality social services from their government facilities. However, if these needs are not met, then the citizens have the right and the opportunity to look for better services from elsewhere. Some individuals believe that privatization could lead to worse treatment of the poor, old and sick people (Johnstone, 2016). This is because the providers might scramble to increase prices to cater for wealthy patients while making it more difficult for the poor to afford these services. The public might be unable to hold the private healthcare providers accountable for their actions and services as the NHS would no longer be under public domain and scrutiny. The principle of free health service delivery could also be eroded and result in the lower-class public becoming unable to meet their health demands. Disintegration of services will also become a major issue as the standards of healthcare vary due to the large number of providers available. Conversely, privatization of the NHS should reduce the political interference often experienced in the public sector as it tries to balance political ambition and the needs of the people. Many government policies are usually made for the short term until the next election. This means that most of these policies are not sustainable in the long run. Privatization could remove the politicking from the health sector and create effective long term policies. nhs privatization essay example. A private NHS would be guided by business ethics and profits, thus all decisions made could be for the betterment of the sector towards increasing profits. Patients and the NHS could also experience shorter waiting lists as the bulk of the people opt for faster services provided by the private providers (The Week, 2017). Very few people would put off seeking medical care because of costs, because they know that they must be healthy in order to earn a living, and health is a very important factor in economic and social development. Government-run organizations rarely have an incentive to work hard as they do not share profits with the stakeholders, but private ones work hard in order to make profits and increase revenues (Kahungu, 2016). Therefore, privatization could help to decrease the waste of resources currently being experienced in the public sector.

In conclusion, privatization of the NHS could thus be more beneficial to the public in the long run, as service delivery would be improved while the resources and services are managed more efficiently. Although the private provides might concentrate on making profits, they would ensure that their services are of excellent quality in order to get patients who will pay for those quality services. The main beneficiaries of the privatization will be the patients could now have a wider choice of providers to visit for their medical needs and shorter waiting lists at public facilities. The government will also have less chance of using healthcare as a bargaining tool in its election campaigns, leading to false promises and under-delivery of services.  In order to institute the model of privatization, a contract-out model could be used where the provider can be the NHS organization itself, or another profit-making organization (Benson, 2016). This is similar to how local authorities provide services, and the patient will get treated by the organization that the local commissioning body chooses for them. Another option would be for the patient to choose whichever organization he or she wants to be treated by, as long as the commissioning agent is willing to pay the organization’s fee. Many General Practitioners, opticians and pharmacists already use this model, as it encourages competition and increases the standards of healthcare delivery.  These options will ensure that patients receive the best quality care while the providers also make a profit from this business. nhs privatization essay example.

 

 

Portfolio Section 1: Argumentative essay explained

 

What am I writing about?

 

This task requires you to write a
900 word argumentative essay
on the topic below:

 

The NHS should be privatised. Discuss.

 

Following the PESTLE Framework, focus on the
Economic
and
Social

aspects to develop your arguments in favour of and against this topic.

 

What is the structure of an argumentative essay?

 

Introduction     (150 words) [use evidence/research throughout]

What is your question about?

 (give the background to your topic)

Include some detail on the topic

(narrow your focus; what exactly are you focusing on? Who are the key   ideas/ people involved/

                        organisations etc.?)

What is your opinion of this topic?

                      (this is your thesis statement)

How are you going to structure your arguments?

(this is the overview of your main arguments) nhs privatization essay example

 

Body paragraph 1 –
Economic

  
(300 words) [use evidence/research throughout]

Say why this is a key issue.

What is the counter-argument of this issue?

                       (this is the opinion you do not agree with)

What is the main argument of this issue?

                       (this is your opinion)

Why is your argument stronger than the counter-argument?

What evidence/examples do you have to support this?

What can you conclude from this? What are the implications?

 

Body paragraph 2 –
Social

  
(300 words) [use evidence/research throughout]

Say why this is a key issue.

What is the counter-argument of this issue?

(this is the opinion you do not agree with)

What is the main argument of this issue?

(this is your opinion)

Why is your argument stronger than the counter-argument?

What evidence/examples do you have to support this?

What can you conclude from this? What are the implications?

 

Conclusion (150 words) [refer back to key evidence/research]

Give a summary of your key points from your body paragraphs.

Include a summary of your key conclusions from your body paragraphs.

(this is the justification of your opinion)

What would you recommend needs to happen now?

 

Reference list           (word count is not applicable)

Include a full reference for all the sources you have cited in your text.

 

 

How do I find information?

 

Below is a suggested reading list to help you get started. You should choose some sources from the list but you are also encouraged to find 2 sources from your own research.
You are required to include at least 4 sources in total
.

 

Useful general websites to explore:

Davis, K., Stemikis, K., Squires, D. & Schoen, C. (2014)
Mirror, mirror on the wall: how the performance of the U.S. health care system compares internationally.
Available at:
http://www.commonwealthfund.org/~/media/files/publications/fund-report/2014/jun/1755_davis_mirror_mirror_2014.pdf
(Accessed 22
nd
September 2016).

An important study which is widely referred to by other sources. Includes important economic and social data.

 

NHS (2016)
NHS England: Health and high quality care for all,

now and for future generations.
Available at:
https://www.england.nhs.uk/
(Accessed 22
nd
September 2016).

The publications and statistics tabs have links to some useful and interesting information.

 

Nuffield Trust (2016)
Nuffield Trust: Evidence for better health care.
 Available at:
http://www.nuffieldtrust.org.uk/
(Accessed 22
nd
September 2016).

This is a huge site with a lot of up to date research on the NHS. Look at the
Data and Charts
tab for lots of useful economic data.

 

Resources that argue against privatisation

Johnstone, I. (2016). ‘Creeping privatisation of healthcare is damaging the NHS, study finds’.
Independent,
28
th
July. Available at: 
 
http://www.independent.co.uk/life-style/health-and-families/health-news/nhs-health-service-healthcare-privatisation-a7160771.html
(Accessed 22
nd
September 2016).

 

Pollock, A. (2014).
Privatisation of the NHS.
Available at:
http://tedxtalks.ted.com/video/Privatisation-of-the-NHS-%7C-Allys;search%3APollock
(Accessed 22
nd
September 2016).

 

Resource that argues for part privatisation of the NHS

Haldenby, A. (2016).
Delivering the 2015 spending review objective of successful NHS partnerships with the private sector.
Reform. Available at:
 
http://www.reform.uk/wp-content/uploads/2016/07/Delivering-the-2015-Spending-Review-objective-of-successful-NHS-partnerships-with-the-private-sector.pdf
 
(Accessed 23
rd
September 2016).

 

 

A Resource that looks at and compares different health care systems (nationalised, part-privatised and privatised)

HSPM (n.d) European Observatory: The Health Systems and Policy Monitor. Available at: 
http://www.hspm.org/searchandcompare.aspx
(Accessed 23
rd
September 2016).

 

Glossary

 

Portfolio

It is a collection of student work that shows evidence of learning and progress in one or more areas. This collection “represents a personal investment on behalf of the student that is evident through the student’s participation in the selection of the contents….and self-reflection” (Gisselle and Martin-Kniep, 2000). nhs privatization essay example.

Learning outcome

Learning outcomes are goals that describe how a student will be different because of a learning experience (Suskie, 2009).

Discuss

Investigate or examine by argument; debate; give reason for and against; examine the implications of the topic.

 

 

End of Assignment Brief

 

 

Marking Criteria

Learning Outcomes for English for Academic Purposes 2

1.       
Produce elements of a cohesive & coherent researched essay.

2.       
Listen to an academic lecture whilst taking coherent notes.

3.       
Read, compare & summarise a number of written academic texts.

 

Excellent evidence

Very good evidence

Good evidence

Some evidence

Insufficient evidence

Little/No Evidence

86 – 100%/First

70+/First

60+/2:1

50+/2:2

40+/Third

30+/Fail

Pass by compensation possible

16 – 29%/Fail

0 – 15%/Fail

Knowledge and understanding (50%) nhs privatization essay example

A.      
Have you worked through the tasks in this portfolio?

(LO 1, 2, 3)

Includes all required factual content, accurately summarised.

 

Includes relevant factual content only.

Includes all required factual content, accurately summarised.

 

Includes relevant factual content only.

Includes most required factual content, mostly accurately summarised.

 

Includes relevant factual content only.

Includes most required factual content, but with some gaps or misunderstandings.

 

Includes some irrelevant factual content.

Includes limited factual content, with many gaps or inaccuracies.

 

Includes significant irrelevant factual content.

Includes insufficient required factual content, with significant gaps or inaccuracies.

Includes substantial irrelevant factual content.

 

Includes almost no required factual content, and with very significant inaccuracies.

Includes mainly irrelevant factual content.

 

Does not include required factual content.

Includes entirely irrelevant factual content.

B.      
Have you paraphrased/

summarized ideas effectively?

(LO 1, 2, 3)

Very accurate identification of pre-defined concepts, theories and/or principles, appropriate to this level.

 

Excellent understanding of factual and conceptual material, relative to this level.

Accurate identification of pre-defined concepts, theories and/or principles, appropriate to this level.

 

Very good understanding of factual and conceptual material, relative to this level.

Mainly accurate identification of pre-defined concepts, theories and/or principles, appropriate to this level.

 

Good understanding of factual and conceptual material, relative to this level.

Some identification of pre-defined concepts, theories and/or principles, appropriate to this level.

nhs privatization essay example

 

Adequate understanding of factual and conceptual material, relative to this level.

Limited identification of pre-defined concepts, theories and/or principles, appropriate to this level.

 

Limited understanding of factual and conceptual material, relative to this level.

Very limited or inaccurate identification of pre-defined concepts, theories and/or principles, appropriate to this level.

Very limited understanding of factual and conceptual material, relative to this level.

 

No identification of pre-defined concepts, theories and/or principles, appropriate to this level.

No understanding of factual and conceptual material, relative to this level.

 

No identification of pre-defined concepts, theories and/or principles, appropriate to this level.

Demonstrates no understanding of factual and conceptual material and ideas.

C.       
Do your portfolio tasks show understanding of the essay writing process?

(LO 1 & 3)

Effective use of class materials to develop knowledge and understanding.

Effective use of class materials to develop knowledge and understanding.

Mostly effective use of class materials to develop knowledge and understanding.

Adequate use of class materials to develop knowledge and understanding.

nhs privatization essay example

Limited use of class materials to develop knowledge and understanding.

Very limited use of class materials to develop knowledge and understanding.

 

Minimal use of class materials to develop knowledge and understanding.

 

No use of class materials to develop knowledge and understanding.

D.      
Have you researched and supported your ideas with evidence and examples?

(LO 1 & 3)

Very good independent reading and research, beyond standard texts, appropriate to this level.

Good independent reading and research, beyond standard texts, appropriate to this level.

Reasonable independent reading and research, beyond standard texts, appropriate to this level.

Some limited independent reading and research, beyond standard texts, appropriate to this level.

Minimal independent reading and research beyond standard texts, appropriate to this level.

Minimal independent reading and research, appropriate to this level. Limited use of standard texts.

 

No independent reading and research, appropriate to this level. Very minimal use of standard texts.

 

No independent reading and research, or use of standard texts, appropriate to this level.

What we are looking for on this module (
Relates to all tasks
):

An understanding of the essay writing process (including developing an outline, summarising information, structuring a paragraph, and editing and redrafting your work to achieve an effective final essay); Inclusion of factual content related to the privatisation of the NHS, using information from either the reading list and/or your own research. nhs privatization essay example

 

 

Learning Outcomes for English for Academic Purposes 2

1.       
Produce elements of a cohesive & coherent researched essay.

2.       
Listen to an academic lecture whilst taking coherent notes.

3.       
Read, compare & summarise a number of written academic texts.

 

Excellent evidence

Very good evidence

Good evidence

Some evidence

Insufficient evidence

Little/No Evidence

86 – 100%/First

70+/First

60+/2:1

50+/2:2

40+/Third

30+/Fail

Pass by compensation possible

16 – 29%/Fail

0 – 15%/Fail

Cognitive and Intellectual Skills (25%)

E.       
Does your essay include an introduction & a conclusion?

(LO 1 & 3)

Well developed, relevant introduction and conclusions.

Relevant introduction and conclusions.

Mostly relevant introduction and conclusions.

Adequate introduction and conclusions.

Basic introduction and conclusions.

Incoherent or irrelevant introduction and conclusions.

 

No introduction and conclusions.

 

No introduction and conclusions.

F.       
Do your body paragraphs contain a counter-argument, argument & evidence/

examples, using appropriate linking words?

(LO 1 & 3)

Clearly and logically structured material.

 

Well-developed arguments, referencing a range of literature, appropriate to this level.

Clearly structured material.

 

Coherent arguments, referencing a range of literature, appropriate to this level.

Clearly structured material, with a few gaps.

 

Mostly coherent arguments, referencing a range of literature, appropriate to this level.

Adequately structured material.

 

Limited arguments referencing limited literature. Includes personal opinion.

nhs privatization essay example

Unevenly structured material.

 

Little argument, mainly descriptive or personal opinion, with little reference to literature.

Incoherently structured material.

Little or no argument, entirely descriptive or personal opinion, with no reference to literature.

 

Very incoherently structured material.

Little or no argument, entirely descriptive or personal opinion, with no reference to literature.

 

Very incoherently structured material.

No argument, entirely personal opinion, with no reference to sources.

G.      
Have you used at least 4 sources (2 of them can be from the reading list) & combined your sources effectively?

(LO 1 & 3)

Information or data selected from highly relevant sources, and categorised, analysed or evaluated using a recommended format.

Information or data selected from relevant sources, and categorised, analysed or evaluated using a recommended format.

Information or data selected from relevant sources, and categorised, analysed or evaluated using a recommended format, with some gaps or errors.

Information or data selected, categorised, analysed or evaluated with an attempt at using a recommended format and with gaps or errors.

Information or data poorly selected, categorised, analysed or evaluated, and may not use recommended format.

Minimal selection of information or data, and little attempt at collation, categorisation, analysis or evaluation.

 

No evidence of the selection, categorisation, analysis or evaluation of information or data.

 

No evidence of the selection, categorisation, analysis or evaluation of information or data.

H.      
Have you made your opinion clear?

(LO 1, 2, 3)

Relates theory to practice effectively, appropriate to this level.

Relates theory to practice effectively, appropriate to this level.

Relates theory to practice, appropriate to this level, but with some gaps or errors.

An attempt to relate theory to practice, appropriate to this level.

Very limited or inadequate attempt to relate theory to practice.

Theory not related to practice.

 

Theory not related to practice.

 

Theory not related to practice.

 

What we are looking for on this module (
Relates to final task and is informed by Tasks 3, 4 & 5
): nhs privatization essay example

The use of an argumentative essay structure with well-developed and connected ideas, logical evaluations and effective integration of sources.

 

 

 

Learning Outcomes for English for Academic Purposes 2

1.       
Produce elements of a cohesive & coherent researched essay.

2.       
Listen to an academic lecture whilst taking coherent notes.

3.       
Read, compare & summarise a number of written academic texts.

 

Excellent evidence

Very good evidence

Good evidence

Some evidence

Insufficient evidence

Little/No Evidence

86 – 100%/First

70+/First

60+/2:1

50+/2:2

40+/Third

30+/Fail

Pass by compensation possible

16 – 29%/Fail

0 – 15%/Fail

Graduate: Transferable Employability & Practical Skills (25%)

I.        
Are you within the word count?

(LO 1 & 3)

Within word count

Within word count

Within word count

Within 10% of word count

More than 10% outside word count

More than 10% outside word count

More than 10% outside word count

More than 10% outside word count

J.        
Have you checked for spelling, grammar and punctuation mistakes?

(LO 1 & 3)

Accurate spelling, grammar, punctuation, paragraphing

nhs privatization essay example

Accurate spelling, grammar, punctuation, paragraphing

Mostly accurate spelling, grammar, punctuation, paragraphing.

Some mistakes in spelling, grammar, punctuation, paragraphing.

Frequent mistakes in spelling, grammar, punctuation, paragraphing.

Serious mistakes in spelling, grammar, punctuation, paragraphing.

 

Serious and extensive mistakes in spelling, grammar, punctuation, paragraphing.

 

Serious and extensive mistakes in spelling, grammar, punctuation, paragraphing.

K.      
Have you used appropriate academic style and appropriate vocabulary?

(LO 1 & 3)

Fluent, interesting writing style, appropriate to the assignment

 

Appropriate visual presentation, including font, spacing for essays

Fluent writing style, appropriate to the assignment

 

Appropriate visual presentation, including font, spacing for essays

Mainly fluent writing style, appropriate to the assignment

 

Mostly appropriate visual presentation, including font, spacing for essays

Writing style is mostly appropriate but not always fluent

Inconsistent visual presentation, including font, spacing for essays

Awkward or inappropriate writing style

 

Inappropriate visual presentation, including font, spacing for essays

Poor writing style

Poor visual presentation, including font, spacing for essays

nhs privatization essay example

 

Incoherent writing style

Very poor visual presentation, including font, spacing for essays

 

Incoherent writing style

Exceptionally poor visual presentation, including font, spacing for essays

L.       
Have you included in-text citations and a reference list that follow Harvard Style?

(LO 1 & 3)

Correct use of academic conventions, references and bibliography.

Correct use of academic conventions, references and bibliography.

Mostly correct use of academic conventions, references and bibliography

Inconsistent use of academic conventions, references and bibliography.

Inconsistent or incomplete use of academic conventions, references and bibliography.

Inaccurate or incomplete use of academic conventions, references and bibliography.

 

Very inaccurate or no use of academic conventions, references and bibliography.

 

No use of academic conventions, references and bibliography.

M.    
Do you show good awareness of your strengths and weaknesses (skills audit and PDP target)?

(LO 1, 2, 3)

Insightful reflection on own strengths and weaknesses in relation to defined professional and practical skills.

Good reflection on own strengths and weaknesses in relation to defined professional and practical skills.

Clear reflection on own strengths and weaknesses in relation to defined professional and practical skills.

Some evaluation of own strengths and weaknesses in relation to defined professional and practical skills.

 

Limited reflection on own strengths and weaknesses in relation to defined professional and practical skills.

Very limited reflection on own strengths and weaknesses in relation to defined professional and practical skills.

 

Minimal evaluation of own strengths and weaknesses in relation to defined professional and practical skills.

 

No evaluation of own strengths and weaknesses in relation to defined professional and practical skills.

What we are looking for on this module (
Relates to all tasks
):

Effective use of in-text citations and the inclusion of a reference list; communication of ideas in an academic style with attention to accuracy.

end of nhs privatization essay example Assignment Brief

Health Psychology – Quality of Life Essay

This class is about Health Psychology.

TASK

For this essay: Quality of Life is a subjective construct.

What does quality of life mean to you right now?

How has that changed in the last five years?

How do you think it will change in the next five years?

 

Health Psychology

Name:

BUY A PLAGIARISM-FREE PAPER HERE

Institution:

There is no single universal definition of what the term “quality of life” means. To some people, it could mean having a good car, a nice house, a loving and healthy family or even the ability to earn a good salary that is able to sustain a comfortable life (Kaplan and Ries, 2007). In my own opinion though, I believe the quality of life is the general well-being of the population and the society at large. I believe that this is the ability of a society to enjoy better healthcare services, peace, and aspects of international development able to foster the continuity of humanity Health Psychology – Quality of Life Essay.

According to Crosby, Kolotkin and Williams (2003), the quality of life has changed dramatically in recent years. In the last five years, for instance, the globe has witnessed a number of developments worth noting. Through technology and other developments, a number of diseases that proved challenging to treat are now treatable. In the last five years a lot of hospitals seem to have moved towards a patient-empowered approach. Health Psychology – Quality of Life Essay. Long hospital stays have been reduced significantly while aspects of patient empowerment seem to have been enhanced in the last five years. Apart from changes in other industries, the healthcare sector seems to have improved a lot.

More is yet to come. In the next five years, the quality of life will improve to become much better. According to Crosby, Kolotkin and Williams (2003), doctors will use DNA to keep patients well. It is expected that in the next five years, cloud-based cognitive systems could make personalized medicine in scales and speeds never witnessed before. People suffering from certain forms of tumor will be subjected to a machine that will be able to determine specific mutations of their tumors in addition to identifying the best combination of medications. In the next five years, it is expected that time taken to find the right medication will be significantly reduced. Health Psychology – Quality of Life Essay.

References

Crosby, R. D., Kolotkin, R. L., & Williams, G. R. (2003). Defining clinically meaningful change in health-related quality of life.
Journal of clinical epidemiology
,
56
(5), 395-407.

Kaplan, R. M., & Ries, A. L. (2007). Quality of life: concept and definition.
COPD: Journal of Chronic Obstructive Pulmonary Disease
,
4
(3), 263-271. Health Psychology – Quality of Life Essay

Opioid Abuse among Adults in the United States Essay

Overview

Industrialized and developing nations are often brought together through the emergence of a serious pandemic or the eruption of a persistent problem in the society. The abuse of prescription drugs is one of the quagmires that has been known to plague developed states as well as third world nations. America is one of the countries that is currently grappling with the abuse of opioids, especially among the adult population. This pain reliving medication has been turned from being a source of treatment and has instead exploded to become a nightmare in the hands of medics and the government at large. The glaring statistics when it comes to the abuse of opioids indicates that adults in the United States are at a very high risk when it comes to health matters. This paper is an argumentative essay that evaluates the abuse of opioids among the adults living in the United States. Opioid Abuse among Adults in the United States Essay.

BUY A PLAGIARISM-FREE PAPER HERE

Essay Task

Prepare an argument or analysis about the opioid abuse among adults in the United States by making reference to academic sources and articles.

Body

The dire need for an effective and monitored plan to treat individuals who are chemically dependent is necessitated in a case where the affected population is at a high health risk. The abuse of opioids in America is not a new phenomenon as it dates back to several decades and years. The passing of time has seen this problem escalate from being a manageable crisis to a full-blown catastrophe that has gotten out of hand. It is worth noting that these prescription drugs are actually recommended for patients as pain medication so that they can assist them to relieve various forms of aches and discomforts (Fischer et al, 62).

In fact, opioids have often been described as one of the valuable and innovative discoveries when it comes to palliative care since they led to a major breakthrough where patients who struggled with pain on a daily basis found comfort in the use of this drug. Opioid Abuse among Adults in the United States Essay. Hence, the right use of opioids is in the relieving of pain or managing it altogether so that the affected person is able to enjoy life like their healthy counterparts (Klein et al, 589). However, most people who are often prescribed this drug often end up becoming addicted to it because of its euphoric tendencies.

What’s more, some patients are also known to have psychological and physical dependency on this medication such that they are not able to stop taking it even after the pain has subsided Opioid Abuse among Adults in the United States Essay. This is the genesis and root cause of opioid abuse where the victims express a high reliance on the drug such that its intake becomes an everyday affair. In America, the situation is quite dire since most of the adult population is immersed into this wayward behavior (Modesto et al, 424). The American addiction society has managed to categorize the abuse and dependency of this drug in various criteria based on a number of elements. Some of them include the craving for the medication, impaired control over its intake, compulsive use and even the continued use of opioids despite of the harm it can cause (Spangler, 18).

The adult population in America has been shown to abuse this drug for a variety of reasons that include self-medication, curiosity, escapism as well as overreliance. A significant number of adults who abuse opioids in America have been shown to do so because of the current trends and behaviors around them. This means that such people end up abusing the drug in the same way as others rely on alcohol. Furthermore, opioid abuse is known to arise after a patient has been prescribed the medication when they were experiencing some form of pain in their body Opioid Abuse among Adults in the United States Essay.

The person ends up becoming hooked to it because of the relaxed and euphoric feeling they got once they ingested the drug (Walker, 23). Opioid abuse is a serious issue in the American society because the victims experience similar symptoms just like the other outlawed and prohibited drugs. Moreover, a person who exhibits physical dependency on this drug is prone to experiencing withdrawal symptoms whenever they fail to take it such that they are not in a capacity to become productive (Williamson, 25). This is one of the reasons that makes most adults in America to abuse and consume the drug in high amounts because it enables them to become energized for their daily tasks and duties.

Additionally, the abuser can also experience psychological dependence on the drug such that the person always feels that they need to consume it even when there is no medical or health reasons for it (Spangler, 19). There are also instances where some adults have found themselves addicted to the drug because it serves as their sole means of earning an income. Therefore, the person ends up becoming an opioid abuser because they handle the drug on a daily basis. The fact that there is a wide array of drugs categorized under the bracket of opioids only serves to aggravate this problem and turn into a nightmare for the American health system (Walker, 24). Opioid Abuse among Adults in the United States Essay.

This list includes drugs such as oxycodone, morphine, methadone and even codeine that all fall under the opioids drugs category. These drugs are also abused in different ways such as snorting, injection and simply ingesting it through the mouth. The reason why opioid abuse has become very rampant in America is because most of these drugs are readily available for purchase either in pharmacies or even in backstreet clinics (Fischer et al, 64). For instance, oxycodone and morphine are commonly abused since their supply is abundant and they are very easy to access.

This crisis is also worsened by the fact that most adults often fake and feign to have pain so that a particular opioid is prescribed to them for personal reasons (Walker, 26). The American health system has admitted that opioids are one of the sources of its major headaches since a significant proportion of financial resources is diverted towards the treatment of abuse cases. The extended and long-term abuse of this prescription drug has been known to have dangerous effects are harmful to the body Opioid Abuse among Adults in the United States Essay. To begin with, the dependency on opioids is known to result in breathing and respiratory complications, heart problems as well as depression (Klein et al, 592).

Further, these drugs can also lead to fertility issues in both men and women, kidney complications and even frequent seizures.

It should also be noted that abuse of opioids has been linked to mental and cognitive impairment where people who rely on this drug stand the risk of suffering from deteriorated brain function. This is because they are known to affect a person’s emotional and reasoning ability because the synapses and nerve cells are affected (Modesto et al, 427). Additionally, opioids are known to cause changes in the appearance and shape of neurons in people who are categorized as chronic users Opioid Abuse among Adults in the United States Essay. The changing trends in society have also resulted in the escalation of this problem because people have become more receptive to the idea of using medication for a diverse range of purposes. Hence, it is not seen as extraordinary when a person is seen taking medication even when they do not have any obvious illness or symptoms.

It is also worth noting that the American society has become more liberal from an economic perspective such that there are more people who have been licensed to dispense and sell these prescription drugs (Klein et al, 592). Consequently, most of them end up selling these drugs to the public even when some of their customers do not have legitimate health reasons. This explains why the mortality rates that arise out of opioid consumption have escalated out of proportion. Actually, the number of deaths that have been reported in America when it comes to the abuse of this prescription drug are quite high because they often manifest in the form of an intrinsic pattern (Williamson, 26).

The severity of opioid abuse is also worsened by the fact that the addiction process sets in very slowly where at times the person may not be aware that they are hooked to it. There are people who have ended up discovering that they are chronic users of the drug because they cannot face the day without popping a pill or two. The center of disease control or the CDC has expressed its concern over the high number of deaths that are registered and reported out of the abuse of this drug. In fact, the CDC makes it clear that at least one hundred Americans die on a daily basis out of overdosing on this drug (Klein et al, 593). Opioid Abuse among Adults in the United States Essay.

The American healthcare system has tried to solve this predicament by trying to change the legislations that rule over prescription drugs. For instance, the improvement of opioid prescription is a move that can be able to reduce the exposure to this drug and minimize its addiction altogether. This directive has been adopted countless times by the United States government but it has not yielded the fruits that were anticipated (Klein et al, 593). Hence, the medical system of this country should consider medication-assisted treatment for the millions of adults in America who are struggling with addiction to opioids.

This can enable them to get the assistance that they need because they can be able to access treatment at a facility close to them. The grimness and direness of the opioid addiction plight among adults in America warrants the need for an immediate remedy strategy where the issue can be accorded the serious attention that it deserves. It is in so doing that the plague of opioid addiction and abuse can be mitigated and the lives of innocent Americans saved from sheer destruction.

In a recap, drug and substance addiction is a challenge that has rocked numerous societies over the years where millions of people have succumbed to the habit. Opioid Abuse among Adults in the United States Essay The American society is among the many countries that have constantly struggled and grappled with this issue, especially among the adult population. The availability of numerous opioid drugs such as oxycodone, morphine and even codeine is a strong influential factor that aggravates the problem even further. It is the duty of the American healthcare system as well as the ruling government to implement stringent legislations that can aid in fighting the opioid drug addiction menace.

 

Works Cited

Fischer, Benedikt, et al. “Considerations Towards a Population Health Approach to Reduce Prescription Opioid-Related Harms (With a Primary Focus on Canada).” Drugs: Education, Prevention & Policy, vol. 22, no. 1, Feb. 2015, pp. 60-65. EBSCOhost, doi:10.3109/09687637.2014.936827.

Klein, Susan J., et al. “Public Health Approach to Opioid Overdose.” American Journal of Public Health, vol. 97, no. 4, Apr. 2007, pp. 587-588. EBSCOhost, doi:10.2105/AJPH.2006.106120.

Modesto-Lowe, Vania, et al. “Pain Management in Patients with Substance Abuse: Treatment Challenges for Pain and Addiction Specialists.” American Journal on Addictions, vol. 16, no. 5, Sep/Oct2007, pp. 424-425. EBSCOhost, doi:10.1080/10550490701525566.  Opioid Abuse among Adults in the United States Essay.

Spangler, Holly. “Sec. Vilsack: Opiod Addiction in Rural America — What Can Be Done.” Southwest Farm Press, vol. 43, no. 20, 03 Nov. 2016, pp. 18-19. EBSCOhost,

Walker, Melissa A. “Program Characteristics and the Length of Time Clients Are in Substance Abuse Treatment.” Journal of Behavioral Health Services & Research, vol. 36, no. 3, July 2009, pp. 330-343. EBSCOhost, doi:10.1007/s11414-008-9128-0.

Williamson, Kevin D. “From Oxy To Overdose. (Cover Story).” National Review, Vol. 68, no. 3, 29 Feb. 2016, pp. 25-29. EBSCOhost, Opioid Abuse among Adults in the United States Essay.