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Quality improvement measures and safety improvement plans Six Sigma

This is a paper that is focusing on the student to examine Quality improvement measures and safety improvement plans. The paper also provides additional information to use in the writing of the assignment paper well.

Quality improvement measures and safety improvement plans

For this assessment, you will develop a 3 page paper that examines a safety quality issue pertaining to medication administration in a health care setting. You will analyze the issue and examine potential evidence-based and best-practice solutions from the literature. As well as the role of nurses and other stakeholders in addressing the issue.

Health care organizations and professionals strive to create safe environments for patients however, due to the complexity of the health care system, maintaining safety can be a challenge. Since nurses comprise the largest group of health care professionals, a great deal of responsibility falls in the hands of practicing nurses. Quality improvement (QI) measures and safety improvement plans are effective interventions to reduce medical errors and sentinel events such as medication errors, falls, infections, and deaths.

The role of the baccalaureate nurse includes identifying and explaining specific patient risk factors. Incorporating evidence-based solutions to improving patient safety and coordinating care. A solid foundation of knowledge and understanding of safety organizations such as Quality and Safety Education for Nurses (QSEN), the Institute of Medicine (IOM). The Joint Commission and its National Patient Safety Goals (NPSGs) program is vital to practicing nurses. This is with regard to providing and promoting safe and effective patient care.

You are encouraged to complete the Identifying Safety Risks and Solutions activity. This activity offers an opportunity to review a case study and practice identifying safety risks and possible solutions. We have found that learners who complete course activities and review resources are more successful with first submissions. Completing course activities is also a way to demonstrate course engagement.

This is a paper that is focusing on the student to explain how the health concern from your community health nursing . The paper also provides additional information to use in the writing and submission of the assignment paper.

Explain how the health concern from your community health nursing

Part 2: Social Media Campaign

Note:  The “CDCynergy” web link provided in the web links section below may be useful in completing your social media campaign. The use of this web link is optional, i.e., not required.

B.  Write your community health nursing diagnosis statement.

1.  Explain how the health concern from your community health nursing diagnostic statement is linked to a health inequity or health disparity within the target population.

a.  Discuss the primary community resources and primary prevention resources currently in place to address the health concern.

b.  Discuss the underlying causes of the health concern.

2.  Discuss the evidence-based practice associated with the Field Experience topic.

a.  Identify data about the selected Field Experience topic from the local (e.g., county), state, and/or national level.

C.  Develop a community health nursing social media campaign strategy that will convey your health message and address the Field Experience topic by doing the following:

1.  Firstly, describe your social media campaign objective.

2.  Secondly, recommend two population-focused social marketing interventions and justify how each would improve the health message related to your selected Field Experience topic.

3.  Thirdly, describe a social media platform you would use that is appropriate for communicating with the target population.

a.  Discuss the benefits of the selected social media platform in supporting preventative healthcare.

4.  Fourthly, discuss how the target population will benefit from your health message.

The social media campaign part 2 assessment discussion

D.  Describe best practices for implementing social media tools for health marketing.

E.  Create a social media campaign implementation plan by doing the following:

1.  Firstly, describe stakeholder roles and responsibilities in implementing the plan.

2.  Secondly, discuss potential public and private partnerships that could be formed to aid in the implementation of your campaign.

3.  Thirdly, create a specific timeline for implementing your campaign.

4.  Fourthly, explain how you will evaluate the effectiveness of the campaign.

5.  Lastly, discuss the costs of implementing your campaign.

F.  Reflect on how social media marketing supports the community health nurse’s efforts to promote healthier populations.

1.  Reflect on how your social media campaign could apply to your future nursing practice.

G.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

H. Demonstrate professional communication in the content and also presentation of your submission.

Diabetes in Woo and Robinson differences between the types of diabetes type 1 type 2 gestational and juvenile diabetes

This is a paper that is requiring the student to reflect and Review the chapters that discuss diabetes in Woo and Robinson . The paper also provides additional guidelines to use in the writing of the assignment paper well.

Review the chapters that discuss diabetes in Woo and Robinson

Diabetes Mellitus Paper

Diabetes is an endocrine system disorder that affects millions of children and adults (ADA, 2015). If left untreated, diabetic patients are at risk for several alterations, including heart disease, stroke, kidney failure, neuropathy, and blindness. There are various methods for treating diabetes, many of which include some form of drug therapy. The type of diabetes as well as the patient’s behavior factors will affect treatment recommendations. In this assignment, you will compare the different types of diabetes, including drug treatments for type 1, type 2, gestational, and juvenile diabetes.

To prepare:
Review the chapters that discuss diabetes in Woo and Robinson (2015).
Reflect on the differences between the types of diabetes, including type 1, type 2, gestational, and juvenile diabetes.
Select one type of diabetes.
Consider one type of drug used to treat the type of diabetes you selected, including the proper preparation and administration of this drug. Then, reflect on dietary considerations related to treatment.
Think about the short- and long-term effects on patients including the effects of drug treatments for the type of diabetes you selected.

To complete:
Firstly, write a minimum 4–page paper (excluding cover page and references) that addresses the following:
Secondly, explain the differences between the types of diabetes, including type 1, type 2, gestational, and juvenile diabetes.
Thirdly, describe one type of drug used to treat the type of diabetes you selected, including the proper preparation and administration of this drug.
Fourthly, analyze and discuss the dietary considerations related to treatment.
Explain the short- and long-term effects of this type of diabetes on patients including the effects of drug treatments.
Lastly, include four or more appropriate scholarly sources from the last five years throughout the paper.

K ita Brown is a 36-year-old G1 P0 black female presenting to her local urgent care with headache and stating her mother took her blood pressure and it was a “little higher than it should be”. Kita has had an unremarkable pregnancy, …

Kita Brown is a 36-year-old G1 P0 black female presenting

Case Study Discussion: Common Health Conditions with Implications for Women

Based on your assigned case study, post the following:
Firstly, provide a differential diagnosis (dx) with a minimum of 3 possible conditions or diseases.

Secondly, define what you believe is the most important diagnosis. Be sure to include the first priority in conducting your assessment.

Thirdly, explain which diagnostic tests and treatment options you would recommend for your patient and explain your reasoning.

SOURCES WITHIN 5 YEARS

Case Study: Hypertension in Pregnancy

K ita Brown is a 36-year-old G1 P0 black female presenting to her local urgent care with headache and stating her mother took her blood pressure and it was a “little higher than it should be”. Kita has had an unremarkable pregnancy, which was conceived thru IVF. She is currently 30 5/7 weeks pregnant and relates she has had no problem with her pregnancy. She only takes prenatal vitamins, and relates she was on hctz prior to pregnancy for borderline BP but stopped it when she underwent IVF and her BP has remained “pretty normal”. Sher relates she was prescribed po labetalol but did not take it regularly as she didn’t want to take anything that might hurt the baby.

Her initial prenatal screening, including initial labs, and third trimester CBC and glucose testing have been normal. She additionally at her 1st prenatal visit had baseline PIH (pregnancy induced hypertension/pre-eclampsia) due to her history of hypertension which were normal including a protein to creatine ratio.

Upon intake at the urgent care the notes relate she appears in no apparent distress, and she has reported fetal movement within the past hour.

She denies, any other symptoms including epigastric pain, vision changes or nausea. Also, she states fetal movement has been normal, and denies leaking fluid, vaginal bleeding, or contractions. She relates slight swelling and her weight gain date has been 17 lbs. Current BMI is 25.1. BP is 162/90, pulse 82, respirations 16 and unlabored, temperature 98.2 orally. Kita was transferred to the emergency room due to her complaints and her gestational age.

Upon arrival to the emergency room 30 minutes later her repeat BP was 166/ 88. It was retaken 15 minutes later and was 162/92. All blood pressures were confirm ed with a manual cuff. She had no additional complaints.

QUESTIONS:

1.       What is your differential diagnosis?

2.       What interventions would you implement?

3.       What further information would you need?

Update:

BP stabilized at 140/88 after 2 doses of IV hydralazine and one dose of po nifedipine.

Lab results have now returned and are as follows:

WBC: 10.92

RBC: 3.63

Hgb: 10.4     /    Hct: 32,5

Plts: 238

Glucose: 98

Sodium:  144

Potassium: 3.9

BUN: 9  / Creatinine: 0.64

ALT (SGPT):  96     / AST: 75

Alk Phos: 187

aPTT: 26.9

Fibrinogen:650

Uric acid: 3

Urine protein/Cretinine ratio: 0.11

What is your presumptive diagnosis based on this information?
What are your next steps?

Guideline for pain management therapy and education

This is a paper that is focusing on the student to discuss specific guideline for pain management therapy and education. The paper also provides additional instructions to use in the writing of the assignment paper accordingly.

Specific guideline for pain management therapy and education

ASSIGNMENTS
WEEK 2: STATE SPECIFIC GUIDELINES FOR PRESCRIBING CONTROLLED SUBSTANCES

The purpose of this assignment is to provide the student with an opportunity to explore the most recent guidelines and recommendations in the student’s state of practice for pain management therapies and education; as well as to understand specific state regulations governing controlled substance prescriptions.

Activity Learning Outcomes
Through this assignment, the student will demonstrate the ability to:

Firstly, identify and describe at least one current state specific guideline for pain management therapy and education.
Secondly, explore other organizations or pain initiatives that are offered by the state (if applicable).
Thirdly, describe state specific laws that apply to the authority to prescribe schedule II controlled substances.
Fourthly, explore the state’s Prescription Drug Monitoring Program (PDMP).

This assignment will follow the late assignment policy specified in the course syllabus.

Students are to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.

In the event of a situation that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.