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Legal and Ethical Issues Related to Psychiatric Emergencies NRNP 6675

Legal and Ethical Issues Related to Psychiatric Emergencies NRNP 6675

Legal and Ethical Issues Related To Psychiatric Emergencies Sample Paper

California State Laws For Involuntary Psychiatric Hold

In California, individuals can be helped in psychiatric facilities without consent if it is determined that one is a danger to others, themselves, or gravely disabled. Under California law, only designated professional personnel can place individuals on a 72-hour hold, known as a 5150 hold (Zakhari, 2021). The experienced personnel includes police officers, members of the mobile crisis team, and other mental health professionals authorized by the country.

There must be paperwork stating the circumstances under which the person’s condition was called to the officers’ attention and the probable cause for believing the individual is a danger to themselves or others (Sadock et al., 2015). After 72 hours, individuals may be released. They may sign in as voluntary patients and can be put under the 14 days 5250 involuntary hold.

Differences Among Emergency Hospitalization For Psychiatric Hold, Inpatient Commitment, And Outpatient Commitment

In inpatient commitment, people are committed to mental illness and being a danger to themselves and others. These need to be presented to the magistrate in the community in the form of a petition (U.S. Department of Veterans Affairs, 2019). It includes information from someone who has direct knowledge of the issue. Outpatient commitment is a civil commitment in which the court orders individuals to comply with specific outpatient treatment programs (Sadock et al., 2015). The legal authority for the outpatient commitment is the state parens patriae power, which protects disabled individuals, and police power, which involves protecting others (Buppert, 2021).

Differences between Capacity and Competency

Competence is the global assessment and legal determination of mental health status made by a judge in court (Zakhari, 2021). Capacity is determined by physicians familiar with the patient’s case based on the functional assessment and clinical determination.

Patient Autonomy in Psychiatric Emergencies

Informed consent is the process where clinicians honor the patient’s autonomy. Consequently, patients understand the benefits and risks of treatment and therefore accept or refuse the treatment (U.S. Department of Veterans Affairs, 2019). The patient’s decision-making capacity should be assessed for communication, understanding, appreciation, and reasoning unless compelling additional concerns, and the patient’s confidentiality should be maintained (Thapar et al., 2015). In psychiatric emergencies, the physicians have the power to act as state agents.

Evidence-Based Suicide Risk Assessment and Violence Risk Assessment

The patient health questionnaire (PHQ-9) is the most commonly used screening tool for depression. It also covers suicidal ideation. Therefore, it is used to assess suicidal risk among patients in the clinical setting (Blakey et al., 2019). Item nine of the assessment tool evaluates the passive thoughts of death and self-injury in the last two weeks. The Broset violence checklist (BVC) is a short-term violence prediction instrument that assesses irritability, confusion, verbal threats, boisterousness, attacks on objects, and physical threats which are either absent or present.

The BVC is an effective tool for predicting inpatient violence in the coming 24 hours. The instrument’s psychometric characteristics are excellent (Blakey et al., 2019). The results of ongoing research will provide critical information on cultural differences, the BVC’s validity in understaffed wards, clinical usage of the checklist, and its capacity to predict violence throughout the hospital stay.

References

Blakey, S. M., Wagner, H. R., Naylor, J., Brancu, M., Lane, I., Sallee, M., & Elbogen, E. B. (2019). Chronic pain, TBI, and PTSD in military veterans: a link to suicidal ideation and violent impulses? The Journal of Pain, 19(7), 797-806.

Buppert, C. (2021). Nurse practitioner’s business practice and legal guide (7th ed.). Jones & Bartlett Learning.

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan & Sadock’s synopsis of psychiatry (11th ed.). Wolters Kluwer.

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (Eds.). (2015). Rutter’s child and adolescent psychiatry (6th ed.). Wiley Blackwell.

U.S. Department of Veterans Affairs. (2019). VA/DoD clinical practice guidelines: Assessment and management of patients at risk for suicide (2019). Accessed 4th April 2022 from https://www.healthquality.va.gov/guidelines/MH/srb/

Zakhari, R. (2021). The psychiatric-mental health nurse practitioner certification review manual. Springer Publishing Company.

The Assignment Instructions

In 2-3 pages, address the following:

Explain your state laws for involuntary psychiatric holds for child and adult psychiatric emergencies. Include who can hold a patient and for how long, who can release the emergency hold, and who can pick up the patient after a hold is released.

Explain the differences among emergency hospitalization for evaluation/psychiatric hold, inpatient commitment, and outpatient commitment in your state (California).

Explain the difference between capacity and competency in mental health contexts.

Select one of the following topics, and explain one legal issue and one ethical issue related to this topic that may apply within the context of treating psychiatric emergencies: patient autonomy, EMTALA, confidentiality, HIPAA privacy rule, HIPAA security rule, protected information, legal gun ownership, career obstacles (security clearances/background checks), and payer source.

Identify one evidence-based suicide risk assessment that you could use to screen patients.

Identify one evidence-based violence risk assessment that you could use to screen patients.

The diagnosis of psychiatric emergencies can include a wide range of problems from serious drug reactions to abuse and suicidal ideation/behaviors. Regardless of care setting, the PMHNP must know how to address emergencies, coordinate care with other members of the health care team and law enforcement officials (when indicated), and effectively communicate with family members who are often overwhelmed in emergency situations. In their role, PMHNPs can ensure a smooth transition from emergency mental health care to follow-up care, and also bridge the physical mental health divide in healthcare.

In this week’s Assignment, you explore legal and ethical issues surrounding psychiatric emergencies, and identify evidence-based suicide and violence risk assessments.

To Prepare

Review this week’s Learning Resources and consider the insights they provide about psychiatric emergencies and the ethical and legal issues surrounding these events.

Learning Resources

Required Readings (click to expand/reduce)

Buppert, C. (2021). Nurse practitioner’s business practice and legal guide (7th ed.). Jones & Bartlett Learning.

Chapter 7, Negligence and Malpractice
Chapter 8, Risk Management
Chapter 16, Resolving Ethical Dilemmas
National Institute for Health and Care Excellence (2019). Brøset violence checklist. http://riskassessment.no/

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan & Sadock’s synopsis of psychiatry (11th ed.). Wolters Kluwer. (For review as needed)

Chapter 23, Emergency Psychiatric Medicine
Chapter 36.2, Ethics in Psychiatry
Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (Eds.). (2015). Rutter’s child and adolescent psychiatry (6th ed.). Wiley Blackwell.

Chapter 19, Legal Issues in the Care and Treatment of Children With Mental Health Problems

Chapter 64, Suicidal Behavior and Self-Harm

U.S. Department of Veterans Affairs. (2019). VA/DoD clinical practice guidelines: Assessment and management of patients at risk for suicide (2019).  https://www.healthquality.va.gov/guidelines/MH/srb/

Zakhari, R. (2021). The psychiatric-mental health nurse practitioner certification review manual. Springer Publishing Company.

Chapter 15, Violence and Abuse

Legal Aspects of US Health Care System Admin

Legal Aspects of US Health Care System Admin

Prevailing wisdom reinforces that working in the U.S. healthcare administration in the 21st Century requires knowledge of the various aspects of health laws as they apply to deal with medical professionals. Further, because U.S. healthcare administrators have to potentially interact with many levels of professionals beyond the medical profession, it is prudent that they are aware of any federal, state, and local laws that may apply to their organizations.

Thus, their conduct is also subject to the letter of the law. They must evaluate the quality of their professional interactions and be mindful of the implications and ramifications of their decisions.

You are employed as a top health administrator at the hypothetical Well Care Hospital in Happy Town. When you were hired, your pre-employment screening involved background checks into any violation of hospital medical misconduct during the last five (5) years.

The results showed that you stood well with the hospital administration community. During the past year, you had to undergo training in personnel conduct and inter-employee conduct with medical staff, nurses, technologists, etc. During the past six (6) months, the hospital has been under scrutiny for breach of medical compliance.

Note: You may create and/or make all necessary assumptions to complete this assignment.

Write a 4-page paper in which you:

1. Articulate your position as the top administrator concerned about the importance of professional conduct within the health care setting. Justify your position.

2. Ascertain the major ramifications of having professional staff compromise the boundaries of ethics and medical conduct.

3. Analyze the four (4) elements required of a plaintiff to prove medical negligence.

4. Discuss the overarching duties of the health care governing board in mitigating the effects of medical non-compliance as they apply to the rules of practice set forth in the Well Care Hospital governing board’s manifesto.

5. Use at least five (5) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources.

Your assignment must follow these formatting requirements:

• Be typed, double-spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
• Include a cover page containing the assignment title, the student’s name, the professor’s name, the course title, and the date. The required assignment page length is not included in the cover page and the reference page.
• Follow the rubric for the grading scale.

The specific course learning outcomes associated with this assignment are:

• Describe the sources of law in America, the relative legal procedure, and the related court system.
• Examine the various applications of the law within the health care system.
• Use technology and information resources to research health care policy, law, and ethics issues.

ORDER THROUGH BOUTESSAY

Level 2 Emergency Department Radiographs

Level 2 Emergency Department Radiographs

Sister Mary is a patient in Level 2 Emergency Department. She must have a neural examination, physical assessment, radiographs of her facial bones, and a computed tomography scan of the head. Taking into consideration that she is a Roman Catholic nun, what would be the ideal course of patient education as this woman progresses from department to department?

What possible reservations could a health care professional have in working with Sister Mary? (Discuss the psychosocial responses the professional might have.)

ORDER THROUGH BOUTESSAY

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort, and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized.

Read over your paper – in silence and then aloud – before handing it in, and make corrections as necessary. Often, having a friend proofread your paper for obvious errors is advantageous. Handwritten corrections are preferable to uncorrected mistakes.

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

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

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

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

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

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

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

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

Weekly Participation

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

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

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

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

APA Format and Writing Quality

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

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

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

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

It is best to paraphrase content and cite your source.

LopesWrite Policy

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

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

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

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

Late Policy

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

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

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

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

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

Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask questions or send messages. This will be checked at least once every 24 hours.

Level 2 Emergency Department RadiographsLevel 2 Emergency Department Radiographs

Limited Healthcare Access-Annotated Bibliography Sample

Health outcomes in developing countries relies on adequate access to and utilization of the available services. That access and positive health-seeking behavior are amongst other reasons, dependent on the public being adequately informed. The knowledge of healthcare services, availability of professionals, insurance services and basic appreciation of specific disease processes requiring caregiver intervention are critical to ensuring patients end up at the hospital for proper management (Hamiduzzaman et al., 2017).

Additionally, it is essential for crafting equitable healthcare resource allocation. Ngugi et al. (2017) effectively explore that prospect and its implications in healthcare services in rural Kenya, through assessing the prevalence of and determining the factors affecting the utilization of healthcare services. That is especially important as the country’s healthcare reels from an underutilized universal healthcare coverage (UHC), despite the healthcare frontier being devolved to the counties for ease and closeness of service provision.

Ngugi et al. performed a cross-sectional survey in the coastal area of Kenya using the WHO cluster sample design and execute multiple analyses that fed to the parameters assessed. Their findings reveal that up to 23.3% of household members do not seek healthcare services when ill, for various reasons which include self-medication with OTC drugs in 42.8% of them, unaffordability of services to 20% of them and the health facility being too distant to 8.1% of them (Ngugi et al., 2017). Most of the facilities visited were public health facilities nearest to the people’s homes, and comprised of level 2 facilities (dispensaries).

That underscored the role of primary health care in ensuring healthcare access across board. Importantly, it is fronted that poverty impacted the access to healthcare, as people shunned hospital related costs of drugs, transport and overall care for OTC medication, especially where the illness was thought not to be severe (Ngugi et al., 2017). Thus the need for healthcare subsidization and education on public insurance schemes. Whilst family dynamics and power structure came out as an influence in healthcare access, sociocultural issues were not canvassed in this particular study.

In the USA, disparities in healthcare access are as rife, especially among the vulnerable populace and rural communities. That persists despite the rapid evolution of healthcare, and is attributable, largely, to socioeconomic reasons. Therefore, the growing calls to modify care provision to cater for every citizen are only getting louder.

Some of the positives from the advocacy have been the enactment of the Affordable Care Act 2010 and the continual refinement of the Medicare and Medicaid policies to cater for affordability of care (Hamiduzzaman et al., 2017). Bhatt et al. (2018) explain the improvement of healthcare access mechanisms such as advancing care, the creation of novel model for stakeholder collaboration as well as improving commitment in healthcare access, partners, value and coordination.

Bhatt et al. underscore the tenets of the American Hospital Association, which seeks to improve quality, access, and integrated care. Healthcare access is even more vital since 25% of American have multiple chronic comorbidities which occasion the need for continuous care and increased healthcare expenditure (George et al., 2018). Consequently, they advocate for economic strategization of vulnerable communities through healthcare reforms that avail essential and specialized services at affordable value for them.

These vulnerable group comprise of an unhealthy mix of poor, uninsured, illiterate and unemployed people, who also deserve to benefit from the healthcare reform package in a simple, yet robust manner. To enhance healthcare access, Bhatt et al. (2018) proposes the ‘collecting of race, ethnicity, language preference, and other sociodemographic data and using those data to stratify quality metrics, as well as increasing cultural competency training for all clinicians and employees and increasing diversity in health care leadership and governance.’

The model is centred on strategies which include tackling the social health determinants, adopting novel virtual care modalities, and employing inpatient/outpatient transformation strategy (George et al., 2018). Overall, improving access to healthcare is thus corrected from a sociocultural, hospital, facility and federal level hence better outcomes.

Latinos constitute one of the minority groups in the USA, mostly habiting rural states and indulging in large-scale farming. Akin to other minority groups, access to healthcare, although steadily improving, has been low. Tulimiero et al. (2021) describe the reasons for this as limited hospital numbers and transport in the rural areas, language barriers with the existing caregivers, lack of insurance, financial challenges, as well as entrenched sociocultural practices that often preclude health-seeking behavior. Some of them are undocumented immigrants as well, hence have a lingering fear of deportation.

They demonstrate the role and acceptability of mobile clinic units in bridging primary care provision among the rural Latino community. That is because the clinics were accessible, convenient, and had short waiting times (Tulimiero et al., 2021). Consequently, the Latinos demonstrate structural vulnerability, which is not being receptive to the traditional healthcare models that centered on brick and motor effigies with specific clinic hours and appointment schedules. Tulimiero et al. (2021), therefore, suggest the innovation of healthcare provision strategies especially for such communities, if positive health-seeking behavior is to be encouraged.

References

• Bhatt, J., & Bathija, P. (2018). Ensuring access to quality health care in vulnerable communities. Academic medicine, 93(9), 1271. doi: 10.1097/ACM.0000000000002254
• George, S., Daniels, K., & Fioratou, E. (2018). A qualitative study into the perceived barriers of accessing healthcare among a vulnerable population involved with a community centre in Romania. International journal for equity in health, 17(1), 1-13. https://link.springer.com/article/10.1186/s12939-018-0753-9
• Hamiduzzaman, M., De Bellis, A., Abigail, W., & Kalaitzidis, E. (2017). The social determinants of healthcare access for rural elderly women-a systematic review of quantitative studies. The Open Public Health Journal, 10(1). https://openpublichealthjournal.com/VOLUME/10/PAGE/244/FULLTEXT/
• Ngugi, A. K., Agoi, F., Mahoney, M. R., Lakhani, A., Mang’ong’o, D., Nderitu, E., … & Macfarlane, S. (2017). Utilization of health services in a resource-limited rural area in Kenya: prevalence and associated household-level factors. PloS one, 12(2), e0172728. https://doi.org/10.1371/journal.pone.0172728
• Tulimiero, M., Garcia, M., Rodriguez, M., & Cheney, A. M. (2021). Overcoming barriers to health care access in rural Latino communities: an innovative model in the eastern Coachella Valley. The Journal of Rural Health, 37(3), 635-644.        https://doi.org/10.1111/jrh.12483

Listening Music Positively Impact Their Stress Level

Listening Music Positively Impact Their Stress Level

In Health care providers, does the use of listening music positively impact their stress level and improve the quality of care to the patient?

Evidence based practice

Topic – The Effectiveness of music on the stress for health care providers.

Listening Music Positively Impact Their Stress Level Instruction

Find the articles based on the information provided above.

https://mail.google.com/mail/u/2?ui=2&ik=fdd7216d4c&attid=0.1&permmsgid=msg-a:r-1869712535681389272&th=17045a6bdeb501e3&view=att&disp=safe&realattid=17045a6935dcf78c411

ORDER THROUGH BOUTESSAY

Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

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

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

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

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the
• Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

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

• Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
• Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Low Back Pain Case Study

Low Back Pain Case Study

PATIENT Kay Salisbury

DOB 03/30/1983

AGE 34 yrs

SEX Female

PRN DP278077

FACILITY

Northstar Physicians Center T (999) 999-9999 1234 Sunshine Way 100 Minneapolis, MN 99999

ENCOUNTER

NOTE TYPE SOAP Note

SEEN BY Nazir Ashaad

DATE 04/05/2017

AGE AT DOS 34 yrs

Not signed

Patient identifying details and demographics

FIRST NAME Kay MIDDLE NAME – LAST NAME Salisbury SSN –

SEX Female DATE OF BIRTH 03/30/1983 DATE OF DEATH – PRN DP278077

ETHNICITY – PREF. LANGUAGE

–

RACE White STATUS Active patient

CONTACT INFORMATION

ADDRESS LINE 1 4994 Shady Range

ADDRESS LINE 2 – CITY Ossawinamakee

Beach STATE MS ZIP CODE 39469

CONTACT BY – EMAIL – HOME PHONE (555) 555-5555 MOBILE PHONE (555) 555-5555 OFFICE PHONE – OFFICE EXTENSION

–

FAMILY INFORMATION

NEXT OF KIN – RELATION TO PATIENT – PHONE – ADDRESS –

PATIENT’S MOTHER’S MAIDEN NAME

–

PATIENT NOTES

Prefers that major diagnoses be discussed with her cardiologist Dr. Seifert

Subjective

The patient is a 34-year-old woman who presents with complaints of back pain. She describes the pain as a “dull ache in my lower back and into my right hip.” She is unable to identify any reason for the onset of pain. The pain does not radiate down legs.

The patient states that the pain has been present for 2 weeks and is progressively getting worse. No urinary or fecal incontinence Low Back Pain Case Study. Patient has not had any imaging studies.

She states that sometimes the pain is worst in the morning and other times it bothers her more during the day. OTC anti-inflammatory medication and ice have provided temporary relief.

Objective

Encounter – Office Visit Date of service: 04/05/17 Patient: Kay S… https://static.practicefusion.com/apps/ehr/?c=1385407302#/PF/…

1 of 2 4/5/17, 4:31 PM

CLICK HERE TO ORDER Low Back Pain Case Study

Patient’s blood pressure is 116/78. Patient’s HR is 80 bpm and regular. Pain is rated 5/10 while resting and 7/10 while standing and walking Low Back Pain Case Study. Lumbar spine ROM is limited to 50 degrees of flexion. All other lumbar ROM tests are WNL. Physical exam indicates bilateral lumbar muscle spasm and hypertrophy.

Low Back Pain Case Study Assessment

DDX: Lumbar strain with radiculopathy into the right hip and posterior thigh. Possible unilateral vertebral disk herniation or DJD of lumbar spine.

Lumbar strain [847.2]. Lumbar pain [724.2].

Low Back Pain Case Study Plan

Patient is encouraged to continue OTC anti-inflammatory medication b.i.d. Patient will be referred for lumbar and sacroiliac radiography. Radiographic findings will determine the need for follow-up MRI or physical therapy referral. The patient was given a handout on gentle low back stretches and was encouraged to try several gentle yoga positions at home.The patient should return to the clinic in one week.

Free cloud based EHR

Encounter – Office Visit Date of service: 04/05/17 Patient: Kay S… https://static.practicefusion.com/apps/ehr/?c=1385407302#/PF/…

2 of 2 4/5/17, 4:31 PM

Module 02 Course Project: Clinical Notes

Patient B – Virginia Thompson

If Virginia’s physician had noted any dry or scaly skin during this visit, which medical term might he have used to describe it? (Hint: Think about the word roots you studied this week.)

• Click here to enter text.

In the objective section of this SOAP note, the macules are described as “erythematous.” What color is this word referring to?

• Click here to enter text.

The lesion of concern is located in the anterolateral shoulder. How would you describe the location of this lesion in your own words?

• Click here to enter text.

In which section of this SOAP note (Subjective, Objective, Assessment, Plan) do you find a term that means “pertaining to the acromion and clavicle”?

• Click here to enter text.

What is the definition of a “macule”?

• Click here to enter text.

In this SOAP note, the terms “benign” and “malignant” are used to describe both the skin lesions. Define these terms.

• Click here to enter text.

In the plan section of this SOAP note, the doctor plans to perform a biopsy. Briefly describe this procedure.

• Click here to enter text.

Which word found in this SOAP note means “black tumor”?

Click here to enter text.

Which word found in this SOAP notes refers to a solid, elevated lesion?

• Click here to enter text.

References for Low Back Pain Case Study

You will primarily use your textbook as a reference this week. Provide a citation for your textbook (in APA format) here:

• Click here to enter text.

If you are unfamiliar with APA citation, please see the Rasmussen College APA Guide: http://guides.rasmussen.edu/apa. Select “References” on the left-hand panel and choose “Books” to learn how to properly cite your textbook for this course.

Also Read:

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Case 1 Discussion: Allied health program

Locating Credible Databases and Research on Chronic Bronchitis Sample

This assignment aims to help the new nurse locate valid and credible databases for research on Chronic Bronchitis. As the preceptor, it is good to teach her some effective strategies that she can use to retrieve information relevant to the scenario. Teaching her the said strategies will ensure that she has information on different health conditions she may encounter during practice. It shall also enhance her practice using evidence-based resources.

Capella Library databases provide helpful information on different health conditions, including Chronic Bronchitis, to inform evidence-based intervention. These databases shall be analyzed and presented in their order of significance in the search for evidence-based practice research articles. Locating credible Databases determines the quality of evidence used to inform the treatment of management decisions (Cook et al., 2020).

Good communication and interpersonal skills are vital in this assessment. Good communication skills will ensure that the nurse understands the instructions clearly. Verbal communication is the choice method and involves both written and spoken communication (McCorry & Mason, 2020). Communication is not complete without feedback. The new nurse must follow the instructions given and provide feedback to ensure the communication process is complete.

Interpersonal skills are helpful in the interaction between the nurse and the preceptor to ensure that no misinformation or conflict ensues (McCorry & Mason, 2020). Directing the new nurse to the facility’s database shall expose her to relevant policies, internal databases, and facility guidelines.

The most effective method of ensuring she has learned is using the teach-back method proposed by Klingbei and Gibson (2018). This method is widely used in relaying health messages to patients and their families. In this method, a student is taught on areas of interest and asked to recall the information and teach the tutor (teach back the tutor). The learner (in this case, the new nurse) is asked questions and allowed to answer questions (Klingbei & Gibson, 2018).

It ensures that the new nurse understands and knows what she is expected to deliver. To ensure patient safety, healthcare providers should evaluate clinical practices to ensure they are informed by current research evidence. That said, the databases of interest include:

1. This database provides the most accurate definitions from a collection of credible medical resources. The database has a filter that allows users to narrow the information to the subject of choice, desirable date range, length, media type, and collection. The most peculiar aspect of credo is that it provides links to related topics. The database, however, offers information about the disease before proceeding to evidence-based research. As such, it will be helpful to the nurse as she will be able to understand more about the unfamiliar diagnosis.
2. Summon

The database is widely used to search library databases. With summon, one begins with general searches and later can apply filters depending on the information needed. The main page allows one to perform advanced searches and different other features. The filters allow an individual to locate evidence-based practice papers quickly. Often, these are peer-reviewed journal articles ranked by relevance and published within the last five years. Incorporating evidence-based practice enables individuals to update their knowledge and question current practices (Schliehe, 2021). From my point of view, this database provides information from various databases and the database and is hence the resource of choice when one needs to find the latest peer-reviewed publication.

3. Cinahl Complete/EBSCO host

Cinahl operates in a way similar to Summon but leads you to advanced searches from the initial search. The database offers options for reading full texts to filter language, year of publication, peer-reviewed articles, and publication type. When these filters are applied, one can quickly get the most relevant articles. This database is second in my databases’ credibility list for peer-reviewed journal publications related to chronic bronchitis.

4. Health and Medical Collection ProQuest

This database has filters just like Cinahl Complete and Summon. This database allows individuals to narrow searches to suit their desired outcomes from the beginning. An individual can use two different thesauruses during the research, allowing one to get more resources in the database. The database’s main strength is that it offers resources with diversified languages hence useful when different languages are required in research. Evidence-based practices information should be put in forms accessible and usable by other people (Schliehe, 2021). This database would be the preferred database to search and retrieve peer-reviewed publications on the identified problem.

5. Ovid Nursing Full Text PlUS

Ovid Nursing Full Text PLUS provides a wide range of databases and multi-field research. This database provides both premium and free research articles. Fewer research journals and evidence-based research articles are available in this database. The database is limited due to the filters available. However, it allows an individual to search resources in a specified time range and offers full-text journals. Despite being user-friendly, it emerges as the least helpful database when looking for research articles related to chronic bronchitis.

Conclusion

The databases evaluated in this paper are directly linked to the Capella library’s extensive database and are related to resources on evidence-based nursing practices, a medical diagnosis, or a specific medical field. The new nurse in the scenario requires concise information to be able to make appropriate decisions. The best way is to suggest databases that would be useful for the identified medical diagnosis and other medical diagnoses she might encounter going forward. Finding credible, evidence-based research can be complex. However, with credible databases, a nurse can find vast information that informs nursing practice and improves care quality.

Locating Credible Databases and Research on Chronic Bronchitis Sample References

• Cook, B. G., Collins, L. W., Cook, S. C., & Cook, L. (2020). Evidence?based reviews: How evidence?based practices are systematically identified. Learning Disabilities Research & Practice, 35(1), 6–13. https://doi.org/10.1111/ldrp.12213
• Klingbeil, C., & Gibson, C. (2018). The teach-back project: a system-wide evidence-based practice implementation. Journal of Pediatric Nursing, 42, 81-85. https://doi.org/10.1016/j.pedn.2018.06.002
• McCorry, L. K., & Mason, J. (2020). Communication skills for the healthcare professional. Jones & Bartlett Publishers Incorporated.
• Schliehe, A. (2021). Mapping Impact: Reflections on Bridging Research and Practice. In Young Women’s Carceral Geographies: Abandonment, Trouble, and Mobility. Emerald Publishing Limited. https://doi.org/10.1108/978-1-83909-049-320211008

Madeleine Lininger – Theory of Culture Care Diversity and Universality

ORDER HERE FOR ORIGINAL, ORDER THROUGH BOUTESSAY ON Madeleine Lininger – Theory of Culture Care Diversity and Universality

For this project, you will select and critique a nursing theory of your choice.

The following are some conceptual models and theories you may choose from; however, you may choose any nurse theorist:

• Betty Neuman –
• Dorothea Orem – Self-Care Deficit Theory
• Dorothy Johnson – Behaviorial System Model
• Faye G. Abdallah – Patient-Centered Approaches Theory
• Florence Nightingale Environmental Model
• Hildegard Peplau – Interpersonal Process Theory
• Ida Jean Orlando – Nursing Process
• Imogene King –
• Jean Watson – Nursing as Caring Theory

• Margaret Newman – Health Expanding Consciousness
• Martha Rogers – Science of Unitary of Human Being
• Nola Pender
• Patricia Benner
• Rosemarie Parse
• Sister Callista Roy – Adaptation Model
• Virginia Henderson

• Topic Meaning (30 pts.)
• Origins of the Theory (30 pts.)
• Usefulness (20 pts.)
• Testability (10 pts.)
• Overall Evaluation (10 pts.)

Madeleine Lininger: Theory of Culture Care Diversity and Universality Description

1. Describe the main ideas of the theory (should include the assumptions under which the theory operates).
2. What are the main concepts?
3. What are the main relationships between the concepts?
4. How do different concepts affect each other?

• What was going on in the profession of nursing or in American society that may have influenced the theory?
• What values, theories, evidence, and/or existing knowledge did the theorist cite as support for the theory?
• What motivated the theorist to write the theory?
• What approach to theory development did the theorist use?

1. How useful is this theory in practice? Is the theory practical and helpful to nursing? Does it contribute to understanding and predicting outcomes?
2. Cite an example/case study where this theory could be used.
3. How testable is this theory? Has this theory generated research? How many and what types of studies?
4. Give one example of a study done using the theory 4. What types of statements are the propositions?
5. Is the theory comprehensive and specific? How general is the theory?
6. Summarize the strengths and weaknesses of the theory. Why would you use or not use this theory in your own advanced practice? (Begin to think about your presentation “Synthesis of Nursing Theory”).

Madeleine Lininger – Theory of Culture Care Diversity and Universality Instructions

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized.

Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

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

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

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

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

LopesWrite Policy 

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

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

• Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
• Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

MED SURG ASSIGNMENT 2

MED SURG ASSIGNMENT 2

1. A home care nurse visits a client who has stage 4 metastatic lung cancer. He tells the nurse, “I don’t want any more chemotherapy or surgery. I just want to be made comfortable”. How can the nurse advocate for this client?
2. A nurse is caring for a client who has a halo traction device following a cervical spine injury. Discuss two (2) relevant teaching points for when this client is ready to be discharged home.
3. A nurse is providing community teaching regarding prevention of HIV transmission. Identify two (2) points the nurse will share with the client.
4. A nurse is providing teaching to the family member of an immobile home care client regarding prevention of pressure ulcers. Identify three (3) important teaching points the nurse should include.

ORDER THROUGH BOUTESSAY

MED SURG ASSIGNMENT 2 Instructions

Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

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

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

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

Also Read:

• Discussion: Existential-humanistic therapy
• NR 524 Nurse Educators School of Nursing Curriculum Plan
• NURS-FPX4030 Assessment 4 Remote Collaboration and Evidence-Based Care
• Practicing dignity: An introduction to Christian values
• Academic Success Part 6 Discussion
• Senior leaderships ethical decisions

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the
• Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

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

• Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
• Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Medication Errors Annotated Bibliography Sample Paper

Lessons from developing Annotated Bibliography

One of the things I learned when developing the annotated bibliography is how to choose relevant sources. To begin with, I learned that the article journals chosen must be relevant to the topic of study. For example, there are journals that give specific information about a topic of study while some give wide/general information.

I noticed that it is critical to use journal articles that give specific information and data about a topic. Secondly, I learned that one needs to do a background search of the authors of the articles chosen. This is critical in ascertaining that the authors are indeed experts in the field of study. Thirdly, I learned that one must be very careful when choosing where to get the sources to be used. For example, not every material qualify to be used just because they talk about the topic of study. It is critical to choose renowned sites such as PubMed, Science Direct, and Scopus.

Summary of a Healthcare Problem

The problem I have identified is medication errors and how they can be reduced by leveraging nursing information technology. The problem of medication errors is one that is a big burden to healthcare facilities and the healthcare industry not only in the US but globally. Some of the common medication errors include prescription errors, unauthorized drugs, wrong dosage prescription, administration errors and related errors, among others.

Applying Library Research Skills

Nurses and other healthcare workers need to have information literacy skills as well as research skills to use in obtaining scholarly information. Patient safety is one of the critical areas that nurses and other healthcare workers need to put emphasis on during their practice. Patient safety is critical in the provision of quality health care. To provide a safe environment for patients, there is need to adequately address the issue of medical errors. One way of addressing medical errors is through research. Nurses, physicians and other healthcare practitioners must consistently be involved in research on how reduce medical errors to ensure patient safety. Further, nurses and other caregivers should leverage their library research skills to obtain current information regarding strategies of reducing medical errors within the hospital setting.

Identifying Academic Peer-Reviewed Journal Articles

When obtaining information related to medical errors, it is critical that nurses, physicians, and other healthcare personnel use credible sources of information. The best sources of information related to patient safety can be found in reputable journals that are peer-reviewed to authenticate their validity. Some of the accredited peer-reviewed journals that nurses can use to obtain such information include PubMed, SciencePro, and ProQuest Central. There are also many other research works by individual researchers that are accredited and peer reviewed. When searching for information, it is critical to limit the search to the topic of study rather than doing a wide search.

Assessing Credibility and Relevance of Information Sources

In ensuring the credibility of the journal articles chosen, it is critical to choose recent journals not more than five years old since their date of publication. The importance in choosing recent journals is to ensure that the information contained in the journals is not outdated but still applies to today’s medical trends. Besides, it is critical to choose journal articles published by experts in the respective fields with extensive experience in their profession. The articles chosen must have the expert opinion of the researcher(s), and must contain information relevant to the topic of study. Another point to consider when choosing a journal article is to assess the validity of the information by comparing it to similar works. Comparing a journal article to others is critical in assessing any variances in opinions and results/findings.

Annotated Bibliography

In this journal article, Safarpour et al. (2017) examine the continued lack of patient safety in many healthcare facilities. The authors assert that it is possible to tame the problem of medical errors through avoidance programs, preventative methods, and striving to ameliorate adverse outcomes arising from the processes of health care (Safarpour et Al., 2017). The authors note that about 50-96% of medical errors go unreported, a figure that further confirms the prevalence of the problem. In the United States, approximately 400 thousand deaths from medical errors occur annually and medical errors are the third leading cause of death in the United States (Safarpour et Al.,.2017).

After investigating the knowledge level of 140 students regarding medical errors, the authors established that while most nursing students have a positive attitude towards reporting medical errors, their knowledge of identifying and reporting such errors is somewhat limited. Specifically, the authors further note that poor reporting of medical errors stem from both a lack of knowledge and fear of the resulting punishment. To overcome these challenges, the authors propose the need to improve the process of reporting errors. Specifically, for student nurses, the authors identify the need for extensive training on the reporting systems available within the given facility. Given the study’s focus on nursing students error reporting and knowledge tendencies, this article is relevant to the current study as it seeks to address the problem at the personnel training level.

In this journal article, Gandhi et al. (2018) identify five critical areas of patient safety that require system-level attention. The authors assert that true transformation of patient safety requires healthcare centers and healthcare professionals to address key areas such as transparency, care integration, medical education reform, and restoring joy and meaning in work. Gandhi and fellow researchers assert that the above factors have the capacity to immensely promote and improve patient safety in healthcare facilities.

The authors further argue that improving patient safety has moved from being a cultural issue to a technical issue where a simple devising of new systems can address patient safety. Among the key areas that Gandhi and fellow researchers feel needs more work to improve patient safety is medical education reforms. However, the researchers also feel that there are certain areas that remain a challenge to improving patient safety. Among the areas identified in the study that remain a challenge include care integration and patient family engagement.

This journal article is based on the announcement of medication-related harm by the World health Organization (WHO) as the third-most global patient safety challenge. Sheikh and his team of researchers strive to evaluate how to reduce medication-related harm by up to 50% in the next five years. The authors focus on priority areas of medication safety that affect patients the most, among them transitions of care, high-risk situations, and polypharmacy as the flagship challenges in medication related harm. The authors assert that if these three parameters are effectively managed, it is possible to reduce medication harm by more than 50% over the next five years.

Sheikh et al. (2017) assert that some medications produce adverse reactions than others which means their likelihood of errors is high. The researchers assert that medication with narrow therapeutic index often lead to high medical errors because even small dosing errors have catastrophic consequences for patients. Based on this, the authors assert that it is critical for hospitals to have method of medicine classification as a way of reducing medication errors.

In this article, Bokhari (2021) examines the critical areas of medical errors that need to be improved. The study was conducted in Saudi Arabia through a review of more than 4000 literature materials concerned with patient safety. Out of the materials reviewed, 45 studies were randomly chosen after they satisfied the author’s inclusion criteria. From the 45 articles used for literature review, Bokhari (2021) found some common reasons that lead to poor patient safety in healthcare facilities. Some of the reasons enumerated include the lack of ethical responsibility on the part of healthcare givers to continuously improve patient safety, inadequate proper safety culture, and the lack of effective patient-centered care.

Based on his findings, the researcher made numerous recommendations aimed at improving patient safety in the context of Saudi Arabia’s healthcare industry. One of the recommendations is the need to abandon the idea of individual blame when errors occur. Instead, the author asserts that healthcare facilities should move to a system thinking approach where every member actively participates in the process of reducing medical errors. Bokhari also recommends that healthcare facilities must adopt a strong culture of putting patient safety at the forefront of care practice.

The researcher also recommends that patient involvement in their treatment and medication plays a critical role in preventing errors. Accordingly, Bokhari (2021) notes that it is critical to involve patients in the treatment process with openness and transparency. He concludes that in the event of an error, it is critical to inform the patient/family members as quickly as possible instead of hiding the mistake.

Lastly, the author asserts that technology is pivotal in the transformation of the nursing and healthcare sector through improved quality services and patient outcomes. Considering today’s advancement in technology, nurses, like other professionals, must equip themselves with informatics competencies critical to the provision of quality care. Nurses need to have nursing informatics that go beyond simple data mining and entry. According to the researcher, functional areas of nursing informatics such as leadership, administration, and management require strong reliance on technology.

The relevance of this study to the current research draws from the fact the author identifies the integral role that nursing informatics plays in curbing medical errors. By identifying that the use of informatics helps improve interprofessional collaboration, the author makes an exceptional case for concerted strategies and effort in reducing medical errors.

References

• Bokhari, R. M. (2021). Improving Patient Safety and Reducing Medical Errors in Saudi Healthcare Organizations. Journal of Medical and Pharmaceutical Sciences Issue, 1(3). https://doi.org/10.26389/AJSRP.R101218
• Gandhi, T. K., Kaplan, G. S., Leape, L., Berwick, D. M., Edgman-Levitan, S., Edmondson, A., Meyer, G. S., Michaels, D., Morath, J. M., Vincent, C., & Wachter, R. (2018). Transforming concepts in patient safety: a progress report. BMJ Quality & Safety, 27(12), 1019–1026. https://doi.org/10.1136/bmjqs-2017-007756
• Sheikh, A., Dhingra-Kumar, N., Kelley, E., Kieny, M. P., & Donaldson, L. J. (2017). The third global patient safety challenge: tackling medication-related harm. Bulletin of the World Health Organization, 95(8), 546.
• Safarpour, H., Tofighi, M., Malekyan, L., Bazyar, J., Varasteh, S., & Anvary, R. (2017). Patient safety attitudes, skills, knowledge and barriers related to reporting medical errors by nursing students. International Journal of Clinical Medicine, 8(01), 1. http://dx.doi.org/10.4236/ijcm.2017.81001