Assignment Details

Using the information from the case study below, discuss the following issues from the perspective of an APN role:

• Administrator
• Practitioner
• Educator 

Standards of care – what were the standards of care that were violated? Who was responsible for the violations?

In your role as an educator, administrator, or practitioner, what risk management steps needs to be taken before or after the incident to alleviate the issue?

Page length should be 3-4 pages exclusive of cover page and references.

Support your paper with a minimum of three scholarly references.

Case Study: Malpractice Action Brought by Yolanda Pinellas

Yolanda Pinellas is a 21-year-old female student studying to be a music conductor. She was admitted for chemotherapy. The medication Mitomycin was administered by intravenous infusion through an infusion pump.

During the evening shift the infusion pump began to beep. The RN found that the IV was dislodged and discontinued the infusion, notified the physician and provided care to the infusion site. The patient testified that a nurse came in and pressed some buttons and the pump stopped beeping. She was groggy and not sure who the nurse was or what was done. The documentation in the medical record indicates that there was an infiltration to the IV.

Two weeks after the event, the patient developed necrosis of the hand and required multiple surgical procedures, skin grafting, and reconstruction. She had permanent loss of function and deformity in her third, fourth, and fifth fingers. The patient is alleging that because of this, she is no longer able to perform as a musical conductor.

The risk manager had noted when doing chart reviews over the last 3 months prior to this incident that there were issues of short staffing and that many nurses were working double shifts, evenings, and nights then coming back and working the evening shift. The risk manager also noted a pattern of using float nurses to several units.

To view the Grading Rubric for this Assignment, please visit the Grading Rubrics section of the Course Resources.

Assignment Requirements:

Before finalizing your work, you should:

• be sure to read the Assignment description carefully (as displayed above);
• consult the Grading Rubric (under the Course Resources) to make sure you have included everything necessary;
• utilize spelling and grammar check to minimize errors; and
• review APA formatting and citation information found in the Writing Center, online, or elsewhere in the course.

Your writing Assignment should:

• follow the conventions of Standard English (correct grammar, punctuation, etc.)
• be well ordered, logical, and unified, as well as original and insightful;
• display superior content, organization, style, and mechanics; and
• use APA 6th edition formatting and citation style.

 

In addition to the topic study materials, use the chart you completed and questions you answered in the Topic 3 about “Case Study: Healing and Autonomy” as the basis for your responses in this assignment.

Answer the following questions about a patient’s spiritual needs in light of the Christian worldview.

1. In 200-250 words, respond to the following: Should the physician allow Mike to continue making decisions that seem to him to be irrational and harmful to James, or would that mean a disrespect of a patient’s autonomy? Explain your rationale.
2. In 400-500 words, respond to the following: How ought the Christian think about sickness and health? How should a Christian think about medical intervention? What should Mike as a Christian do? How should he reason about trusting God and treating James in relation to what is truly honoring the principles of beneficence and nonmaleficence in James’s care?
3. In 200-250 words, respond to the following: How would a spiritual needs assessment help the physician assist Mike determine appropriate interventions for James and for his family or others involved in his care?

Remember to support your responses with the topic study materials.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite.

  

Business Planning

Program planning, strategic planning, business planning. This Discussion asks you to consider the relationships and intersections between these essential forms of planning.
 

All programs should have a strategic plan, as well as a sound business plan to guide their endeavors. Although completing a robust business plan (or a strategic plan) is beyond the scope of this course, it is beneficial to understand how and why such a plan could be useful for your program. Give some thought to this as you engage in this Discussion with your colleagues.
 

To prepare:

• Review      the information in the Learning Resources, focusing on Chapter 4 of Assessment      and Planning in Health Programs (for the logic model), as well as      additional resources on business planning such as the U.S. Small Business      Administration website.
• Conduct      additional research on your own regarding the relationship between      strategic planning and business planning and consider how these relate to      program planning.

By tomorrow Tuesday 01/08/2019 6 pm post a minimum of 550 words essay in APA format with a minimum of three or more scholarly references from the list or required readings below; INCLUDE the level one headers as numbered below:

Post a cohesive scholarly response that addresses the following:

1) What is the prospective impact of a business plan on the strategic planning of a program? Support your response with references to the logic model and program theory models.

2) How does business planning relate to program planning? Support your response with an example from the literature.

Required Readings

Hodges, B. C., & Videto, D. M. (2011). Assessment and planning in health programs (2nd ed.). Sudbury, MA: Jones & Bartlett Learning.

· Review Chapter 4, “Program Planning: The Big Picture”

· Review Chapter 5, “Social Marketing, Program Planning, and Implementation”

As you review Chapter 4, focus on the budgeting information presented on pp. 113–115.

Kettner, P. M., Moroney, R. M., & Martin, L. L. (2017). Designing and managing programs: An effectiveness-based approach (5th ed.). Thousand Oaks, CA: Sage. 

· Chapter 12, “Budgeting for Financial Control, Management, and Planning”

· Chapter 13, “Developing Line-Item, Functional, and Program Budgeting Systems”

Chapter 12 introduces budgeting as an important part of the planning process, noting that it also serves essential management and control functions for programs. Chapter 13 addresses three systems of budgeting—line item, functional, and program—each of which has a distinct focus.

Gaskin, J., Rennie, C., & Coyle, D. (2015). Reducing periconceptional methylmercury exposure: Cost-utility analysis for a proposed screening program for women planning a pregnancy in Ontario, Canada. Environmental Health Perspectives, 123(12), 1337–1344 doi.org/10.1289/ehp.1409034.

Palumbo, M.V., Sikorski, E.A. & Liberty, B.C. (2013). Exploring the cost-effectiveness of unit-based health promotion activities for nurses. Workplace Health & Safety, 61(12), 514–520.

U.S. Small Business Administration. (n.d.). Writing a business plan. Retrieved December 12, 2011, from http://www.sba.gov/category/navigation-structure/starting-managing-business/starting-business/writing-business-plan

The “Writing a Business Plan” section of this website introduces elements of a good business plan, which is an essential document for any program. Investigate the information presented. In addition, see the “Preparing Your Finances” section for information on break-even analysis and other budgeting-related matters.

Optional Resources

Dirubbo, N. E. (2006). Break-even analysis: Can I afford to do this? Nurse Practitioner, 31(7), 11.

This article briefly explains break-even analysis and its use in initiating new programs.

McBryde-Foster, M. J. (2005). Break-even analysis in a nurse-managed center. Nursing Economic$, 23(1), 31–34

This article explains how break-even analysis can be used in a nursing environment and how to apply it for program proposals.

Details:
In 500-750 words (not including the title page and reference page), apply a change model to the implementation plan. Include the following:

Rogers’ diffusion of innovation theory is a particularly good theoretical framework to apply to an EBP project. However, students may also choose to use change models, such as Duck’s change curve model or the transtheoretical model of behavioral change. Other conceptual models presented such as a utilization model (Stetler’s model) and EBP models (the Iowa model and ARCC model) can also be used as a framework for applying your evidence-based intervention in clinical practice.
Apply one of the above models and carry your implementation through each of the stages, phases, or steps identified in the chosen model.
In addition, create a conceptual model of the project. Although you will not be submitting the conceptual model you design in Topic 5 with the narrative, the conceptual model should be placed in the appendices for the final paper.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Upon receiving feedback from the instructor, refine “Section E: Change Model” for your final submission. This will be a continuous process throughout the course for each section.

  

While HIV/AIDS is still currently incurable, the prognosis for patients with this infectious disease has improved due to advancements in drug treatments. Consider the case of Kristy Aney. Kristy was diagnosed with HIV in 1992 and was told she would survive, at most, 10 more years. Despite unfavorable odds, Kristy is still alive 20 years later. Since her diagnosis, she has witnessed tremendous improvements in HIV/AIDS treatments which have helped patients live longer with fewer side effects. While she acknowledges that these drug treatments have kept her alive, she fears that improvements in drug therapy have led to more people becoming complacent about the disease (Idaho Statesmen, 2012). In fact, the number of people living with HIV/AIDS in the United States is higher than it has ever been (CDC, 2012). This poses the question: Is there a relationship between drug advancements, societal complacency, and infection?

To prepare:

• Review Chapter 49 of the Arcangelo      and Peterson text, as well as the Krummenacher et al. and Scourfield      articles in the Learning Resources.
• Reflect on whether or not the      prevalence of HIV cases might be attributed to increased complacency due      to more advanced drug treatment options for HIV/AIDS.
• Consider how health care      professionals can help to change perceptions and make people more aware of      the realities of the disease.
• Think about strategies to educate HIV      positive patients on medication adherence, as well as safe practices to      reduce the risk of infecting others.

With these thoughts in mind:

Post an explanation of whether or not you think the prevalence of HIV cases might be attributed to increased complacency due to more advanced drug treatment options. Then, explain how health care professionals can help to change perceptions and increase awareness of the realities of the disease. Finally, describe strategies to educate HIV positive patients on medication adherence, as well as safe practices to reduce the risk of infecting others.

This work should have Introduction and conclusion

– This work should have at 3 to 5current references (Year 2012 and up)

– Use at least 2 references from class Learning Resources

The following Resources are not acceptable:

1. Wikipedia

2. Cdc.gov- nonhealthcare professionals section

3. Webmd.com

4. Mayoclinic.com

Required Readings

Arcangelo, V. P., Peterson, A. M., Wilbur, V., & Reinhold, J. A. (Eds.). (2017). Pharmacotherapeutics for advanced practice: A practical approach (4th ed.). Ambler, PA: Lippincott Williams & Wilkins.

• Chapter 8, “Principles of      Antimicrobial Therapy” (pp. 111-134)
       This chapter covers factors that impact the selection of an antimicrobial      treatment regimen. It also examines the clinical uses, adverse events, and      drug interactions of various antimicrobial agents such as penicillin.
• Chapter 12, “Fungal Infections      of the Skin” (pp. 163-196)
       This chapter explores the pathophysiology of several fungal infections of      the skin as well as related drug treatments and examines the importance of      patient education when managing these infections.
• Chapter 14, “Bacterial      Infections of the Skin” (pp. 181-196)
       This chapter begins by examining causes of bacterial infections. It then      explores the importance of selecting an appropriate agent for treating      bacterial infections.
• Chapter 32, “Urinary Tract      Infection” (pp. 519-526)
       This chapter covers drugs used to treat urinary tract infections and      identifies special considerations when treating geriatric patients,      pediatric patients, and women.
• Chapter 35, “Sexually      Transmitted Infections” (pp. 512-535)
       This chapter outlines the causes, pathophysiology, and drug treatment of      six sexually transmitted infections, including gonorrhea, syphilis, and      human papilloma virus infection (HPV). It also examines the importance of      selecting the proper agent and monitoring patient response to treatment.
• Chapter 49, “Human Immunodeficiency Virus” (pp.      843-860)
       This chapter presents the causes, pathophysiology, diagnostic criteria,      and prevention methods for HIV. It also covers various methods of drug      treatment and patient factors to consider when selecting, administering,      and managing drug treatments.

Krummenacher, I., Cavassini, M., Bugnon, O., & Schneider, M. (2011). An interdisciplinary HIV-adherence program combining motivational interviewing and electronic antiretroviral drug monitoring. AIDS Care, 23(5), 550–561.

This article analyzes medication adherence in HIV patients and examines factors that increase adherence as well as factors that contribute to termination or discontinuation of treatment.

Drugs.com. (2012). Retrieved from http://www.drugs.com/

This website presents a comprehensive review of prescription and over-the-counter drugs including information on common uses and potential side effects. It also provides updates relating to new drugs on the market, support from health professionals, and a drug-drug interactions checker.

Scourfield, A., Waters, L., & Nelson, M. (2011). Drug combinations for HIV: What’s new? Expert Review of Anti-Infective Therapy, 9(11), 1001–1011.

Note: Retrieved from the Walden Library databases.

This article examines current therapies and strategies for treating HIV patients. It also examines factors that impact selection of therapy, including drug interactions, personalization of therapy, costs, management of comorbidities, and patient response.

Required Media

Laureate Education, Inc. (Executive Producer). (2012). Antimicrobials. Baltimore, MD: Author.

This media presentation outlines principles of antimicrobial therapy 

Note: The approximate length of this media piece is 7 minutes.

Mayer, K. H., & Krakower, D. (2012). Antiretroviral medication and HIV prevention: New steps forward and New Questions. Annals of Internal Medicine, 156(4), 312–314.