Category: Nursing

Please complete 2 of these. One topic being use of LEAF wireless motion sensor and pressure mats to help with pressure ulcers. I am currently on a med Serg Cardiac Stepdown unit.

Reflect on the past 7 weeks and share your insights on the practice-ready skills that you have developed thus far. Address each of the following prompts with your reflective post: How have the skills you developed in creating the planning phase project documents helped to prepare you for practice in informatics? How did these skills help you to meet each of the course outcomes? Be sure to cite examples as they relate to practice readiness and course outcome attainment, not merely a listing of assignments. CO: 1 Synthesize knowledge, apply person-centered principles and concepts from nursing-informatics and project management to develop project plans and teams. (PO 1) CO: 2 Demonstrate effective leadership skills and advanced roles that promote successful planning, management and evaluation of projects and teams. (POs 3, 5) CO: 3 Incorporate the standards of practice for nursing informatics that exemplify professional values and scholarship to support professional growth, leadership skills and advance personal development. (POs 4, 5) CO: 4 Contribute to the body of nursing informatics knowledge through participation in and application of systematic utilization of evidence-based knowledge in creation of effective project plans and teams.

1. Physical Environment What are the boundaries of the community? What is the climate like? Describe air and water quality. Describe the type, condition, and overall appearance of housing and neighborhoods. Is specialized housing available for low-income, elderly, or disabled populations? How is waste collected and disposed of (including sewage, industrial waste, and toxic chemicals)? What environmental characteristics pose health risks or increase the potential for man-made or natural disasters? 2. Population What is the population size, and how stable has it been over time? Have there been any significant changes in population size or characteristics? What are the predominant racial/ethnic and religious groups? What is the age and gender distribution of the population? 3. Economics Who are the major employers in the community? What are the major occupations among individuals over 25 years of age? What is the median household income? What percentage of the population falls below the poverty level? this is located in Passaic, New Jersey

As you reflect on highly functional teams that you have been a part of or led, who was ultimately responsible for the work? Who was accountable for the work? Who were the stakeholders or subject matter experts? Who did the team need to keep informed as the work progressed? How will these role responsibilities be reflected in your project? Utilize the chart provided to identify the who-what-when-how for your project. Submit your chart and solicit feedback from your classmates. As you review your classmates’ charts, you may discover omissions from your own plan and can act upon those. FYI Project title: Reducing Lorazepam (Ativan) Administration Errors Using Targeted Clinical Decision Support in an Adult Mental-Health Units

Please see instruction attached and use the template below

Fall Prevention Videos

Evidence-Based Intervention

The evidence-based intervention is a patient-specific fall prevention video education provided to hospitalized adults. In all the studies attached, video-based education is intended to deliver custom and context-specific fall prevention messages that enhance patient comprehension, motivation, and interaction. Valieiny et al. (2023) showed that simulated and customized video education was much more effective in improving fall-related outcomes because it standardized the education; however, it could be viewed repeatedly. Similarly, Naseri et al. (2021) noted that personalized educational videos, together with facilitated discussion, enhanced patients’ ability and desire to participate in fall prevention activities. Hill et al. (2024) also underlined that patient-centered multimedia education is a more effective method to increase engagement and intention to act individually.

Patient Population

The patient group that is most likely to benefit from this intervention is the group of adults aged 45 years and above who are in hospitalized medical-surgical inpatient units. This group is at high risk of falls because of acute illness and decreased mobility, drug activities, and the hospital surroundings that are not familiar. Hospitalized older adults demonstrate that customized education is especially effective in cases of admission and discharge, when the risk of falls is the greatest (Valieiny et al., 2023; Naseri et al., 2021).

Outcomes of the Intervention

The primary intervention outcome is the increased desire to participate in fall prevention activities, which manifests itself in the higher level of awareness of the risk of falls, motivation to request help, and readiness to adhere to safety guidelines. Culturally sensitive education has been reported to enhance motivation, confidence, and willingness to implement fall prevention among nurses, which are significant behavior antecedents for change (Naseri et al., 2021; Hill et al., 2024).

Measures and Timing of Outcomes

The Ph.D. researchers assessed results at specific time points, not at certain time intervals like once every week. The Time One Falls Prevention Survey was utilized as a pre-intervention assessment tool. At Time Two, 18-32 hours after the initial survey, outcome data were obtained with the help of the Fall Perceptions Survey to evaluate patient engagement and intent regarding fall prevention. Moreover, nurses filled the Nurses Record Form at the close of a 12-hour shift and recorded patient engagement and mental alertness; nurses were not informed about the group assignment to eliminate bias. The research ended in 72 hours or earlier in case the patient was discharged, meaning that the results were assessed in a short and specific period of time rather than continuously measured over weeks.

References

Hill, A.-M., Francis-Coad, J., Vaz, S., Morris, M. E., Flicker, L., Weselman, T., & Hang, J. A. (2024). Implementing falls prevention patient education in hospitals – older peoples views on barriers and enablers. BMC Nursing, 23(1).

Naseri, C., McPhail, S. M., Morris, M. E., Haines, T. P., Etherton-Beer, C., Shorr, R., Flicker, L., Bulsara, M., Lee, D.-C. A., Francis-Coad, J., Waldron, N., & Hill, A.-M. (2021). Tailored Education Increased Capability and Motivation for Fall Prevention in Older People After Hospitalization. Frontiers in Public Health, 9, 683723.

Valieiny, Shahzad Pashaeypoor, Sarieh Poortaghi, & Sharifi, F. (2023). The effects of simulated video education about falling on falling rate and fear of falling among hospitalized elderly people: a randomized clinical trial. BMC Nursing, 22(1).

Instructions attached. Please read instruction before accepting.

Instructions After viewing the interaction in the Accreditation Visit media and answering the knowledge check quiz, you will write a 12-page reflection on what you observed. Your reflection should include the following: Identify 12 areas of non-compliance that would put the hospitals accreditation at risk. Identify the importance of a self-assessment in accreditation. Describe the preparation and behaviors needed for a successful accreditation visit, and how you would apply them to the discrepancies found in the scenario. Provide feedback on how you would handle the accreditation visit if you worked at the hospital.