Category: Nursing

Reflect upon the patient experience, patient safety, and healthcare cost as well as Joint Commissions role in quality healthcare. Write a paper that addresses the following questions: How would you apply the principles of the Quadruple Aim initiative to improve quality, safety and satisfaction in the acute care or long-term care setting? Reflect on your current or future role in healthcare. How you would you, in the role of director of nursing or healthcare administrator contribute to improving cost effective quality care, patient satisfaction, and patient safety? What practices would you apply to minimize medical errors among front-line nursing staff?This weeks paper is about several topics commonly discussed in the healthcare fieldquality of care, safety, and satisfaction to name a few. The paper is 1650 words. Be sure to use scholarly referencestry the Institute of Medicine, American Nurses Association, your state nurses association, any professional nursing specialty organizations you belong to or in your specialty field, Quality and Safety Education for Nurses, Robert Wood Johnson Foundation, Center for Medicare and Medicaid Services, Keiser Foundation,

Community Resources Reflection

After reading the transcript presentation, submit a comprehensive reflection that thoughtfully responds to the questions below. The paper must follow APA formatting guidelines and be at least two pages in length, not including the title page.

Understanding Community Resources:

• What are some key community resources you learned about during the guest speaker’s presentation?
• How do these resources address the needs of patients in the community?

Connection to Nursing Practice:

• How can you incorporate the knowledge of community resources into your nursing practice?
• In what ways might you assess a patient’s need for community resources during a routine clinical encounter?

Barriers and Challenges:

• What challenges might patients face when accessing community resources, and how can you support them in overcoming these barriers?
• How might socioeconomic factors, cultural differences, or geographic location affect a patients ability to utilize community resources?

Patient Advocacy:

• As a nurse, how can you advocate for patients who may be unaware of or hesitant to use community resources?
• What are some ways to empower patients to utilize resources that can improve their health and well-being?

Reflecting on Personal Experiences:

• Have you encountered any patient situations in your clinical rotations where one or more of these community resources could have had an impact on that patient’s outcome? Explain how it would have impacted the patient’s outcome.
• Future Learning:
• How can you stay informed about available community resources throughout your nursing career?

Complete two (2) scenarios. Once from each section.

If you completed one of these in the discussion you may use that content for the related scenario and complete a new one from the other section below. Otherwise follow the directions and complete one from each group.

Complete one of these scenarios.

Consider the chief complaint of worsening memory in a 78-year-old. Existing diagnosis of Alzheimers

or

Consider the chief complaint of mid back pain in an 82-year-old. Existing diagnosis of osteoporosis.

or

Consider the chief complaint of swelling in ankles in a 67-year-old. Existing diagnosis of hypertension

And then one of these scenarios.

Consider the chief complaint of constant crying in a 6 week old child, of migrant worker parents.

or

Consider the chief complaint of prolonged sadness in a pregnant woman at 32 weeks gestation.

or

Consider the chief complaint of shortness of breath in a 77-year-old recent widower.

Demonstrate clinical judgment regarding the chief complaint by including this content: Complete one of the three scenarios:

What pertinent information collected from the history would impact your assessment?

What other systems need assessment due to the symptoms of the patient?

What would be pertinent positives or pertinent negatives found in the exam?

Include at least three differentials.

Include which diagnostics you would order based on your differentials and why.

How might a final diagnosis be determined?

Address a possible brief management plan.

Finally address the relationship between compassion and clinical judgment for all patients and for special populations.

Hello. I am a nursing student in the last semester. I need this paper to be professionally written. I need you to follow every single step that is on the rubric. I am posting all the details, need to be APA. Please write it as if its yours. IMPORTANT: I need 3 NURSING journals. Thank you so much for the help. Let me know if you need anything.

Complete the following paper for this assignment.

This course will require you to complete a series of case studies using the i-Human software application. The i-Human Patients (IHP) Case Player enables you to interact with virtual patients for the purpose of learning patient-assessment and diagnostic-reasoning skills. With IHP, you will be able to independently interview, examine, diagnose, and treat virtual patients and receive expert feedback on your performance.

The integumentary system is susceptible to a variety of diseases, conditions, and injuries, ranging from the bothersome but relatively innocuous bacterial or fungal infections that are categorized as disorders to skin cancer and severe burns, which can be life-threatening.

For this Case Study Assignment, you will examine your first case study and work with a patient with an integumentary condition. You will formulate a differential diagnosis, evaluate treatment options, and then create an appropriate treatment plan for the patient.

Resources

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

To prepare:

• Review this weeks Learning Resources to understand the assessment, diagnosis, and treatment of integumentary conditions.

Assignment Requirements:

• Access i-Human from this weeks Learning Resources and review the assigned case study.
• Please note: You will complete i-Human cases in case review mode. This may differ from your previous course experience.
• Analyze the provided patient history, physical exam findings, and diagnostic test results to support clinical decision-making.
• Complete the assigned case study. For guidance on using i-Human, refer to the i-Human Graduate Programs Help link within the i-Human platform.
• You must follow the Management Plan Template (located in this weeks Learning Resources) when writing your treatment plan. Be sure to follow all directions and include each required section.
• Carefully review the grading rubric to understand how your assignment will be evaluated.
• Please note: You will not receive a score within the i-Human platform. This is different from some previous courses. All grading will occur in the Canvas classroom based on your submitted work and the rubric.
• Ensure that all responses are clear, evidence-based, and align with the rubric expectations. Submit the completed assignment in the required format and refer to the Management Plan Template for structure and guidance.

By Day 7

• Submit the written case study assignment as a Word document

submission information

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.

1. To submit your completed assignment, save your Assignment as WK2Assgn+last name+first initial
2. Then, click on Start Assignment near the top of the page.
3. Next, click on Upload File and select Submit Assignment for review.

Rubric

NRNP_6531_Week2_iHuman_Assignment_Rubric

NRNP_6531_Week2_iHuman_Assignment_Rubric

CriteriaRatingsPtsThis criterion is linked to a Learning Outcome

Problem Statement: Includes a clearly written problem statement that integrates subjective and objective data, effectively supporting the identified diagnosis.

10 to >6.0 pts

Proficient

The problem statement is clearly written in paragraph format and includes relevant subjective and objective data (e.g., history, vital signs, labs, physical exam) supporting the diagnosis. Demonstrates clear clinical reasoning, as would be presented to a preceptor.

6 to >2.0 pts

Competent

key components (e.g., objective data, exam findings, or rationale), limiting clarity or thoroughness.

2 to >0 pts

Novice

The problem statement is poorly written or incomplete; key clinical details and rationale are lacking.

10 pts

This criterion is linked to a Learning Outcome

Diagnoses: Correctly identify the primary diagnosis with its corresponding ICD-10 code and list 35 differential diagnoses, each with their own ICD-10 code. Describe the key clinical presentations that led to your selection of these differentials. Explain your diagnostic reasoning by detailing how each differential was considered and subsequently ruled out to arrive at the final diagnosis.

15 to >9.0 pts

Proficient

Correct primary diagnosis and ICD-10 code are identified. A comprehensive paragraph is provided including definition, causes, and symptoms of the diagnosis with clear rationale supported by patient-specific findings. Lists 35 differential diagnoses with ICD-10 codes, definitions, and typical presentations. Each is ruled out with appropriate reasoning. References are included and cited

9 to >3.0 pts

Competent

Primary diagnosis is correct and includes ICD-10 code. Differential diagnoses are listed (at least 2) but missing ICD-10 codes or include minimal explanation. Some rationale or prioritization may be unclear. Most codes are accurate but with minor errors or omissions.

3 to >0 pts

Novice

Primary diagnosis is incorrect or lacks an ICD-10 code. Differential list is too brief (fewer than 2) or missing ICD-10 codes. Rationales are lacking or incorrect. Few or no references cited. Diagnostic reasoning is unclear or unsupported. Codes are incorrect.

15 pts

This criterion is linked to a Learning Outcome

Identification and Application of Clinical Practice Guidelines: Identify the clinical practice guideline(s) used in diagnosing the primary condition. Explain how the guideline(s) informed your diagnostic decision-making, including key criteria for diagnosis and recommended assessments. Justify your approach by referencing specific guideline recommendations. Include any CPT codes associated with diagnostic testing used to support the diagnosis.

15 to >9.0 pts

Proficient

Clearly identifies appropriate, up-to-date clinical guidelines (with year and organization) and explains how they informed diagnostic decision-making, including key criteria and recommended assessments. CPT codes for relevant diagnostic procedures are included and appropriate. In-text citations are used.

9 to >3.0 pts

Competent

Guideline(s) are identified and applied, but explanation lacks depth or clarity. Missing CPT codes or not clearly connected to assessments. Citations are incomplete or inconsistent.

3 to >0 pts

Novice

Clinical guidelines are missing or poorly applied. CPT codes are not included or are incorrect. Explanation does not support diagnostic decision-making. Citations are missing.

15 pts

This criterion is linked to a Learning Outcome

Plan: Include appropriate, evidence-based medications (including over-the-counter options), written as complete prescriptions Address any current prescription medications the patient is taking. Additionally, necessary ancillary testing (labs/procedures/imaging) and appropriate referrals are clearly outlined and relevant to the patients condition. Include Office Visit code and associated CPT codes where necessary.

25 to >19.0 pts

Proficient

The management plan includes appropriate, evidence-based new and continued medications written as full prescriptions with purpose, dose, and frequency. Includes OTC medications if applicable. Outlines ancillary testing (labs/procedures), referrals, and codes (CPT, visit code) for today’s visit. All elements are evidence-based and well explained.

19 to >9.0 pts

Competent

Prescribed medications are appropriate but lack full evidence-based justification. One or two elements of the prescription such as dosage, frequency, or purpose are missing or unclear. Ancillary testing and referrals are included but incomplete or lacking detail. Patient education is present but missing key information or rationale.

9 to >0 pts

Novice

Prescribed medications are inappropriate or not supported by evidence. Three or more essential prescription elements such as medication name, dosage, frequency, or purpose are missing. Dosing is incorrect. Patient education is either inaccurate or missing critical information. The overall management plan is unclear, incomplete, or not relevant to the patients condition.

25 pts

This criterion is linked to a Learning Outcome

SDOH, Risks & Health Promotion: Address all aspects of Social Determinants of Health (SDOH); health promotion and risk factors related to the primary diagnosis for the patient.

10 to >6.0 pts

Proficient

Thoroughly addresses SDOH using defined categories (e.g., education, employment, access to care), includes a clear SDOH plan. Lists relevant patient-specific risk factors with citations. Includes age- and risk-based health promotion screenings with USPSTF citations.

6 to >2.0 pts

Competent

Addresses most SDOH elements and risk factors but missing one or more categories or supporting details.

2 to >0 pts

Novice

Multiple SDOH domains and risk factors are missing or insufficiently addressed. Screenings omitted or unsupported.

10 pts

This criterion is linked to a Learning Outcome

Education: Provide clear, evidence-based patient education on the diagnosis, treatment plan, medication use, lifestyle modifications, and symptom management. Ensure the information is patient-centered, culturally appropriate, and addresses health literacy to support adherence and self-management.

15 to >9.0 pts

Proficient

Provides comprehensive, patient-directed education using clear and empathetic language. Explains the primary diagnosis, treatment, medication instructions, lifestyle recommendations, and red flags. Written as if speaking directly to the patient.

9 to >3.0 pts

Competent

Education is provided but lacks personalization or misses key content areas (e.g., side effects, lifestyle advice).

3 to >0 pts

Novice

Education is overly general, missing essential components, or not appropriate for patient understanding.

15 pts

This criterion is linked to a Learning Outcome

Follow Up Instructions: Provide clear, detailed, and patient-centered follow-up instructions tailored to the diagnosis and treatment plan. Specify timing for follow-up visits, including when the patient should return for reassessment or ongoing management. Include red flag symptoms that require immediate medical attention and guidance on when to seek urgent or emergency care.

5 to >3.0 pts

Excellent

Follow-up instructions are thorough and detailed including who to follow up with, timeframe, referral details, and specific symptoms to prompt a return visit sooner. Includes red flag symptoms with instructions. Written clearly and specifically.

3 to >1.0 pts

Good

Follow-up instructions are mostly clear but missing specific details about red flags or timing.

1 to >0 pts

Poor

Follow up instructions are vague, incomplete, or missing red flag guidance.

5 pts

This criterion is linked to a Learning Outcome

Scholarly References: Includes a minimum of 3 scholarly, peer-reviewed references that are not older than 5 years. Include the most recent clinical practice guidelines if applicable. In-text citations present in APA format to support your work.

5 to >3.0 pts

Excellent

Includes at least 3 scholarly, peer-reviewed references published within 5 years. All are properly cited in-text and in APA format. Clinical practice guidelines are clearly cited if

3 to >1.0 pts

Good

Includes 2 scholarly references with citations. Missing guideline or minor citation issues.

1 to >0 pts

Poor

Fewer than 2 scholarly sources or missing citations. Guidelines are not cited if applicable.

5 pts

Total Points: 100

template is below will provide password when accept assignment

Assessment Traits

Benchmark

Requires Lopeswrite

Assessment Description

It is necessary for an RN-BSN-prepared nurse to demonstrate an enhanced understanding of the complex management of disease during the discharge of a patient and the additional aspects of communication and safety in the work environment.

The purpose of this assignment is to participate in discharge planning for a patient utilizing effective communication strategies and applying information technology in a scenario where patient and provider safety is a concern.

Review “NRS-460 Benchmark – Case Study: Timothy Smith – Discharge Planning” and complete the “NRS-460 Benchmark – Case Study: Timothy Smith – Discharge Planning Template,” as directed.

You are required to cite a minimum of three sources to complete this assignment. Sources must be published within the past 5 years and appropriate for the assignment criteria and relevant to nursing practice.

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. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies and professional standards:

RN-BSN

5.3: Contribute to a culture of provider and work environment safety.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 2.5, 5.3, 8.2, 8.3, 8.4, and 8.5.

The growing use of technology in healthcare has improved many aspects of patient care, but it has also introduced new legal and ethical concerns related to privacy and data security. Because healthcare technology often involves collecting, storing, and sharing protected health information (PHI), its use raises important ethical questions related to privacy, confidentiality, and responsible data management. With the negative stigma that is often associated with sexually transmitted infections (STIs), privacy is a major concern for anyone who receives one of these diagnoses. Although reporting requirements may vary depending on your state or local jurisdiction, STIs including syphilis, gonorrhea, chlamydia, and HIV are reportable diseases in every state (Centers for Disease Control and Prevention [CDC], 2021). In many cases, technologies such as electronic health records (EHRs), electronic laboratory reporting systems, and public health reporting systems are used to report STI diagnoses to health departments. While this technology has improved patient outcomes and helped reduce the transmission of STIs, it also poses potential security risks (Pellowski et al., 2016). Technology-driven STI reporting and partner notification systems can accidentally expose highly sensitive STI information through messages sent to the wrong person, general system misconfigurations, or third-party platforms that may be at higher risk for potential security issues. A privacy breach can cause significant harm in a patients personal life due to the social stigma associated with STIs, and it can lead to a loss of trust in the healthcare system, as well as legal and regulatory consequences such as HIPAA violations. Lack of confidence in the security of electronic health systems may cause patients to conceal sensitive health information, which can compromise treatment and hinder public health efforts to control the spread of STIs (Layman, 2020). Protecting patient confidentiality is an ethical obligation grounded in the principle of fidelity, which requires healthcare professionals to safeguard sensitive health information and ensure it is accessed only by authorized individuals for legitimate purposes (Layman, 2020). In order to prevent potential privacy lapses when technology is used to manage sensitive STI data, I would advocate for the implementation of multiple safeguards: communication should be handled through secure systems such as patient portals, phone calls, or in-person discussions. Access to PHI should also be secured so that only authorized personnel are able to view sensitive patient data. In addition, workflow processes should include double-checking information documented into the EHR to catch typos, incorrect phone numbers, or other data entry errors before notifications are sent. Finally, regular audits should be conducted to review access logs and perform risk assessments in an effort to proactively identify potential HIPAA violations or other threats to patient privacy. References: CDC. (2021, July 22). Sexually Transmitted Infections Treatment Guidelines, 2021 – Reporting and Confidentiality. Centers for Disease Control and Prevention. Links to an external site. CDC. (2024, June 26). Duty to Warn for Health Care Settings. Centers for Disease Control and Prevention. Links to an external site. Kachur, R., Hall, W., Coor, A., Kinsey, J., Collins, D., & Strona, F. V. (2018). The Use of Technology for Sexually Transmitted Disease Partner Services in the United States: A Structured Review. Sexually Transmitted Diseases, 45(11), 707712. Links to an external site. Pellowski, J., Mathews, C., Kalichman, M. O., Dewing, S., Lurie, M. N., & Kalichman, S. C. (2016). Advancing Partner Notification Through Electronic Communication Technology: A Review of Acceptability and Utilization Research. Journal of Health Communication, 21(6), 629637. Links to an external site. Woodward, C., Bloch, S., McInnes-Dean, A., Lloyd, K. C., McLeod, J., Saunders, J., Flowers, P., Estcourt, C. S., & Gibbs, J. (2024). Digital interventions for STI and HIV partner notification: a scoping review. Sexually Transmitted Infections, 100(4), 242250. Links to an external site. Reply to post from Marissa OvassapianReply Expand discussion thread from Marissa Ovassapian 2 Replies, 2 Unread 2 Replies (2) LB lashariah Black Mar 4 10:44pm | Last reply Mar 7 1:44pm Reply from lashariah Black As a woman who has worked in multiple hospitals across this country, I have learned that technology can either protect our patients or put them at serious risk. In todays healthcare environment, electronic health records, social media, and digital communication platforms are part of our daily workflow. But with that convenience comes responsibility. Legal and ethical issues tied to healthcare technology are no longer rare, they are common and increasing. One situation I observed involved a staff member accessing a patients electronic health record without being directly involved in that patients care. The access was driven by curiosity rather than clinical necessity. Although no information was publicly shared, the act itself was a violation of HIPAA and organizational policy. This type of issue is not isolated. Reports continue to show that employees are terminated for inappropriate EHR access, even when they claim there was no malicious intent (Semel & Semel, 2023). Additionally, when HIPAA violations cross certain thresholds, they can become criminal offenses, not just workplace discipline issues (Semel, 2022). As nurses, we sometimes underestimate how serious just looking can be. But legally and ethically, accessing a chart without a legitimate care-related reason breaches patient trust and federal law. Some consequences of improper EHR access are: Employment termination Loss of nursing license Civil penalties or criminal charges Organizational fines and reputational damage Healthcare data breaches are rising at alarming rates. In 2023 alone, some of the largest healthcare data breaches exposed millions of patient records (McKeon, 2023). Cyberattacks on healthcare systems are also increasing, disrupting care and putting patient safety at risk (Yousry, 2023). I think about how trust in the healthcare system is already fragile in many minority communities. When privacy is violated, it reinforces fear and hesitation about seeking care. Ethical lapses in technology use do not just break rules, they break relationships. To prevent inappropriate EHR access and other legal/ethical technology violations, I would implement a multi-layered strategy: Mandatory Annual HIPAA and Cybersecurity Education Education should go beyond basic HIPAA modules. Training must include real-world case studies demonstrating how minor violations lead to termination or prosecution. Research shows that increasing awareness of cyber threats and internal vulnerabilities strengthens compliance behaviors (McKeon, 2023). Strict Audit Trails and Transparent Monitoring Organizations should routinely audit chart access logs and communicate that monitoring is active and ongoing. When staff know audits are consistent and not random, they are more likely to follow proper protocol (Semel & Semel, 2023). Reinforce Minimum Necessary Standard Staff education should repeatedly emphasize HIPAAs minimum necessary rule only access what you need to do your job. According to Semel (2022), failure to follow this standard has resulted in criminal investigations. Social Media and Digital Professionalism Policies Given the rise in nurses being disciplined for social media misuse, clear policies must outline boundaries. Even posts without patient names can lead to termination if identifiable details are shared (ABC News, 2014; Nurse.org, n.d.). Annual acknowledgment of social media policies should be required. Organizations must foster psychological safety so employees feel comfortable reporting suspicious links, phishing attempts, or accidental access errors. Cyberattacks are increasing, and quick reporting reduces damage (Yousry, 2023). Punitive cultures discourage transparency. Personal Reflection Technology is powerful, but it is also a responsibility. As a 39-year-old Black woman in nursing, I take patient confidentiality seriously because I understand what it means for communities to feel watched, judged, or exposed. Protecting patient information is not just about compliance it is about dignity. Healthcare organizations must treat data security and ethical technology use as patient safety priorities. When we combine education, accountability, monitoring, and supportive reporting systems, we protect not only our licenses, but also the people who trust us with their most personal information. References ABC News. (2014, July 8). Nurse firing highlights hazards of social media in hospitals. Links to an external site. McKeon, J. (2023, June 29). Biggest healthcare data breaches reported this year, so far. HealthITSecurity. Links to an external site. Nurse.org. (n.d.). Emory Healthcare OB nurses fired after mocking patients on viral TikTok. Links to an external site. Semel, M. (2022). When HIPAA becomes criminal. Healthcare IT Today. Links to an external site. Semel, M., & Semel, M. (2023). Employee fired for inappropriately accessing EHR records. Healthcare IT Today. Links to an external site. Yousry, F. (2023, May 8). Cyberattacks on health care are increasing: Inside one hospitals fight to recover. NPR. Links to an external site.