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Report Issue
Student report
Read the Met call Transcript bellow, prepare a written report (~1000
words) including:
• Identification of four (4) examples of effective or ineffective teamwork
and/or communication in the scenario. This can be presented in a table
or as dot points.
• Discussion, using the literature, about how each identified example of
effective/ineffective teamwork and/or communication can impact on the:
◦ Patient (approx. 300 words, informed by 2-3 references)
◦ Staff (approx. 300 words, informed by 2-3 references)
Organisation (approx. 300 words, informed by 2-3 references).
Read the transcripts bellow and uses these resources as your
references to answer the report.
Starting references are provided below to assist you with beginning your
student report/CAP. Please note, however, that you are expected to find
and include additional references in your report.
Other Requirements
Do not write an introduction or conclusion.
Provide a reference list at the end of your report for all in-text
references.
Aitkin, L., & Eagar, S. (2013). Collegial relationship breakdown: A
qualitative exploration of nurses in acute care settings. Collegian, 20(2),
115-121. doi: 10.1016/j.colegn.2012.04.008
Al Sayah, F., Szafran, O., Robertson, S., Bell, N., & Williams, B., (2014).
Nursing perspectives on factors influencing interdisciplinary teamwork in
the Canadian primary health care setting. Journal of Clinical Nursing,
3(19-20), 2968-2979. doi: 10.1111/jocn.12547
Gausvik, C., Lautar, A., Miller, L., Pallerla, H., & Schlaudecker, J.
(2015). Structured nursing communication on interdisciplinary acute
care teams improves perceptions of safety, efficiency, understanding of
care plan and teamwork as well as job satisfaction. Journal of
Multidisciplinary Healthcare, 8, 33-37. doi: 10.2147/JMDH.S72623
Foronda, C., MacWilliams, B., & McArthur, E. (2016). Interprofessional
communication in healthcare: an integrative review. Nurse Education in
Practice, 19, 36-40. doi: 10.1016/j.nepr.2016.04.005
Manias, E., Geddes, F., Watson, B., Jones, D., & Della, P. (2015).
Perspectives of clinical handover processes: a multi-site survey across
different health professionals. Journal of Clinical Nursing, 25, 80-91. doi:
10.1111/jocn.12986
Mitchell, R., Parker, V., Giles, M., & Boyle, B. (2013). The ABC of health
care team dynamics: understanding complex affective, behavioral, and
cognitive dynamics in interprofessional teams. Health Care
Management Review, 39(1), 1-9. doi: 10.1097/HCM.0b013e3182766504
Polis, S., Higgs, M., Manning, V., Netto., & Fernandez, R. (2015)
Factors contributing to nursing team work in an acute care tertiary
hospital, Collegian. doi: http://dx.doi.org/10.1016/j.colegn.2015.09.002
The case of the MET call – transcript
Katie: How are you feeling Dolly?
Dolly: I don’t feel well.
Katie: No, ok. I’m a bit worried. I’ve just done your blood pressure. It’s
90 systolic at the moment. It’s come down quite a bit from what it was,
actually.
Dolly: Yeah.
Katie: Yeah. Are you feeling light headed or anything?
Dolly: I feel dizzy.
Katie: Ahh. Ok. Um. Heart rate has also come up to 115. It feels a little
bit on the thready, weak side. You’ve got a temperature as well. 38.6
this morning, which is a quite high.
Dolly: Yes.
Katie: Yep, but your breathing and your oxygen levels and everything
seem to be alright.
Dolly: Yes.
Katie: You look really dry?
Dolly: Yes, I’m thirsty.
Katie: Alright. I’m a bit worried, I think I need to actually go and get some
help to be able to sort this out.
Dolly: Ok.
Katie: Ok, so I’m just going to find some help. Urm, and I’ll be back. Ok?
[Calls to colleague] Monica?
Monica: Yes? Hi Katie.
Katie: Yes, um… I’m just…
Monica: How’re you going Dolly?
Dolly: I’m not good.
Monica: Not good – what’s the problem?
Katie: She’s not great. I’m quite concerned about her now. Her blood
pressure has come down to 90 systolic…
Monica: Yes.
Katie: You can see it’s sort of trended down…
Monica: Yep.
Katie: And her heart rate’s come up to 115..
Monica: Yep
Katie: Her respiratory rate and oxygen sats are 99 and that’s all ok.
Monica: Yep, ok.
Katie: Her temperature’s 38.6 as well..
Monica: Right.
Katie: So… And she feels kind of a bit light headed, did you say Dolly?
Dolly: Yes, I did, yeah.
Katie: A bit dizzy.
Monica: I think we’re in the criteria for a MET call, Katie…
Katie: Yeah…
Monica: So I’m just going to call…
Katie: That’s what I thought. I just didn’t feel confident enough to call it
myself… Talking over each other
Monica: Oh, ok, I understand, being a student nurse. I’m going to go and
get that… organise that right now. We’ll be right back with some help
Dolly. Ok, Katie?
Katie: Shall I stay here?
Monica: If you can stay there and just keep an eye…
talking over each other
Katie: I’ll wait for you to come back.
Monica: I’ll be back with the team…
Katie: Alright, ok… [to Dolly] So Monica will be back in a moment. She’s
gone to call the MET team – that’s another doctor and a nurse who are
going to come and help us.
Dolly: Ok.
Katie: Ok, alright, good. Have you got any pain anywhere, Dolly?
Dolly: Just a little bit…
Katie: Just a little bit.
Monica: I’ve called the team, so they’re going to be coming now, so I’m
going to…
Talking over each other
Katie: Ok.
Monica: …get the trolley
Katie: Can I… is there anything I can do to help, Monica?
Monica: Can you just do another blood pressure?
Katie: Yes, sure, sure.
Monica: That would be great.
Katie: Yeah, ok…
Monica: …and we’ll get the trolley ready, and they should be coming
now. The doctors are going to come now, Dolly.
Katie: ok.
Monica: …and we’ve got everything ready to go.
Katie: We’ll check your blood pressure again Dolly…
Doctor Kelli and MET nurse Chanika arrive.
Kelli: Good morning, hello, [to Dolly] hello there, what’s your name?
Dolly: Dolly.
Kelli: Hello Dolly, I’m Kelli, I’m the registrar with the MET team.
Chanika: Hi, I’m Chanika, I’m the nurse.
Monica: Ok, so…
Kelli: Sorry, can I just… what was your name?
Monica: Oh, sorry! Monica! I’m Katie’s preceptor.
Katie: Hi
Kelli: Lovely! Nice to meet you both. [To Dolly] Just going to have a chat
for a minute Dolly.
Dolly: Ok.
Monica: Ok, so we’ve… Dolly’s post-op three days. She had her right
hip done. Her obs have been stable this morning. The doctors did the
rounds. However, now her blood pressure has come right down as you
can see…
Kelli: Yes.
Monica: It’s down within… quite low.
Kelli: Hmmm.
Monica: Her heart rate’s actually a little bit elevated. And her resp rate
has gone up…
Talking over each other
Kelli: And this is a recent temperature?
Monica: And she’s spiking a temp as well…
Talking over each other
Kelli: Right, yeah.
Monica: So we’re not sure where you want to go from here.
Kelli: How are you feeling dolly?
Dolly: I’m not good.
Kelli: You’re not good?
Dolly: Not good at all.
Kelli: Ok. Can we… Katie, can you get me some fluids, some normal
saline.
Monica: Yep.
Katie: More saline? Yep.
Monica: I’ll get that for you Katie.
Katie: Ok.
Chanika: [to Kelli] Pain medication?
Kelli: Oh yeah, when did we last have pain… Have you got pain?
Dolly: Yes, yes I do.
Kelli: You do?
Dolly: In my hip.
Kelli: Katie, can you tell me if she had pain relief this morning?
Katie: She has had pain relief this morning, but she’s just got endone
written up, and she’s had her endone, paracetamol. I feel like she needs
something, sort of, slow release. It seems to wear off quite quickly.
Kelli: Ok.
Monica: Chanika, can you check this with me please?
Katie: I’m a bit worried ‘cos she hasn’t passed any urine since, I don’t
think, yesterday afternoon… She looks a bit dry in the mouth as well.
At the same time: Monica and Chanika check Dolly’s ID and the
medications. Chanika asks for Dolly’s chart from Kelli, who apologises
and hands it to her.
Katie: She looks a bit dry in the mouth as well.
Kelli: Yes, we’ll get those fluids… and we’ll get some… do you feel like
you need some pain relief Dolly?
Chanika and Monica continue checking the medication
Dolly: Yes, yes, I think so.
Kelli: Ok, right. So Katie, I think maybe we’ll give some slow release…
let me write that up. So if you can organise that. Has she got any allergis
that you know of?
Monica: [to Dolly]: Ok Dolly, so I’m just going to put this IV in here for
you.
Katie: No allergies. No allergies Dolly?
Dolly: No
At the same time
Monica: No, she’s got no allergies.
Kelli: Katie, can you organise that for me please?
Katie: Ok, yep. Will that be ok with her blood pressure?
Kelli: Yes, well we’ll give her some fluids.
Katie: Ok, so I can give her this…?
Kelli: We’ll check it again before with give it. That would be good.
Katie: Ok, right. Cool, so I’ll let you know…
Chanika: Katie, do you want to come and check this with me?
Katie: I need to get some pain relief for Dolly, so…
Chanika: I’ve got it here.
Katie: Oh, ok.
[[Everyone speaking over each other]]
Kelli: Monica, when you’ve got some [inaudible – everyone speaking at
once] antibiotics. She hasn’t been on any… and I think that’s maybe…
Have we had a look at her wound this morning?
Monica: No, we haven’t actually. We haven’t got her out of bed for a
shower yet, so…
Kelli: Right.
Monica: Do you want us to have a look at her wound?
Kelli: Yeah, we need to look at the wound to see what’s happening now.
Monica: Ok, no problem. So I’m just going to get this IV going.
Kelli: [to Dolly] This is no good, Dolly, is it?
Dolly: No.
Kelli: I think you should be heading on the way home now, not getting
worse.
Monica: We need a new IV, it’s actually [bunged] so we need a new IV.
Kelli: Ok, right. I’ll put that in. Would you grab me the trolley for that
please? That would be good.
Talking over each other.
Monica: Yep, sure. Yep.
Kelli: Great, so Dolly, we’re just getting you some more antibiotics
again…
Dolly: Ok
Kelli: And we’re getting you a bit of fluid. I think you’re a bit dry, aren’t
you?
Dolly: Yes, I’d love a cup of tea.
Kelli: You’d love a cup of tea! You’re a cup-of- tea girl are you? How do
you have your tea?
Dolly: With one sugar.
Kelli: Ok. I think maybe when we get this sorted we might be able to get
you a cup of tea.
Dolly: Ok.
Kelli: Alright.
Monica: [returning with trolley] What side would you like it in doctor?
Kelli: We’ll go this side.
Monica: Ok, cool.
Kelli: And that way…
Monica: [to Chanika] Can I just get the IV out of this trolley here?
Chanika and Katie continue checking the medications
Kelli: So, Dolly, I need to pop another drip in.
Dolly: Alright.
Kelli: I know they’re a bit uncomfortable, but we need to give you this
fluid. It’ll make you feel a lot better.
Dolly: Ok.
Kelli: Where do you live, Dolly?
Dolly: I live in a retirement home.
Kelli: Oh, lovely.
Monica: [returns with the new IV] Ok
Kelli: Very good.
Katie: So, just letting you know, we’ve got the pain relief ready. We just
need to wait ‘til…
Kelli: Excellent. I’m going to pop that in now. So we’ve got fluids ready to
go, we’ve got pain relief, and we’ve got someone getting antibiotics.
Katie: And someone getting antibiotics, ok.
Kelli: Lovely. Excellent. I think Monica was going to do that? Are you
going to do the antibiotics next, Monica?
Monica: Yes, yes. So I’ve got that here for you.
Katie: Do you want me to do anything else? Want me to check the
pressure again?
Kelli: Yes, we’ll need to take the obs again.
Katie: Yeah.
Kelli: Katie, you could do that for me?
Katie: Yep.
Monica: Where’s the other nurse? Chanika? Can you check this with me
please?
Kelli: Oh, Monica, remember that IV’s not working on that side. So just
give me a moment and I’ll pop this one in.
[Talking over each other]
Monica: Oh, yes, that’s right. [to Chanika] Can you just check this with
me?
Chanika: Yes, that’s already been checked…
Everyone talking at once.
Monica: Ok, we’ll get the IV in and then we’ll do that.
Dolly: Very busy.
Kelli: Very busy! Always busy these days!
[end of scene]
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"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"
Interprofessional Collaboration And Teamwork 19309283
/in Uncategorized /by developerWrite a 3–4-page article that addresses the topic of interprofessional collaboration and teamwork in health care organizations.
The majority of health care leaders today state that interprofessional collaboration is essential for effective and efficient health care delivery. But this type of collaboration rarely occurs (Bankston & Glazer, 2013). In this assessment you will consider what it takes to develop truly effective interprofessional collaborative teams.
Requirements
You have been asked to submit an article to be published in your organization’s newsletter. After careful deliberation, you have decided to address the topic of interprofessional collaboration and teamwork in health care organizations, and how teams can be successful. Your article should be 3–4 pages in length, not including the title page and references page. Format this assessment following APA guidelines.
Complete the following in your article:
Additional Requirements
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"
Interprofessional Collaboration And Teamwork 19309285
/in Uncategorized /by developerWrite a 3–4-page article that addresses the topic of interprofessional collaboration and teamwork in health care organizations.
The majority of health care leaders today state that interprofessional collaboration is essential for effective and efficient health care delivery. But this type of collaboration rarely occurs (Bankston & Glazer, 2013). In this assessment you will consider what it takes to develop truly effective interprofessional collaborative teams.
Requirements
You have been asked to submit an article to be published in your organization’s newsletter. After careful deliberation, you have decided to address the topic of interprofessional collaboration and teamwork in health care organizations, and how teams can be successful. Your article should be 3–4 pages in length, not including the title page and references page. Format this assessment following APA guidelines.
Complete the following in your article:
Additional Requirements
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"
Interprofessional Collaboration And Teamwork 19324795
/in Uncategorized /by developerWrite a 3–4-page article that addresses the topic of interprofessional collaboration and teamwork in health care organizations.
The majority of health care leaders today state that interprofessional collaboration is essential for effective and efficient health care delivery. But this type of collaboration rarely occurs (Bankston & Glazer, 2013). In this assessment you will consider what it takes to develop truly effective interprofessional collaborative teams.
Show Less
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Preparation
Search the Capella library and Internet to locate scholarly and professional journal articles on the elements of an effective interprofessional health care team to use as support in this assessment.
Requirements
You have been asked to submit an article to be published in your organization’s newsletter. After careful deliberation, you have decided to address the topic of interprofessional collaboration and teamwork in health care organizations, and how teams can be successful. Your article should be 3–4 pages in length, not including the title page and references page. Format this assessment following APA guidelines.
Complete the following in your article:
Additional Requirements
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"
Interprofessional Collaboration And Teamwork
/in Uncategorized /by developerITS IMPORTANT TO MEET THE COMPETENCES !
Write a 3–4-page article that addresses the topic of interprofessional collaboration and teamwork in health care organizations.
The majority of health care leaders today state that interprofessional collaboration is essential for effective and efficient health care delivery. But this type of collaboration rarely occurs (Bankston & Glazer, 2013). In this assessment you will consider what it takes to develop truly effective interprofessional collaborative teams.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Assessment Instructions
Preparation
Search the Capella library and Internet to locate scholarly and professional journal articles on the elements of an effective interprofessional health care team to use as support in this assessment.
Requirements
You have been asked to submit an article to be published in your organization’s newsletter. After careful deliberation, you have decided to address the topic of interprofessional collaboration and teamwork in health care organizations, and how teams can be successful. Your article should be 3–4 pages in length, not including the title page and references page. Format this assessment following APA guidelines.
Complete the following in your article:
Additional Requirements
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"
Interprofessional Collaboration
/in Uncategorized /by developerCompleted
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"
Interprofessional Communication Nursing 4 Page
/in Uncategorized /by developerReport Issue
Student report
Read the Met call Transcript bellow, prepare a written report (~1000
words) including:
• Identification of four (4) examples of effective or ineffective teamwork
and/or communication in the scenario. This can be presented in a table
or as dot points.
• Discussion, using the literature, about how each identified example of
effective/ineffective teamwork and/or communication can impact on the:
◦ Patient (approx. 300 words, informed by 2-3 references)
◦ Staff (approx. 300 words, informed by 2-3 references)
Organisation (approx. 300 words, informed by 2-3 references).
Read the transcripts bellow and uses these resources as your
references to answer the report.
Starting references are provided below to assist you with beginning your
student report/CAP. Please note, however, that you are expected to find
and include additional references in your report.
Other Requirements
Do not write an introduction or conclusion.
Provide a reference list at the end of your report for all in-text
references.
Aitkin, L., & Eagar, S. (2013). Collegial relationship breakdown: A
qualitative exploration of nurses in acute care settings. Collegian, 20(2),
115-121. doi: 10.1016/j.colegn.2012.04.008
Al Sayah, F., Szafran, O., Robertson, S., Bell, N., & Williams, B., (2014).
Nursing perspectives on factors influencing interdisciplinary teamwork in
the Canadian primary health care setting. Journal of Clinical Nursing,
3(19-20), 2968-2979. doi: 10.1111/jocn.12547
Gausvik, C., Lautar, A., Miller, L., Pallerla, H., & Schlaudecker, J.
(2015). Structured nursing communication on interdisciplinary acute
care teams improves perceptions of safety, efficiency, understanding of
care plan and teamwork as well as job satisfaction. Journal of
Multidisciplinary Healthcare, 8, 33-37. doi: 10.2147/JMDH.S72623
Foronda, C., MacWilliams, B., & McArthur, E. (2016). Interprofessional
communication in healthcare: an integrative review. Nurse Education in
Practice, 19, 36-40. doi: 10.1016/j.nepr.2016.04.005
Manias, E., Geddes, F., Watson, B., Jones, D., & Della, P. (2015).
Perspectives of clinical handover processes: a multi-site survey across
different health professionals. Journal of Clinical Nursing, 25, 80-91. doi:
10.1111/jocn.12986
Mitchell, R., Parker, V., Giles, M., & Boyle, B. (2013). The ABC of health
care team dynamics: understanding complex affective, behavioral, and
cognitive dynamics in interprofessional teams. Health Care
Management Review, 39(1), 1-9. doi: 10.1097/HCM.0b013e3182766504
Polis, S., Higgs, M., Manning, V., Netto., & Fernandez, R. (2015)
Factors contributing to nursing team work in an acute care tertiary
hospital, Collegian. doi: http://dx.doi.org/10.1016/j.colegn.2015.09.002
The case of the MET call – transcript
Katie: How are you feeling Dolly?
Dolly: I don’t feel well.
Katie: No, ok. I’m a bit worried. I’ve just done your blood pressure. It’s
90 systolic at the moment. It’s come down quite a bit from what it was,
actually.
Dolly: Yeah.
Katie: Yeah. Are you feeling light headed or anything?
Dolly: I feel dizzy.
Katie: Ahh. Ok. Um. Heart rate has also come up to 115. It feels a little
bit on the thready, weak side. You’ve got a temperature as well. 38.6
this morning, which is a quite high.
Dolly: Yes.
Katie: Yep, but your breathing and your oxygen levels and everything
seem to be alright.
Dolly: Yes.
Katie: You look really dry?
Dolly: Yes, I’m thirsty.
Katie: Alright. I’m a bit worried, I think I need to actually go and get some
help to be able to sort this out.
Dolly: Ok.
Katie: Ok, so I’m just going to find some help. Urm, and I’ll be back. Ok?
[Calls to colleague] Monica?
Monica: Yes? Hi Katie.
Katie: Yes, um… I’m just…
Monica: How’re you going Dolly?
Dolly: I’m not good.
Monica: Not good – what’s the problem?
Katie: She’s not great. I’m quite concerned about her now. Her blood
pressure has come down to 90 systolic…
Monica: Yes.
Katie: You can see it’s sort of trended down…
Monica: Yep.
Katie: And her heart rate’s come up to 115..
Monica: Yep
Katie: Her respiratory rate and oxygen sats are 99 and that’s all ok.
Monica: Yep, ok.
Katie: Her temperature’s 38.6 as well..
Monica: Right.
Katie: So… And she feels kind of a bit light headed, did you say Dolly?
Dolly: Yes, I did, yeah.
Katie: A bit dizzy.
Monica: I think we’re in the criteria for a MET call, Katie…
Katie: Yeah…
Monica: So I’m just going to call…
Katie: That’s what I thought. I just didn’t feel confident enough to call it
myself… Talking over each other
Monica: Oh, ok, I understand, being a student nurse. I’m going to go and
get that… organise that right now. We’ll be right back with some help
Dolly. Ok, Katie?
Katie: Shall I stay here?
Monica: If you can stay there and just keep an eye…
talking over each other
Katie: I’ll wait for you to come back.
Monica: I’ll be back with the team…
Katie: Alright, ok… [to Dolly] So Monica will be back in a moment. She’s
gone to call the MET team – that’s another doctor and a nurse who are
going to come and help us.
Dolly: Ok.
Katie: Ok, alright, good. Have you got any pain anywhere, Dolly?
Dolly: Just a little bit…
Katie: Just a little bit.
Monica: I’ve called the team, so they’re going to be coming now, so I’m
going to…
Talking over each other
Katie: Ok.
Monica: …get the trolley
Katie: Can I… is there anything I can do to help, Monica?
Monica: Can you just do another blood pressure?
Katie: Yes, sure, sure.
Monica: That would be great.
Katie: Yeah, ok…
Monica: …and we’ll get the trolley ready, and they should be coming
now. The doctors are going to come now, Dolly.
Katie: ok.
Monica: …and we’ve got everything ready to go.
Katie: We’ll check your blood pressure again Dolly…
Doctor Kelli and MET nurse Chanika arrive.
Kelli: Good morning, hello, [to Dolly] hello there, what’s your name?
Dolly: Dolly.
Kelli: Hello Dolly, I’m Kelli, I’m the registrar with the MET team.
Chanika: Hi, I’m Chanika, I’m the nurse.
Monica: Ok, so…
Kelli: Sorry, can I just… what was your name?
Monica: Oh, sorry! Monica! I’m Katie’s preceptor.
Katie: Hi
Kelli: Lovely! Nice to meet you both. [To Dolly] Just going to have a chat
for a minute Dolly.
Dolly: Ok.
Monica: Ok, so we’ve… Dolly’s post-op three days. She had her right
hip done. Her obs have been stable this morning. The doctors did the
rounds. However, now her blood pressure has come right down as you
can see…
Kelli: Yes.
Monica: It’s down within… quite low.
Kelli: Hmmm.
Monica: Her heart rate’s actually a little bit elevated. And her resp rate
has gone up…
Talking over each other
Kelli: And this is a recent temperature?
Monica: And she’s spiking a temp as well…
Talking over each other
Kelli: Right, yeah.
Monica: So we’re not sure where you want to go from here.
Kelli: How are you feeling dolly?
Dolly: I’m not good.
Kelli: You’re not good?
Dolly: Not good at all.
Kelli: Ok. Can we… Katie, can you get me some fluids, some normal
saline.
Monica: Yep.
Katie: More saline? Yep.
Monica: I’ll get that for you Katie.
Katie: Ok.
Chanika: [to Kelli] Pain medication?
Kelli: Oh yeah, when did we last have pain… Have you got pain?
Dolly: Yes, yes I do.
Kelli: You do?
Dolly: In my hip.
Kelli: Katie, can you tell me if she had pain relief this morning?
Katie: She has had pain relief this morning, but she’s just got endone
written up, and she’s had her endone, paracetamol. I feel like she needs
something, sort of, slow release. It seems to wear off quite quickly.
Kelli: Ok.
Monica: Chanika, can you check this with me please?
Katie: I’m a bit worried ‘cos she hasn’t passed any urine since, I don’t
think, yesterday afternoon… She looks a bit dry in the mouth as well.
At the same time: Monica and Chanika check Dolly’s ID and the
medications. Chanika asks for Dolly’s chart from Kelli, who apologises
and hands it to her.
Katie: She looks a bit dry in the mouth as well.
Kelli: Yes, we’ll get those fluids… and we’ll get some… do you feel like
you need some pain relief Dolly?
Chanika and Monica continue checking the medication
Dolly: Yes, yes, I think so.
Kelli: Ok, right. So Katie, I think maybe we’ll give some slow release…
let me write that up. So if you can organise that. Has she got any allergis
that you know of?
Monica: [to Dolly]: Ok Dolly, so I’m just going to put this IV in here for
you.
Katie: No allergies. No allergies Dolly?
Dolly: No
At the same time
Monica: No, she’s got no allergies.
Kelli: Katie, can you organise that for me please?
Katie: Ok, yep. Will that be ok with her blood pressure?
Kelli: Yes, well we’ll give her some fluids.
Katie: Ok, so I can give her this…?
Kelli: We’ll check it again before with give it. That would be good.
Katie: Ok, right. Cool, so I’ll let you know…
Chanika: Katie, do you want to come and check this with me?
Katie: I need to get some pain relief for Dolly, so…
Chanika: I’ve got it here.
Katie: Oh, ok.
[[Everyone speaking over each other]]
Kelli: Monica, when you’ve got some [inaudible – everyone speaking at
once] antibiotics. She hasn’t been on any… and I think that’s maybe…
Have we had a look at her wound this morning?
Monica: No, we haven’t actually. We haven’t got her out of bed for a
shower yet, so…
Kelli: Right.
Monica: Do you want us to have a look at her wound?
Kelli: Yeah, we need to look at the wound to see what’s happening now.
Monica: Ok, no problem. So I’m just going to get this IV going.
Kelli: [to Dolly] This is no good, Dolly, is it?
Dolly: No.
Kelli: I think you should be heading on the way home now, not getting
worse.
Monica: We need a new IV, it’s actually [bunged] so we need a new IV.
Kelli: Ok, right. I’ll put that in. Would you grab me the trolley for that
please? That would be good.
Talking over each other.
Monica: Yep, sure. Yep.
Kelli: Great, so Dolly, we’re just getting you some more antibiotics
again…
Dolly: Ok
Kelli: And we’re getting you a bit of fluid. I think you’re a bit dry, aren’t
you?
Dolly: Yes, I’d love a cup of tea.
Kelli: You’d love a cup of tea! You’re a cup-of- tea girl are you? How do
you have your tea?
Dolly: With one sugar.
Kelli: Ok. I think maybe when we get this sorted we might be able to get
you a cup of tea.
Dolly: Ok.
Kelli: Alright.
Monica: [returning with trolley] What side would you like it in doctor?
Kelli: We’ll go this side.
Monica: Ok, cool.
Kelli: And that way…
Monica: [to Chanika] Can I just get the IV out of this trolley here?
Chanika and Katie continue checking the medications
Kelli: So, Dolly, I need to pop another drip in.
Dolly: Alright.
Kelli: I know they’re a bit uncomfortable, but we need to give you this
fluid. It’ll make you feel a lot better.
Dolly: Ok.
Kelli: Where do you live, Dolly?
Dolly: I live in a retirement home.
Kelli: Oh, lovely.
Monica: [returns with the new IV] Ok
Kelli: Very good.
Katie: So, just letting you know, we’ve got the pain relief ready. We just
need to wait ‘til…
Kelli: Excellent. I’m going to pop that in now. So we’ve got fluids ready to
go, we’ve got pain relief, and we’ve got someone getting antibiotics.
Katie: And someone getting antibiotics, ok.
Kelli: Lovely. Excellent. I think Monica was going to do that? Are you
going to do the antibiotics next, Monica?
Monica: Yes, yes. So I’ve got that here for you.
Katie: Do you want me to do anything else? Want me to check the
pressure again?
Kelli: Yes, we’ll need to take the obs again.
Katie: Yeah.
Kelli: Katie, you could do that for me?
Katie: Yep.
Monica: Where’s the other nurse? Chanika? Can you check this with me
please?
Kelli: Oh, Monica, remember that IV’s not working on that side. So just
give me a moment and I’ll pop this one in.
[Talking over each other]
Monica: Oh, yes, that’s right. [to Chanika] Can you just check this with
me?
Chanika: Yes, that’s already been checked…
Everyone talking at once.
Monica: Ok, we’ll get the IV in and then we’ll do that.
Dolly: Very busy.
Kelli: Very busy! Always busy these days!
[end of scene]
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Interprofessional Organanizational And Systems Leadership
/in Uncategorized /by developerDiscussion: Review of Current Healthcare Issues
If you were to ask 10 people what they believe to be the most significant issue facing healthcare today, you might get 10 different answers. Escalating costs? Regulation? Technology disruption?
These and many other topics are worthy of discussion. Not surprisingly, much has been said in the research, within the profession, and in the news about these topics. Whether they are issues of finance, quality, workload, or outcomes, there is no shortage of changes to be addressed.
In this Discussion, you examine a national healthcare issue and consider how that issue may impact your work setting. You also analyze how your organization has responded to this issue.
To Prepare:
· Review the Resources and select one current national healthcare issue/stressor to focus on.
· Reflect on the current national healthcare issue/stressor you selected and think about how this issue/stressor may be addressed in your work setting.
Assignment: Analysis of a Pertinent Healthcare Issue
The Quadruple Aim provides broad categories of goals to pursue to maintain and improve healthcare. Within each goal are many issues that, if addressed successfully, may have a positive impact on outcomes. For example, healthcare leaders are being tasked to shift from an emphasis on disease management often provided in an acute care setting to health promotion and disease prevention delivered in primary care settings. Efforts in this area can have significant positive impacts by reducing the need for primary healthcare and by reducing the stress on the healthcare system.
Changes in the industry only serve to stress what has always been true; namely, that the healthcare field has always faced significant challenges, and that goals to improve healthcare will always involve multiple stakeholders. This should not seem surprising given the circumstances. Indeed, when a growing population needs care, there are factors involved such as the demands of providing that care and the rising costs associated with healthcare. Generally, it is not surprising that the field of healthcare is an industry facing multifaceted issues that evolve over time.
In this module’s Discussion, you reviewed some healthcare issues/stressors and selected one for further review. For this Assignment, you will consider in more detail the healthcare issue/stressor you selected. You will also review research that addresses the issue/stressor and write a white paper to your organization’s leadership that addresses the issue/stressor you selected.
To Prepare:
· Review the national healthcare issues/stressors presented in the Resources and reflect on the national healthcare issue/stressor you selected for study.
· Reflect on the feedback you received from your colleagues on your Discussion post for the national healthcare issue/stressor you selected.
· Identify and review two additional scholarly resources (not included in the Resources for this module) that focus on change strategies implemented by healthcare organizations to address your selected national healthcare issue/stressor.
The Assignment (3-4 Pages):
Analysis of a Pertinent Healthcare Issue
Develop a 3- to 4-page paper, written to your organization’s leadership team, addressing your selected national healthcare issue/stressor and how it is impacting your work setting. Be sure to address the following:
· Describe the national healthcare issue/stressor you selected and its impact on your organization. Use organizational data to quantify the impact (if necessary, seek assistance from leadership or appropriate stakeholders in your organization).
· Provide a brief summary of the two articles you reviewed from outside resources on the national healthcare issue/stressor. Explain how the healthcare issue/stressor is being addressed in other organizations.
· Summarize the strategies used to address the organizational impact of national healthcare issues/stressors presented in the scholarly resources you selected. Explain how they may impact your organization both positively and negatively. Be specific and provide examples.
Looking Ahead
The paper you develop in Module 1 will be revisited and revised in Module 2. Review the Assignment instructions for Module 2 to prepare for your revised paper.
PLEASE USE RESOURCES BELOW FOR REFERENCE
Required Readings
Marshall, E., & Broome, M. (2017). Transformational leadership in nursing: From expert clinician to influential leader (2nd ed.). New York, NY: Springer.
Read any TWO of the following (plus TWO additional readings on your selected issue):
Auerbach, D. I., Staiger, D. O., & Buerhaus, P. I. (2018). Growing ranks of advanced practice clinicians—Implications for the physician workforce. New England Journal of Medicine, 378(25), 2358–2360. doi:10.1056/NEJMp1801869
Gerardi, T., Farmer, P., & Hoffman, B. (2018). Moving closer to the 2020 BSN-prepared workforce goal. American Journal of Nursing, 118(2), 43–45. doi:10.1097/01.NAJ.0000530244.15217.aa
Jacobs, B., McGovern, J., Heinmiller, J., & Drenkard, K. (2018). Engaging employees in well-being: Moving from the Triple Aim to the Quadruple Aim. Nursing Administration Quarterly, 42(3), 231–245. doi:10.1097/NAQ.0000000000000303
Norful, A. A., de Jacq, K., Carlino, R., & Poghosyan, L. (2018). Nurse practitioner–physician comanagement: A theoretical model to alleviate primary care strain. Annals of Family Medicine, 16(3), 250–256. doi:10.1370/afm.2230
Palumbo, M., Rambur, B., & Hart, V. (2017). Is health care payment reform impacting nurses’ work settings, roles, and education preparation? Journal of Professional Nursing, 33(6), 400–404. doi:10.1016/j.profnurs.2016.11.005
Park, B., Gold, S. B., Bazemore, A., & Liaw, W. (2018). How evolving United States payment models influence primary care and its impact on the Quadruple Aim. Journal of the American Board of Family Medicine, 31(4), 588–604. doi:10.3122/jabfm.2018.04.170388
Pittman, P., & Scully-Russ, E. (2016). Workforce planning and development in times of delivery system transformation. Human Resources for Health, 14(56), 1–15. doi:10.1186/s12960-016-0154-3. Retrieved from https://human-resources-health.biomedcentral.com/track/pdf/10.1186/s12960-016-0154-3
Poghosyan, L., Norful, A., & Laugesen, M. (2018). Removing restrictions on nurse practitioners’ scope of practice in New York state: Physicians’ and nurse practitioners’ perspectives. Journal of the American Association of Nurse Practitioners, 30(6), 354–360. doi:10.1097/JXX.0000000000000040
Ricketts, T., & Fraher, E. (2013). Reconfiguring health workforce policy so that education, training, and actual delivery of care are closely connected. Health Affairs, 32(11), 1874–1880. doi:10.1377/hlthaff.2013.0531
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Interprofessional Organizational And Systems Leadership
/in Uncategorized /by developerAssignment: Change Implementation and Management Plan
It is one of the most cliché of clichés, but it nevertheless rings true: The only constant is change. As a nursing professional, you are no doubt aware that success in the healthcare field requires the ability to adapt to change, as the pace of change in healthcare may be without rival.
As a professional, you will be called upon to share expertise, inform, educate, and advocate. Your efforts in these areas can help lead others through change. In this Assignment, you will propose a change within your organization and present a comprehensive plan to implement the change you propose.
To Prepare:
The Assignment (5-6-minute PowerPoint presentation):
Change Implementation and Management Plan
Create a narrated PowerPoint presentation of 5 or 6 slides with video that presents a comprehensive plan to implement the change you propose.
Your presentation should be 5–6 minutes in length and should include a video with you as presenter.
Your Change Implementation and Management Plan should include the following:
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Interrelationship Between Theory Knowledge And Research And Ebp
/in Uncategorized /by developerThe Interrelationship Between Theory, Knowledge, and Research and Evidence-Based Practice
Fawcett and Garity (2009) present an overview of the relationship between theory, knowledge, research, nursing research, and evidence-based practice (see attached file). As you prepare for this Discussion, reflect on your own specialty area and consider how the authors’ definitions of evidence-based practice and of research align with your understanding of these concepts based on your professional experiences and your experiences as a doctoral student embarking on your EBP Project.
To prepare:
By Wednesday 9/19/18 by 1:00 am please write a minimum of 550 words essay in APA format with at least 3 scholarly references from the list of required resources below. Include the level 1 headings as numbered below:
Post a cohesive scholarly response that addresses the following:
1) How do Fawcett and Garity’s (see attached file)definitions align with your understanding of knowledge, theory, research and evidence-based practice? Support your response with evidence from the literature (quote the literature below in the required readings).
2) Discuss the interrelationship between theory, knowledge, research and evidence-based practice.
3) How does this interrelationship support or guide your EBP Project?
Required Readings
Terry, A. J. (2018). Clinical research for the Doctor of Nursing practice (3rd ed.). Burlington, MA: Jones & Bartlett Learning.
With your EBP project in mind, select and read the chapter that best fits your proposed methodologies: (I can attach the following chapters, let me know if you don’t have them and need me to attach them)
Fawcett, J., & Garity, J. (2009). Chapter 1: Research and evidence-based nursing practice. In Evaluating Research for Evidence-Based Nursing, (pp. 3-20). Philadelphia, PA: F. A. Davis.
Adams, J.M., & Natarajan, S. (2016). Understanding influence within the context of nursing: Development of the Adams influence model using practice, research, and theory. Advances in Nursing Science, 39(3), E40-E56.
Djulbergovic, B. (2014). A framework to bridge the gaps between evidence-based medicine, health outcomes, and improvement and implementation science. Journal of Oncology Practice, 10(3), 200-202.
Hutchinson, A.M., Bioeth, M., Wilkinson, J.E., Kent, B., & Harrison, M.B. (2012). Using the promoting action on research implementation in health services framework to guide research use in the practice setting. Worldviews on Evidence-Based Nursing, First Quarter, 59-61.
Leung, K., Trevena, L., & Waters, D. (2014). Systematic review of instruments for measuring nurses’ knowledge, skills and attitudes for evidence-based practice. Journal of Advanced Nursing 70(10), 2181–2195.
Leung, K., Trevena, L., & Waters, D. (2016). Development of a competency framework for evidence-based practice in nursing. Nurse Education Today, 39, 189-196.
PIICOT Question
In patients in extended intensive care within an urban acute care facility in Eastern United States, how does early mobilization as recommended by National Institute of Health and Care Excellence clinical guidelines on rehabilitation of patients after critical illness impact early transfers from intensive care as measured 6 months post-implementation when compared to the current standard of care including minimal mobilization of patients?
P: Adult patients
I: in extended intensive care within an urban acute care facility
I: increased mobilization of the patients
C: minimal mobilization of the patients
O: early transfers of the patients from intensive care
T: 6 months
Due tomorrow 09/19/18 by 1:00 am. Thanks!
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Intervention Research And Systems Research 19163661
/in Uncategorized /by developerWhat is the difference between intervention research and systems research? Provide an example of a public health advancement or accomplishment that represents each type of research. In addition, explain the role of systems research and the integration of systems theory for public health programs implemented within community-based organizations. Justify your rationale.
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