Assignment: National Patient Safety Goal

This assignment will be done in the classroom with discussion to follow.

1.  Read the following chapter from the book, “Patient Safety and Quality: An Evidence-Based Handbook for Nurses” and provide a brief overview.

https://www.ncbi.nlm.nih.gov/books/NBK2681/

2.  List the National Patient Safety Goals from the Joint Commission’s website appropriate to the long-term care environment and what precautions should the nurse take relative to EACH safety goal? 

https://www.jointcommission.org/-/media/tjc/documents/standards/national-patient-safety-goals/2022/npsg_chapter_alc_jan2022.pdf

3.  From the book, “Patient Safety and Quality: An Evidence-Based Handbook for Nurses,” select one other chapter to read and provide a brief overview.  Apply the main concepts to the long-term care facility environment.  This could be a situation from work or from school or a personal experience. 

http://www.ahrq.gov/qual/nurseshdbk/

4.  Select a Speak Up brochure developed by The Joint Commission. Follow this link to the proper website: https://www.jointcommission.org/topics/speak_up_campaigns.aspx and answer the following questions.

a.  Identify the brochure you chose and the demographic it applies to. Who else can utilize this information?

b.  Why is the brochure you chose important?

c.  What was done well? What could be improved?

d.  How will patient safety be improved from the chosen brochure?

e.  Discuss how current nursing or healthcare-related research supports the information presented in the brochure.

Title

Assignment:  National Patient Safety Goal

Put X in box to correspond with the SLO (s)

Put X in box to correspond with the Competency (s)

Knowledge/Practice/Ethical Comportment

K

P

E

Student Learning Outcome(s)

Patient-Centered Care

Communication Skills

 

Nursing Process

Learning Needs

Technology

Documentation

Informatics

Nursing Judgment

Prioritization

Nursing Judgment

Professionalism

Professionalism

Ethical/Legal

Quality Improvement

Patient Care Concerns

Systems

Safety

x

Patient Complications

Safe Nursing

x

x

x

Teamwork/Collaboration

Communication

Conflict Recognition 

Managing Care 

Managing Care of the Individual Patient

Assign/Monitor 

Where should this assignment be used:

Classroom

X

Clinical Setting

X

Independent Study

X

Online/Web Based

X

Skills Lab

Simulation

 

Revised from Linda Caputi © (What type of assignment is this?)

Patient Care Assignment

Non-Patient Care Assignments

Patient Care

The assignments are related to the student while providing patient care in the clinical setting.
Example:  Concept mapping care for one or multiple patients. 

Thinking Focused
Assignments encourages critical thinking and clinical reasoning and teaches students to think like a nurse.

Patient Focused

The student focuses on specific aspects of patient care such as safety, falls, diabetes, other diseases, etc.

Systems Focused

Assignments help the student understand the clinical world, the nurse’s work therein, and the effect of the system on the nurse and the patient.
Example:  How the system completes medication administration from order to delivery to patient.  

x

x

x

 provide further suggestions on how their database search might be improved. Use 2 refrences 

  

In pediatrics, clinicians are constantly searching for ways to refrain from or reduce the amount of pain we inflict on patients. That may involve less frequent lab work or making the choice to leave out a PIV that is lost. Though efforts are made to reduce pain in healthcare settings, we are not able to guarantee painless experiences. One of the most notable examples of unavoidable pain is childhood immunizations. Since I am a current pediatric nurse and in the primary care pediatric NP track, this is and will even more so, become a common practice issue for me. I wanted to figure out what methods of distraction work for infants when receiving immunizations. Using Richardson and colleagues’ concept (1995, as cited by Davies, 2011) I created the PICO question: In infants, do distraction techniques during immunization administration result in lower pain scores when compared to no intervention? 

Using the CINAHL and MEDLINE combined database, I searched the terms “distraction + immunization”. 106 articles resulted. After adding the term “infant” and excluding duplicates, reviews, and studies that involve study groups other than infants,10 articles remained. I used search techniques recommended by Stillwell et al. (2010). I searched using relevant keywords from my PICO question and used infant as my final limit on the articles that resulted. To improve my database searches, I could ask a librarian for help, use subject terms, or increase the publication date range on my search (Melnyk & Fineout-Overholt, 2023, pp. 62–87). 

 In response to your peers, please aim for at least one paragraph that provides additional information, a different perspective, or a follow-up question related to their post. Maintain a respectful and supportive tone, acknowledging and appreciating their contributions. The goal is to engage in a collaborative learning environment, allowing everyone to explore the topic further and deepen their understanding of the subject matter. 

1#   I do not believe there is any one memory that I could label as my all-time favorite memory, but one of the memories that I thoroughly enjoy looking back on is the first time I rode my bike. I was able to ride with all my older cousins who I adored at the time and really made me happy. Of course, everyone has a very simple core memory like the one I chose but we do not realize how important they truly are. My grandfather was the one who pushed me to build up my courage that day, and I remember how much patience he had with me while building up my courage. This memory is indefinitely a long-term memory due to the fact that I can still remember exactly what happened years later as well as the fact that I will forever have the ability to ride a bike. There are many emotional associations relating to this memory but the most prominent ones would be joy and fear. Riding a bike for the first time was extremely thrilling which not only caused joy but it also caused a sense of fear, naturally. Having knowledge of the different types of memories can make you understand just how important certain memories are, and can also help people remember things by knowing how memories can be stored.  

2# . My favorite memory is of a family vacation to the Grand Canyon when I was a child. The memory falls under the category of long-term memory, specifically episodic memory. Episodic memory is a subcategory of long-term memory that involves the recollection of specific events, situations, and experiences. The reason I classify this memory as an episodic long-term memory is that it involves a specific event that happened in my past, which I can recall in detail. The memory is not just a fact (as in semantic memory), but a complex amalgamation of sensory experiences, emotions, and the temporal context. The sensory details that make this memory stand out include the visual image of the vast, colorful canyon, the feeling of the wind blowing against my face, and the sounds of nature around me. These sensory details were encoded into this memory, making it vivid and rich. The emotional associations include joy and a sense of adventure, which also contribute to the strength and vividness of the memory. Understanding the different types of memory significantly impacts my understanding of my experiences. Knowing that sensory details and emotions can strengthen memory encoding, I’m more aware of my sensory and emotional experiences in the moment. Additionally, understanding that not all types of long-term memory are the same (episodic vs. semantic) helps me appreciate the complexity of human memory and cognition. It also reminds me that my experiences and the memories I form from them are unique and multifaceted.

Due 9/23/23    1 pm EST

 

• For this assignment, you must complete a matrix table for three research articles (see template provided below).
• You will be identifying the following to complete the table:
  • Articles/reference (in APA format)
  • Purpose of the article/Study question
  • Variables (i.e. independent vs dependent)
  • Study design: Quantitative/Qualitative/Mixed
  • Sampling
  • Methods
  • Instruments
  • Findings/Result
• You will be identifying the concepts being explored in the study: the “what” of the study, the methods or the “how” of the study, participants in the study or the “who,” along with the instruments/tools used in the study to collect data, i.e., surveys, interviews, etc.
• Lastly, you will state the findings of the study.

• Remember, the studies should support your ideas and should be less than five (5) years old.
• They should not be from the Web, but from the library databases. Use the resources found in the library.
• In addition, you must follow APA 7th edition guidelines when documenting the reference in the first column.
• Please use, at minimum three scholarly references for this assignment.

Topic and 3 articles that were used previously

  

TOPIC:  Healthcare Equity among the Elderly in Europe 

· Article 1: “ Equity in healthcare access and service coverage for older people: a scoping review of the conceptual literature. “

The article evaluates the various interventions on health equity, impact on health outcomes, healthcare access, and reductions in health disparities.

· Article 2: “Evaluating Policy Reforms for Healthcare Equity Among the Elderly in Europe”

It investigates the impact of policy reforms on health disparities and access to healthcare services.

· Article 3: “Socioeconomic Factors and Health Outcomes Among European Elderly: A Critical Analysis of Healthcare Equity Policies”

It critically examines the role of socioeconomic factors in healthcare equity and disparities.

APPLYING EI TO SALUTOGENESIS IN COLLEGIAL RELATIONSHIPS

Collegial relationships, based on professional role interaction and shared values, commitment, and hardship can also be salutogenic. Two nurses who don’t “get along” may find common ground (meaning) in shared commitment to solving a particularly difficult patient problem. A doctor and nurse may find new respect and a deeper level of effectiveness when they use their different approaches together to achieve a common goal, deepening their partnership at the same time patient goals are achieved. The effectiveness of excellent mentors, teachers, and supervisors often rest with their ability to form salutogenic relationships that are very different from friendships or other relationships of equal power.

In collegial relationships, EI ability feeds the salutogenic qualities of a relationship. Identifying emotions, especially those related to conflict like competitiveness, jealousy, defensiveness, and resistance leads to an opportunity to move beyond them and set shared meaning as the primary goal. This is illustrated in a relationship between two ICU nurses who openly acknowledged their dislike of each other. Head-to-head over a deep open wound in their patient’s leg, they finally looked at each other and said, “You will never be my friend, but we both want this thing healed.” This identification of emotions, along with the spoken commitment to a common goal, enabled them to set aside the emotions that were keeping them from working well together. They never did become friends, but their professional relationship, built on their mutual respect and professional work together, nourished them both.

EI, SALUTOGENESIS, AND NURSING RESEARCH

Little research examines EI ability as it affects salutogenesis in nurses specifically, but a great deal of evidence supports the relationship between EI and related concepts, physical and emotional health, self-efficacy, and emotional self-care in moral and spiritual distress. Meta-analysis of general population (including samples greater than 19,000), concluded that EI correlated with emotional and physical health (Kotsou et al., 2018; Martins et al., 2010). Development of EI ability has been correlated with health outcomes in nurses, and several studies identified EI as a mediator in nurses’ stress responses and burnout (Afsar et al., 2017; Hurley et al., 2020; Jurado et al., 2019) (see Chapter 15 for research summary). It is particularly interesting that countries as culturally dissimilar as the United States, Pakistan, Greece, Spain, and China report similar findings.

DEVELOPING EMOTIONAL INTELLIGENCE AND CULTIVATING SALUTOGENESIS

THE PRACTICE OF REFLECTION AND USING THE RELAXATION RESPONSE

As the stories in this chapter suggest, identifying emotions in professional practice—and ways of understanding them, that have particularly rich meaning—is a great way to begin. 

Let us consider the following questions for our writing assignment this week that can start us off on this practice. 

1-When you are at the bedside, what emotional experiences make you feel more human, more deeply alive? 

2-What emotions have the opposite effect, diminishing your humanity?

3-The ability to use emotions to reason is particularly important in this work. 

4-How does what I feel deepen my understanding of this emotion? 

5-How does my understanding of this emotion change how I feel?

APA FORMAT 

NO PLAGIARISM MORE THAN 10%

DUE DATE SEPTEMBER 25, 2023

4 PAGES

REFERENCES NO OLDER THAN 5 YEARS IN APA FORMART