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Issue Analysis and Leadership Action Plan Sample Paper

Introduction

Improvement in the quality of health is a major concern for healthcare facilities and governments. To provide quality healthcare, healthcare facilities focus on improving service delivery, reducing healthcare costs, and enhancing patient outcomes. To achieve these objectives, healthcare organizations must put in place proper leadership structures, skilled staff, and appropriate tools to create a robust healthcare system. The leadership structure and composition of any health facility are among the key factors that determine how effective the system is. For instance, staff satisfaction and patient outcomes are heavily dependent on effective leadership. Patient outcome is one of the key indicators used for measuring the quality of healthcare. Thus, effective leadership, collaboration, and organizational culture in the healthcare sector are critical for patient satisfaction. Patient experiences are direct to proportionate to the level of staff satisfaction. Quality Improvement is critical in curtailing medical errors.

IHI Triple Aim

Healthcare facilities face a major burden from medical errors. One way of addressing this issue is by adopting the Triple Aim concept. This approach integrates the needs of healthcare workers as well as improving quality outcomes for patients. Improving healthcare and patient satisfaction are both critical in attaining the desired health outcomes (Rathert et al., 2018). Other outcomes such as health care policies, functional leadership structures, and a conducive working environment play a pivotal role in ensuring effective service delivery and satisfaction.

Author Patricia Yoder-Wise in her book Leading and Managing in Nursing (2019) asserts that health caregivers especially nurses, play a crucial role in the success of the healthcare system. The book advocates for the adoption of the Triple Aim concept as a method of curbing medical errors (Yoder-wise et al., 2019). According to the author, critical factors in curtailing medical errors include improving access to healthcare, provision of quality services, affordable healthcare services, and considering the work-life of the healthcare providers. To provide satisfactory health care services, it is necessary to adopt an organized structure to govern the operations.

In today’s Healthcare sector, there is an adoption of a strategic management process that helps in coping with the existing dynamics in the sector. Ginter et al (2018) states that embracing strategic management provides effective leadership in the health care sector. Besides, strategic management bring an aspect of safety culture in the article “Keeping Patients Safe in the Healthcare Organization” (Ginter et al., 2018). The structuration theory advocate for the involvement of both the caregivers and the leaders within an organization. The caregivers through the available communication channels share their organizational values with the patient to develop a safety culture system. The structures aim to provide the organizations with a governing guide for the leaders, staff, and patients.

Leadership

In every organization, there are leadership structures outlined to govern their operations. These structures are a result of identified leadership styles that have been proven effective over the years. The coursebook gives an outline of various leadership theories that can be used to effectively manage healthcare facilities. The first is trait theory that focuses on an individual character to distinguish their strength and weaknesses as a leader (Kingsley & Patel, 2017). The second is situation theory that is characterized by trust relationships, the nature of the task, and power influence. The strategy entails having a particular set of expectations and a reward system to motivate staff.

The adoption of this concept is dependent on job performance. Thirdly, the transformational theory is focused on meeting the needs of members to keep them highly motivated. This concept allows leaders to be role models in being optimistic and encouraging member’s creativity (Cope & Murray, 2017). The strategy intends to boost staff morale and promote development since they are confident of having a supportive leadership structure. The above theories seek to embrace systems that can promote the creativity of the staff, increase productivity and performance, and provide a conducive working environment in efforts to attain a high level of members’ satisfaction and improved health care provision.

Patient outcome is among the key measuring index of the quality of any health care facility. However, satisfactory patient outcomes cannot be achieved without considering the well-being of caregivers. These two factors are directly dependent on each other in that a motivated and satisfied care provider is equivalent to a more satisfying patient outcome (Kingsley & Patel, 2017). The leadership factor is key to the growth of any organization. Therefore, there is a necessity to invest in leadership skills at all levels of the organization since knowledge and skills in leadership influence the level of staff satisfaction and commitment to the organization. The type of leadership Styles in an organization directly affect satisfaction levels with both the patients and the staff. From the analysis of the above leadership theories, transformational leadership theory has proven to embrace satisfactory relationships among patients, staff, and leaders. Adoption of an appropriate leadership style is crucial in achieving satisfactory and delivering quality patient outcomes in the health sector.

Culture

Culture is a set of beliefs, norms, practices, and traits of religious, social, and social group. For healthcare organizations, culture is critical because it affects patient outcomes and the delivery of quality health. A just culture in the healthcare industry is critical because it promotes safe behaviors by healthcare workers leading to improved quality care. Health experts assert that a positive culture helps to weed out medical errors by alleviating/human errors. Human errors occur when people do what they should not do. Risky behaviors in the healthcare industry lead to costly mistakes. Similarly, irresponsible behavior by healthcare workers is a big risk to patients and healthcare facilities. Studies conducted in the U.S. reveal that teamwork and improved safety culture help healthcare systems reduce errors that lead to patient harm. Safety culture in healthcare system is the product of attitudes, patterns of behavior, perceptions, values, and beliefs. These parameters determine the quality of health provided to patients in healthcare settings.

Collaboration

One of the critical outcomes expected from healthcare facilities is Interprofessional collaboration. Interprofessional collaboration has emerged as a critical tool in the provision of enhanced quality healthcare for patients. Healthcare system works on collaborative system that allows different healthcare professionals to work collaboratively. These collaborations help to improve the quality of care provided to patients leading to a reduction in medical errors. For example, a nurse work collaboratively with other healthcare professionals the platform to diagnose and create an effective treatment plan (Randhawa, & Ahuja, 2017). Through established patient systems, physicians use the systems to create an effective treatment plan for the patient while a researcher can use the patient system from the platform with the aim of conducting further research on complex cases to provide a solution.

Reduced medical errors have a positive impact on the quality of care for patients, improves patient safety, and helps to improve overall patient care. For hospitals, reduced medical errors mean improved reputation, good customer relations, and reduced cost of operations. For example, medical errors cost hospitals millions of dollars every year, money that would be used on other critical ventures. Nursing informatics allows healthcare facilities to increase the level of quality provision as well as cutting down the costs of operations.

Medication Errors and Action Plan

Medication error is a public health concern that burdens the healthcare industry with unnecessary costs. Incidences of medical errors in America have doubled over the last few years causing the industry billions of dollars in damages and related costs. Errors related to dispensing, prescribing, administering, and monitoring are the most common forms of medical errors in healthcare facilities. To reduce medical errors individual healthcare facilities working in collaboration with relevant government agencies have created pharmacovigilance activities to curb medical errors (Tariq et al., 2020).

These pharmacovigilance activities cover all factors critical in risk management through the implementation of specific measures that minimize medical errors such as effective leadership. Many modern healthcare organizations no longer view leadership as merely a function of authority. Instead, many advanced organizations view leadership as an act of social good where everyone benefits from leadership. To prevent medical errors, healthcare organizations formulate SMART goals that lead to streamlining medical operations. Effective leadership and management are critical for the delivery of quality health services. The skills, behaviors, and outlook of leaders are essential for the effective management of healthcare facilities.

Leadership Action Plan

            As the healthcare system continues to transform, nurses find themselves in situations of changing roles. Owing to the changing health care environment in the country, nurses have to evolve with the changes and must learn the factors influencing such changes. One of the issues which nurses must deal with under the current health care environment is increased quality of care for patients (Loan, et al, 2017). In this regard, nurses must acquire new skills or enhance their skills especially on wellness and care of populations. This, according to Patel and Rushefsky (2019), is because the new reforms lay emphasis on patient-centered care, and quality improvements. For the nursing fraternity, changes will be necessary not only at the individual level but also at the organization level. In terms of wellness, nurses have to shift their focus from illnesses to prioritizing on preventive measures, as well as paying attention on general wellness and education on health.

Improvements in the quality in the healthcare industry promote Interprofessional quality outcomes. Healthcare leadership have come up with Quality Improvement-QI mechanisms to reduce medical errors. QI also entails using evidence-based interventions and changing the existing models to make them more relevant. The second case study involved the Application of the Institute of Healthcare Improvement Models for QI in public health by South Carolina (Rathert et al., 2018). Outcomes from this experience include a recommendation to provide appropriate staff training on the program to ensure they have the needed skills for implementing the program. The experience also stated that staff members require sufficient authority to function independently and make decisions personal decisions whenever there is no substantial evidence to guide them. QI is critical in reducing medical errors.

Quality improvements could be systematically used to improve preparedness and the capacity of healthcare workers to improve service-a parameter useful in improving the overall public health performance (Mannion, & Davies, 2018). Many public health facilities have been struggling with emergency preparedness that has affected their ability to provide quality care. However, implementing this program can help improve the provision and management of emergencies. For example, dealing with emergency cases such as pandemic influenza requires that health facilities perform core functions such as disease surveillance, case investigation, and conducting public education to mobilize and increase community awareness.

The driving forces behind the new healthcare reforms in the United States include concerns for quality and costs. Unlike in the past, today, health outcomes have become an important matter in the country’s health care (Tariq et al., 2017) Demographic changes in chronic diseases and aging population are some of the compelling factors that have necessitated changes in the healthcare sector in America. In turn, the reforms have come with far-reaching consequences to providers, consumers, and the government. For consumers, being able to afford medical care is one of the biggest gains from the reforms. For providers, government funding through policies have given them new sources of income which in turn they use to improve quality of health care.

Conclusion

Medication errors are a big public health concern that adversely impacts key stakeholders such as pharmaceuticals, patients, regulators, insurance companies, and patients. Achieving improved healthcare is critical in attaining the desired health outcomes. Besides other factors such as effective health care policies, functional leadership structures, and a convenient working environment play a great role in ensuring effective service delivery and patient satisfaction.

To attain the desired outcomes, there is a need to invest in caregivers with the necessary skills to help them minimize medical related errors. The acquired skills play a great role in promoting leadership among the staff and advocating for quality service provision to the patients. In addition to skills, also the relationship between the type of leadership structure and the satisfaction of both staff and patients cannot be ignored. The above-discussed leadership theories seek to embrace systems that can promote the creativity of the staff, increase productivity and performance, and provide a favorable working environment in efforts to attain a high level of members’ satisfaction and improved health care provision.

References

• Cope, V., & Murray, M. (2017). Leadership styles in nursing. Nursing Standard, 31(43). https://doi.org/10.7748/ns.2017.e10836
• Ginter, P. M., Duncan, W. J., & Swayne, L. E. (2018). The strategic management of health care organizations. John Wiley & Sons.
• Loan, L. A., Parnell, T. A., Stichler, J. F., Boyle, D. K., Allen, P., VanFosson, C. A., & Barton, A. J. (2018). Call for action: Nurses must play a critical role to enhance health literacy. Nursing Outlook, 66(1), 97-100. https://doi.org/10.1016/j.outlook.2017.11.003
• Patel, K., & Rushefsky, M. E. (2019). Healthcare politics and policy in America. Routledge.
• Izadi, A., Jahani, Y., Rafiei, S., Masoud, A., & Vali, L. (2017). Evaluating health service quality: using importance performance analysis. International Journal Of Health Care Quality Assurance, 30(7):656-663. https://doi.org/10.1108/ijhcqa-02-2017-0030
• Kingsley, C., & Patel, S. (2017). Patient-reported outcome measures and patient-reported experience measures. BJA Education, 17(4), 137-144. https://doi.org/10.1093/bjaed/mkw060
• Yoder-Wise, P. S., Waddell, J., & Walton, N. (2019). Leading and Managing in Canadian Nursing E-Book. Elsevier Health Sciences.
• Mannion, R., & Davies, H. (2018). Understanding organizational culture for healthcare quality improvement. BMJ, 363. https://doi.org/10.1136/bmj.k4907
• Rathert, C., Williams, E. S., & Linhart, H. (2018). Evidence for the Tripple Aim. Medical Care, 56(12), 976-984. https://doi.org/10.1097/mlr.0000000000000999
• Randel, A. E., Galvin, B. M., Shore, L. M., Ehrhart, K. H., Chung, B. G., Dean, M. A., & Kedharnath, U. (2018). Inclusive leadership: Realizing positive outcomes through belongingness and being valued for uniqueness. Human Resource Management Review, 28(2), 190-203. https://psycnet.apa.org/doi/10.1016/j.hrmr.2017.07.002
• Randhawa, J. S., & Ahuja, I. S. (2017). 5S–a quality improvement tool for sustainable performance: literature review and directions. International Journal of Quality & Reliability Management, 34(3), 334-361. https://doi.org/10.1108/IJQRM-03-2015-0045
• Tariq, R. A., Vashisht, R., & Scherbak, Y. (2020). Medication errors. StatPearls [Internet]. Retrieved from https://europepmc.org/books/n/statpearls/article-24883/?extid=29763183&src=med

Jesus Higher Thinking Sample Paper

Introduction

The Bible portrays Jesus as a person who exercised tact and critical thinking in persuading his opponents and providing solutions to problems. Jesus did not try to force anything down on the people neither did he make his argument so explicit that people felt forced to accept his conclusion. Jesus employed the use of parables and deep talk to appeal and persuade his followers and opponents to accept his position. Through stories, Jesus wanted his listeners to actively evaluate his argument before making a decision. Jesus used questions, silence, parables, and stories to challenge people’s thinking. The present discussion examines Jesus’s methods of teaching, and in particular, how he leveraged higher order thinking skills to deliver His message.

Sermon on the Mount

The Sermon on the Mount is a collection of teachings from Jesus in which He used parables and stories to trigger thinking before action. One of the important Jesus’s teachings on the mount is the parable of the Good Samaritan, a story about a traveler who was attacked, beaten, and stripped of his clothes while on a journey and left for dead along the road. Many people passed him lying on the road without offering help. Only one person had mercy on him and picked him up.

Jesus used the parable of the Good Samaritan to challenge people to be mindful, merciful, and have kind hearts towards other people. The other important teaching of Jesus on the Mount was about the Law of Moses. In this teaching, Jesus stressed the importance of having ‘inward qualities’ and the idea of earthly fulfillment (Ferda, 2018). Through the Sermon on the Mount, Jesus’s teaching uses a clear pattern of Bloom’s Taxonomy of creating, evaluating, analyzing, applying, understanding, and remembering the pertinent concepts around an issue of interest.

Engagement with the Pharisees

Jesus’s encounter with the Pharisees was often challenging. The Pharisees took every chance they got to challenge Jesus and his authority. Indeed, the Pharisees felt that Jesus was a threat to their success and survival. They knew that if Jesus continued to preach, he would turn the people against them. One way through which Jesus tackled the Pharisees is through parables and storytelling. In many cases, Jesus did not want a confrontation/fight with the Pharisees, he chose to engage them using tact and skills. Specifically, Jesus sought to use peace and diplomacy when dealing with the Pharisees.

He did not want to condemn anyone, instead, he wanted everyone to get the opportunity to change their lives for the better, and that includes his opponents. He chose to create original parables with deep meanings that he used to justify/support his action and stand. He used teachings to condemn and advise the Pharisees about their wrong-doing. Jesus knew that using confrontation would lead to undesired consequences.

The Book of John

The book of John contains critical teachings about life, Jesus, eternal life, and the Jewish Identity. A greater part of John’s teachings is about Jesus Christ where he narrates who Jesus is and what he did. Interestingly, the book of John does not have even one parable, however, it is full of critical teachings on life, humility, dedication to God, and the need to emulate Jesus. The Gospel of John is considerably different from the other three books in the New Testament because it uses a different approach.

For example, the Book of John is highly spiritual and symbolic in ways that are sharply different from the method of narration used in the other New Testament texts (Dinkler, 2017). Further, the book illustrates how Jesus used diplomacy in teaching. It uses examples of Jesus’s works and miracles to show people the essence and benefits of believing in Jesus.

Engagement with People who sought him

Jesus dealt with people who sought him in different ways. He used questions, silence, parables, stories, and rebuke to respond to their concerns, questions, and scenarios. Noteworthy is that Jesus accommodated everyone who sought audience with him and answered according to what he felt was right. In terms of questions, Jesus used a lot of rhetorical questions, especially in dealing with difficult people. By asking questions, Jesus demonstrated the qualities of a good communicator (Fincham, 2020).

In terms of silence, Jesus sometimes chose to remain silent when he thought that answering a question would not help the situation. While many people would interpret silence as a weakness, Jesus understood that being silent is sometimes a powerful weapon that leaves the opposition with more questions than answers. Through silence, Jesus demonstrated power and authority without uttering a word. The techniques of silence, questions, parables, and stories were used by Jesus to challenge conventional thinking.

Conclusion

Through his teachings, Jesus leveraged several techniques in his bid to challenge people to think differently about their lives and actions. While most of his teachings leveraged parables as a means of passing information, circumstances exist where Jesus used a lot of questions when responding to questions posed to him.

Asking questions meant that Jesus not only encouraged engagement with those he encountered but inspired greater reflection on the self and the world around them. Interesting, the best teacher also chose not to answer some questions by remaining silent, a technique that proved equally powerful in challenging the opposition into deeper reflective and analytical thinking.

References

• Dinkler, M. B. (2017). A New Formalist approach to narrative Christology: Returning to the structure of the Synoptic Gospels. HTS Teologiese Studies / Theological Studies, 73(1), 1-11. doi:10.4102/hts.v73i1.4801
• Ferda, T. S. (2018). The Historical Jesus and the Law: The Form of His Activity and the Impact of Social Reputation. The Catholic Biblical Quarterly, 80(1), 62–80.         doi:10.1353/cbq.2018.0003
• Fincham, K. (2020). The King James Bible: Crown, church and people. Journal of Ecclesiastical History, 71(1), 77-97. https://doi.org/10.1017/S0022046918001318

Jewish Ethical Perspective on Physician Risk to Pandemic

Considering the current CPVID-19 pandemic, health workers and managers have been thrown into a series of ethical dilemmas on how to protect themselves from the risk of infection while still exercising their professional responsibility of caring for the patients (Solnica et al., 2020). Nurses, physicians and other healthcare practitioners have the professional and moral obligation to treat patients and face harm during the pandemic. However, the ethical question that arises is whether these health workers deserve the risk and whether their families and other patients deserve the risk too. But, the Jewish ethical perspectives, as well as various codes of ethics, give interesting insights into this issue.

First, the Jewish ethical perspectives opine that health practitioners have the obligation not to stand by and see their patients’ lives in danger (Solnica et al., 2020). Questions as to the obligation’s limits are also addressed. For instance, from a non-clinical approach to medical care, it is a Jewish tradition to show concern, empathize and care for patients even if they have communicable diseases – the art of medicine. Secondly, Jewish law requires that as a health professional, one is required to use their expertise to heal all patients including those with communicable diseases. This law correlates to the modern perspectives of ethical responsibilities that all medical practitioners bear to their patients.

Another Jewish perspective that relates to this issue is that societal needs mandate physicians to care for all patients including those with communicable diseases. Like soldiers who have the responsibility to protect society regardless of the eminent risks, so do the physicians who have the responsibility of caring for patients regardless of their communicable diseases (Iserson, 2020).

Finally, the Jews argue that physicians have the responsibility to endanger themselves because they earn a living from it. Health workers are not different from other high-risk workers such as construction workers who earn a living from risky jobs (McGuire et al, 2020). therefore, physicians are not obligated to care for patients with communicable diseases but are permitted to take the risks involved in it.

Ideally, these Jewish perspectives corroborate with the assertions by Hajar (2017) that any physician who accepts to bear all the responsibilities that come with the job cannot avoid the role of caring for patients with communicable diseases (Hajar, 2017). When one agrees to take up the job of a physician, they impliedly accept to take the risks associated with saving the patient’s life. Solnica et al. (2020) termed this a personal obligation that accompanies the oath of practice taken by medics as they enter the profession.

But, one of the ways the pandemic has changed the management aspects of practice as it relates to the risk of care is the level of protective care hospitals accord to their staff. The question open to debate is how much a physician is protected to mitigate or reduce the risk of harm. As such, hospital management is called upon to identify the risks of exposure and acquire all the necessary protective materials to enable physicians to safely deliver care to patients with communicable diseases.

To conclude, the COVID-19 pandemic has highlighted the subject of personal protective equipment (PPEs) and its role in addressing this ethical issue. It is unquestionable as to the role of healthcare professionals in providing care for all patients, including those with communicable diseases. But it is prudent to protect oneself from infection as they do so. Thus, PPEs have become one of the most essential ‘tools of work’ that healthcare managers could provide to employees.

References

• Hajar, R. (2017). The physician’s oath: historical perspectives. Heart Views: The Official Journal of the Gulf Heart Association, 18(4), 154. doi: 10.4103/HEARTVIEWS.HEARTVIEWS_131_17
• Iserson, K. V. (2020). Healthcare ethics during a pandemic. Western Journal of Emergency Medicine, 21(3), 477. doi: 10.5811/westjem.2020.4.47549
• McGuire, A. L., Aulisio, M. P., Davis, F. D., Erwin, C., Harter, T. D., Jagsi, R., Klitzman, R., Macauley, R., Racine, E., Wolf, S. M., Wynia, M., Wolpe, P. R. & The COVID-19 Task Force of the Association of Bioethics Program Directors (ABPD). (2020). Ethical challenges arising in the COVID-19 pandemic: an overview from the association of bioethics program directors (ABPD) Task force. The American Journal of Bioethics, 20(7), 15-27. https://doi.org/10.1080/15265161.2020.1764138
• Solnica, A., Barski, L., & Jotkowitz, A. (2020). The healthcare worker at risk during the COVID-19 pandemic: a Jewish ethical perspective. Journal of Medical Ethics, 46(7), 441-443. http://dx.doi.org/10.1136/medethics-2020-106294

Journal Entry Assignment PRAC 6675

Journal Entry Assignment PRAC 6675

Critical reflection on your growth and development during your practicum experience in a clinical setting helps you identify opportunities for improvement in your clinical skills, while also recognizing your strengths and successes.

Use this Journal to reflect on your clinical strengths and opportunities for improvement, the progress you made, and what insights you will carry forward into your next practicum.

To Prepare

Refer to the Population-Focused Nurse Practitioner Competencies in the Learning Resources, and consider the quality measures or indicators advanced practice nurses must possess in your specialty.

Refer to your Clinical Skills Self-Assessment Form you submitted in Week 1 and consider your strengths and opportunities for improvement.

Refer to your Patient Log in Meditrek; consider the patient activities you have experienced in your practicum experience and reflect on your observations and experiences.

In 450-500 words, address the following:

Learning From Experiences

Revisit the goals and objectives from your Practicum Experience Plan. Explain the degree to which you achieved each during the practicum experience.

Reflect on the 3 most challenging patients you encountered during the practicum experience. What was most challenging about each?

What did you learn from this experience?

What resources were available?

What evidence-based practice did you use for the patients?

What would you do differently?

How are you managing patient flow and volume? How can you apply your growing skillset to be a social change agent within your community?

Communicating and Feedback

Reflect on how you might improve your skills and knowledge and how to communicate those efforts to your Preceptor.

Answer these questions: How am I doing? What is missing?

Reflect on the formal and informal feedback you received from your Preceptor.

Population_focused_NP_competencies.pdf

PRAC 6665/6675 Clinical Skills 

Self-Assessment Form

Desired Clinical Skills for Students to AchieveConfident (Can complete independently)Mostly confident (Can complete with supervision)Beginning (Have performed with supervision or needs supervision to feel confident)New (Have never performed or does not apply)Comprehensive psychiatric evaluation skills in: Recognizing clinical signs and symptoms of psychiatric illness across the lifespanXDifferentiating between pathophysiological and psychopathological conditionsXPerforming and interpreting a comprehensive and/or interval history and physical examination (including laboratory and diagnostic studies)XPerforming and interpreting a mental status examinationXPerforming and interpreting a psychosocial assessment and family psychiatric historyXPerforming and interpreting a functional assessment (activities of daily living, occupational, social, leisure, educational).XDiagnostic reasoning skill in: Developing and prioritizing a differential diagnoses listXFormulating diagnoses according to DSM 5 based on assessment dataXDifferentiating between normal/abnormal age-related physiological and psychological symptoms/changesXPharmacotherapeutic skills in: laboratory and diagnostic studies (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management)XEvaluating patient response and modify plan as necessaryXDocumenting (e.g., adverse reaction, the patient response, changes to the plan of care)XPsychotherapeutic Treatment Planning: Recognizes concepts of therapeutic modalities across the lifespanXSelecting appropriate evidence based clinical practice guidelines for psychotherapeutic plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management, modality appropriate for situation)XApplies age appropriate psychotherapeutic counseling techniques with individuals and/or any caregiversXDevelop an age appropriate individualized plan of careXProvide psychoeducation to individuals and/or any caregiversXPromote health and disease prevention techniquesXSelf-assessment skill: Develop SMART goals for practicum experiencesXEvaluating outcomes of practicum goals and modify plan as necessaryXDocumenting and reflecting on learning experiencesXProfessional skills: Maintains professional boundaries and therapeutic relationship with clients and staffXCollaborate with multi-disciplinary teams to improve clinical practice in mental health settingsXIdentifies ethical and legal dilemmas with possible resolutionsXDemonstrates non-judgmental practice approach and empathyXPractices within scope of practiceXSelecting and implementing appropriate screening instrument(s), interpreting results, and making recommendations and referrals:Demonstrates selecting the correct screening instrument appropriate for the clinical situationXImplements the screening instrument efficiently and effectively with the clientsXInterprets results for screening instruments accuratelyXDevelops an appropriate plan of care based upon screening instruments responseXIdentifies the need to refer to another specialty provider when applicableXAccurately documents recommendations for psychiatric consultations when applicableX

Summary of strengths:

 

 

I believe my strengths lie in my professional skills. I’m able to work with many different personalities and maintain appropriate and respectful boundaries. I’m a team player and understand my duties as a APRN to advocate for my patients with a strong ethical compass.  I am able to collaborate with multi-disciplinary teams and stay within my scope of practice. I also believe I am able to be non-judgmental and show empathy toward my patients and their families.

Opportunities for growth:

Opportunities for growth in my skills that I found are:

·       differentiating between pathophysiological and psychopathological conditions.

·       selecting appropriate evidence based clinical practice guidelines for symptom management.

·       applying age-appropriate psychotherapeutic counseling techniques.

Now, write three to four (3–4) possible goals and objectives for this practicum experience. Ensure that they follow the SMART Strategy, as described in the Learning Resources.

1.       Goal: To improve my skills in efficiently and effectively differentiating between pathophysiological and psychopathological conditions. I will practice these skills and read scholarly articles related to these skills in conjunction with oversight for the remainder of this 12-week course.a.       Objective: Efficiently and effectively differentiate between client’s pathophysiological and psychopathological conditions

b.      Objective: Practice and execute multiple times under supervision

c.       Objective: Complete enough times to become competent in the next 12 weeks.

 

2.       Goal: To improve my skills in selecting appropriate evidence based clinical practice guidelines for psychotherapeutic plan specifically for symptom management.

a.       Objective: Become more proficient in selecting appropriate evidence based clinical practice guidelines for symptom management.

b.       Objective: Practice how to select appropriate evidence based clinical practice guidelines for symptom management

c.       Objective: Look for opportunities to seek guidance and constructive improvements through preceptor oversight and instruction throughout the next 12-week practicum rotation.

 

3.       Goal: To master my skills in applying age-appropriate psychotherapeutic counseling techniques with individuals and/or any caregivers

a.       Objective: Continue to master development of my age-appropriate psychotherapeutic counseling techniques with individuals and/or any caregivers.

b.       Objective: Implement age-appropriate counseling techniques with individuals and/or any caregivers at every psychotherapeutic session.

c.       Objective: Study, read and interpret course material and supplemental resources throughout this practicum 6675 Care across the Lifespan II.

 

 

 

Signature:

Date: 03/06/2022

Course/Section: PMHNP Care Across the Lifespan II Practicum

The Degree to Achieve Each Objective during the Practicum Experience Example

The first objective was to effectively differentiate between the client’s pathophysiological and psychopathological conditions. This will help ensure that I have enough information on the pathophysiological condition of the patient and how to treat the symptoms. Secondly, I was to learn how to build a therapeutic relationship with the patients and their families, ensuring effective communication.

Lastly, I was to learn how to remain professional and keep from getting attached to my patients. When patients are going through something difficult, I tend to get too attached to them, impacting my ability to remain objective and make the best decisions for my patients. I have resources that can help with patient interactions and how to make healthy connections as a therapist.

Most Challenging Patient Experiences

The most challenging patient experience I have had during the practicum experience was the case of a 16-year-old boy with ADHD. The case was challenging because the patient was sobbing throughout the interview, making it challenging to communicate. The patient did not want to take any medication for her condition.

Another experience I have had is the case of a Caucasian male patient 16 years old. He had personality changes and psychotic breaks. The case was challenging because the boy insisted he was fine, and his father did not want him to be given any medication. The final challenging patient had low self-esteem and hated himself. It was difficult to get him to speak about positive aspects of his life.

Lessons from the Experience

I learned how to handle and manage the feelings and expectations of family members regarding the mental health condition of their loved ones. It also allowed me to improve my use of patient-centered care since each patient was unique and had unique needs (Cao et al., 2018).

What Resources Were Available?

I had access to the hospital’s experienced psychiatrist, who would share the critical information on the patient’s development and highlight the critical signs to assess the patient. I also had access to previous patient records that I used to find out the patient’s history of mental illness. This information was useful in developing a suitable course of treatment for the patients.

Evidence-Based Practice Used for the Patients

For the three patients, the most effective evidence-based practice was to ensure the utilization of therapeutic communication (Duic?, 2019). Therapeutic communication allows the PHMNP to maintain professionalism in dealing with patients and their families and have a human aspect that allows patient-provider trust.

New Skills Learnt

I have learned to be an active listener and understand the patients’ needs. I have also learned the importance of individualized care for patients and how to make the course of action more effective. It has also allowed me to collaborate with other care providers.

What Would Have Been Done Differently?

I would have been more straightforward and firmer with insisting on the importance of medication for my patients. Supporting the families is just as important as supporting and treating the patient (Ozen et al., 2018).

References

Cao, B., Cho, R. Y., Chen, D., Xiu, M., Wang, L., Soares, J. C., & Zhang, X. Y. (2020). Treatment response prediction and individualized identification of first-episode drug-naive schizophrenia using brain functional connectivity. Molecular Psychiatry, 25(4), 906-913. https://doi.org/10.1038/s41380-018-0106-5

Duic?, L. (2019). Doctor-Patient Relationship-Focus In Psychiatry. Acta Medica Marisiensis, 65.

Ozen, M. E., Orum, M. H., & Kalenderoglu, A. (2018). Difficult patient in psychiatry practice: A case-control study. Ad?yaman Üniversitesi Sa?l?k Bilimleri Dergisi, 4(3), 1064-1073. https://doi.org/10.30569/adiyamansaglik.458680

LDR 612 Individual Development Plan Assignment

LDR 612 Individual Development Plan Assignment

Review your vision statement and short-term and long-term goals prior to developing your individual development plan outline for your mentee. Follow the outline prompts on the “Individual Development Plan Outline” resource to determine a plan to coach or mentor the mentee.

This outline should provide a clear vision for working with the mentee and meeting the preliminary short-term and long-term goals already established. The outline must include realistic activities you can and will implement with your mentee. In addition, research a minimum of three articles (3-5 pages each) that support two coaching and two mentoring techniques that would assist in meeting the desired outcome for the plan.

Once you have submitted the outline, you will be required to begin developing a timeline in order to implement a minimum of two activities with your mentee. The timeline is not required during submission, but it should provide a clear frame of reference for you and your mentee to achieve success.

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Implementing the activities with your mentee will not necessarily require an extensive time commitment, but it the time spent should provide the opportunity to use mentoring or coaching techniques to support the mentee.

While APA format 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.

Individual Development Plan Outline – LDR 612 Individual Development Plan Assignment

Mentee’s Name:

 

 

Mentor Value Proposition:

 

 

Mentee’s Vision:

 

 

Needs Assessment Results:

 

 

Short-Term Goals (0-6 months):

 

 

Long-Term Goals (6 months-2 years):

 

 

Activities to Meet Short-Term Goals:

 

 

Activities to Meet Long-Term Goals:

 

 

Mentoring Techniques (to support the predetermined activities):

 

Coaching Techniques (to support the predetermined activities):

 

 

Obstacles or Concerns:

 

 

Observations/Results (determined after implementation):

 

 

Modifications or Future Suggestions (determined after implementation):

 

Short-Term and Long-Term Goals

Short-Term GoalTimeframeReward or IncentiveDevelop a communication strategy that 90% of patients/patients’ families consider engaging and friendly.Three monthsImproved patient outcomes.Gain public speaking experiencing by delivering at least four presentations to peers.Four monthsImproved confidence.Reduce my stress and anxiety levels by 80% when working in traumatic situations.Four monthsImproved physiological and mental health.Improve my competence in dealing with new events by 20%.Six monthsPromotionIncrease the number of patients served by 5%.Six months.Pay raise.Reduce the time spent in serving each patient by 7.5%.Six monthsPay raiseLong-Term GoalTimeframeReward or IncentiveGain 100% efficiency in communicating with diverse patients.One year.Faster assessment, diagnosis, and treatment of patients. Overall improvement in patient outcomes.Reduce the chances of medical errors and misdiagnosis to below 5%.One and a half yearsPromotionIncrease the number of patients served by 25-30%.One and a half years.Pay raiseSuccessfully complete at least one training program.One year.Promotion/pay raise.

INDIVIDUAL DEVELOPMENT PLAN, VISION – LDR 612 Individual Development Plan Assignment

Contact: altman.luke@gmail.comMentee Name: Lucas AltmanMentorship Period: July and August 2019Current Position: Junior ParamedicValue proposition statementDeveloping skills and knowledge for providing high-quality emergency response for protecting the security and safety of our communities’ health. Facilitating acquisition and application of intellectual skills for emergency response.Vision statementAs a mentor, I will facilitate the acquisition of a broad range of knowledge for fast response in the emergency management field. The mentorship is focused on the development of intellectual skills, including elements such as knowledge, comprehension, analysis, and synthesis, and application (Sibson & Mursell, 2010). This program will help demonstrate the essence of learning through observation, teaching skills, and personal qualities related to the paramedic role (Sibson & Mursell, 2010).

It will help create an autonomy practitioner with the clinical expertise, knowledge, and skills to examine, diagnose and treat, supply and administer medication, manage, discharge, and refer patients in a wide range of emergency, urgent, critical or out of hospital settings. I will mentor a practitioner and equip them with the necessary skills and knowledge for:

· Responding quickly and effectively to emergency calls

· Examining patients, making diagnoses, and providing emergency healthcare

· Monitoring and offering medication, intravenous infusions, and pain relief

· Dressing wounds/injuries effectively and to prevent infections

· Using specialist equipment including defibrillators and ventilators

· Transporting patients to the hospital and providing continuous treatment while in transit

· Providing hospital personnel with patient information including condition and treatment

·.

LDR 612 Individual Development Plan Assignment References

Lane, M., Rouse, J., & Docking, R. (2016). Mentorship within the paramedic profession: a practice educator’s perspective. British Paramedic Journal, 1(1), 2-8.

Sibson, L., & Mursell, I. (2010). Mentorship for paramedic practice: a path to assessment. Journal of Paramedic Practice, 2(7), 321-328.

Needs assessment

My vision is to facilitate my mentee, a junior paramedic, to acquire a broad range of knowledge for fast response in the emergency management field. While the mentee shows high potential in the field, my observation revealed several needs that may need to be addressed in the course of developing his skills and knowledge.

One of the needs identified during the observation process is the limited competence in communication. The mentee may need to advance his communication skills and to differentiate the information that one can share with the patients and their families. As reported by Müller, Jürgens, Redaèlli, Klingberg, Hautz and Stock (2018), communication is one of the key determinants of the quality of services that emergency services professionals offer as it helps them in understanding the needs of the patient and establishing a collaborative environment.

In this case, information flow should be seamless. One of the goals that could help the junior paramedic to improve his competence is to improve his communication and ability to engage diverse patients and families. This would not only help in improving the effectiveness of the assessment, diagnosis, and treatment process, but it will also help in a reduction in the average time spent in serving each patient.

The paramedic also has issues with medical errors and limited experience in responding to the needs of the patient. As is common with many professionals in emergency services, the paramedic has expressed concern about the complexity of some cases and his limited experience in dealing with some of the cases. Some of these cases are also overwhelming due to the level of trauma that they cause, which could impair the ability of the paramedic to provide care or to offer the necessary services.

He is concerned that these limitations raise the chances of misdiagnosis and medical errors. This also impairs his ability to provide care to patients in transit. These personal factors also impair decision-making. The concerns raised by the paramedic are common among most of the professionals in this field.

While it is widely agreed that the prevalence of medical errors in emergency medical services is considerably higher than in other healthcare settings, as high as 60% of these errors have been associated to personal factors such as trauma, stress, anxiety, and inexperience (Guise, Hansen, O’Brien, Dickinson … Jui, 2017). This paramedic may thus need to set a goal that focuses on reducing the chances of committing errors and rising the quality of services.

The paramedic also needs to improve his skills and competence in working with specialist equipment. He is concerned that the diverse needs of patients demand the ability to work with a large number of specialist equipment, which is currently one of his major constraints due to limited experience. However, he is confident that this will improve in the long run.

He is also discontented with the low number of cases that he can handle and the duration taken to respond to an emergency call. The paramedic is convinced that he will reduce the time it takes to respond to emergency situations. Increased exposure and experience would also be helpful in improving the decision-making process and reducing the chances of medical errors. B

esides, it has been suggested that emergency medical services professionals should constantly update their knowledge to align with the changing needs of the patients and the rising number of health programs in the profession (Steeps, Wilfong, Hubble & Bercher, 2017).

This means that the paramedic may need to consider enrolling in training programs to augment his job experience. Additional training could also be beneficial in addressing the needs that have been identified in the paragraphs above such as the high chances of committing medical errors.

References

• Guise, J. M., Hansen, M., O’Brien, K., Dickinson, C., Meckler, G., Engle, P., … Jui, J. (2017). Emergency medical services responders’ perceptions of the effect of stress and anxiety on patient safety in the out-of-hospital emergency care of children: a qualitative study. BMJ open, 7(2), e014057.
• Mu?ller, M., Ju?rgens, J., Redae?lli, M., Klingberg, K., Hautz, W. E., & Stock, S. (August 01, 2018). Impact of the communication and patient hand-off tool SBAR on patient safety: a systematic review. Bmj Open, 8(8), e022202. doi: 10.1136/bmjopen-2018-022202
• Steeps, R. J., Wilfong, D. A., Hubble, M. W., & Bercher, D. L. (2017). Emergency Medical Services Professionals’ Attitudes About Community Paramedic Programs. The western journal of emergency medicine, 18(4), 630–639.

LEADERSHIP ANA MANAGEMENT Essay

LEADERSHIP ANA MANAGEMENT Essay

Today, you were assigned to provide total patient care for Mr. Dixon. He is a 73-year-old male who was admitted for a total knee replacement 2 days ago. Today, the bloody output from Mr. Dixon’s Jackson Pratt drains increased dramatically, and the incision site appears to be reddened, swollen, and hot.

He has required intravenous (IV) pain medication every 3 to 4 hours, which reduces his pain from a level 6 to 8 out of 10 to a group of 2 to 3. He refuses to use his continuous passive motion machine because he says it is too painful. He is also nauseated and refused his lunch today.

His bowel sounds are diminished. Mr. Dixon’s wife is at the bedside and shares with you that the patient does not usually complain, so she is worried that something might be wrong. Mr. Dixon’s surgeon is not expected to see this patient until later this evening, after the close of his private practice.

Directions: for the initial post use ISBAR to prepare your handoff report for the next shift and then share what you have prepared with a peer. Use the tool below.

The ISBAR tool leads to conscious, structured communication by …

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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort, and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized.

Read over your paper – in silence and then aloud – before handing it in, and make corrections as necessary. Often, having a friend proofread your paper for obvious errors is advantageous. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12-point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. Letting your essay run over the recommended number of pages is better than compressing it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted and double-spaced with a one-inch margin on each page’s top, bottom, and sides. When submitting a hard copy, use white paper and print it out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

 

Leadership and economic models Assignment 11

Leadership and economic models Assignment 11

Students must submit weekly reflective narratives throughout the course, culminating in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Students should also explain how they met a course competency or course objective(s) each week.

In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below. In the Topic 10 graded submission, each area below should be addressed as part of the summary submission.

• New practice approaches
• Interprofessional collaboration
• Healthcare delivery and clinical systems
• Ethical Considerations in health care
• Practices of culturally sensitive care
• Ensuring the integrity of human dignity in the care of all patients
• Population health concerns
• The Role of Technology in improving health care outcomes
• Health policy
• Leadership and economic models
• Health disparities

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation 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 before beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite

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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort, and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized.

Read over your paper – in silence and then aloud – before handing it in, and make corrections as necessary. Often, having a friend proofread your paper for obvious errors is advantageous. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12-point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. Letting your essay run over the recommended number of pages is better than compressing it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on each page’s top, bottom, and sides. When submitting a hard copy, use white paper and print it out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

you may find it is easier to complete certain types of daily

that evaluate the impact of leadership behaviors in creating healthy work environments.
Reflect on the leadership behaviors presented in the three resources that you selected for review.
Reflect on your results of the CliftonStrengths Assessment*

and accurate summary of the strategies used to address the organizational impact of the national healthcare issue/stressor. …Response accurately and thoroughly explains how the strategies may impact an organization both positively and negatively