NURS561PROMPTWEEK7

PROMPT1

What essential elements should be included in a health teaching plan addressing physical, emotional, social, and spiritual challenges in adolescents?

PROMPT2

Discuss  factors that contribute to risk-taking behaviors and situations during adolescence.  What impact might stress play on this age group? Do you see any connection between stress and common adolescent risk factors?  Consider the findings from the 2013 APA report Stress in America on millennials (pages 19-21 of the report).   

link:https://www.apa.org/news/press/releases/stress/2012/full-report.pdf

Nursing Business #3

  

Read the following chapters in Financial Management for Nurse Managers and Executives, 5 ed., Jones (2019):

Chapter 8 – Cost management 

Chapter 9 – Determining health care costs and prices

Chapter 10- Strategic Management

Chapter 11 – Budgeting Concepts

Chapter 12 – Operating budgets

Differentiate the concepts of cost and revenue and assess the benefits and limitations of the major forms of reimbursement on the delivery of healthcare services 200-300 words, APA format

You may use Google scholars or any other nursing journal or book.

Make sure all reference sources are within 5 years.

APA format.

Plagiarism receipt requires

Week 10 Community Nurse

 

Substance Use

How do you anticipate the legalization of cannabis in some states will impact that prevalence of cannabis use among children and adolescents? Discuss what, if any, effect there may be on development, academic attainment, and behavioral health.

No more than 21% of plagiarism 

DQ1 DQ2.

Identify two GCU Library scholarly databases that will help you find the best research articles to support your capstone project change proposal. Discuss why these two databases are better than Google Scholar or a general Internet search.

For additional information, the following is recommended:

Review the webinar information offered by the GCU Library. From the “Webinars and Workshops: Webinar Calendar” page, select the “Category” tab and scroll down to the Nursing and Health Sciences selection. Webinar participation is optional.

URL:http://libguides.gcu.edu/webinars

DQ2

The Institute of Medicine has stated a goal that 90% of practice be evidence-based by 2020.  According to HealthyPeople.gov, the United States is currently at approximately 15%. Discuss two barriers that might hold nursing practice from achieving this goal and suggest ways in which identified barriers may be addressed.

Read “Evidence-Based Practice: The Future of Nursing and the Role of Nurse,” by Jyothi, from International Journal of Nursing Education (2012).

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104394666&site=eds-live&scope=site

Read “Evidence-Based Practice, Step by Step: Asking the Clinical Question: A Key Step in Evidence-Based Practice,” by Stillwell, Fineout-Overholt, Melnyk, and Williamson, from American Journal of Nursing (2010).

URL:https://journals.lww.com/ajnonline/Fulltext/2010/03000/Evidence_Based_Practice,_Step_by_Step__Asking_the.28.aspx

Read “Adopting Evidence-Based Practice in Clinical Decision Making: Nurses’ Perceptions, Knowledge, and Barriers,” by Majid, Schubert, Luyt, Zhang, Theng, Chang, and Mokhtar, from the Journal of the Medial Library Association (2011).

URL:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3133901/

Read “Evidence-Based Practice: Share the Spirit of Inquiry,” by Arzouman, from MEDSURG Nursing (2015).

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsovi&AN=edsovi.00008484.201507000.00001&site=eds-live&scope=site

6021: Quality Control

Overview

Create a poster for a presentation about a quality improvement (QI) project or plan that builds on the work you completed in the first two assessments. Include an abstract of 100–250 words about the QI plan and key information in your poster.

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, it is recommended that you complete the assessments in this course in the order in which they are presented.

The ability to propose and promote quality improvements in care is a vital skill for a master’s-prepared nurse. One aspect of this is understanding strategies for implementing best practice changes in a team, department, or care setting. Another is understanding how best practices can help lead to a continuous quality improvement cycle. Additionally, it is important to grasp how successful change strategies can be leveraged to help in the creation or implementation of clinical best practices. Part of this is considering the audience when proposing quality improvement projects or new best practices. Another part of this is being able to effectively communicate the goals, rationale, and benefits of a project.

For this assessment you will create a presentation poster to communicate a quality improvement project.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Design patient-centered, evidence-based, advanced nursing care for achieving high-quality patient outcomes.
    • Evaluate specific evidence that supports the quality improvement methods proposed.
  • Competency 2: Develop change strategies for improving the care environment.
    • Explain how the project is grounded in successful change strategies.
  • Competency 3: Apply quality improvement methods to practice that promote safe, equitable quality of care.
    • Propose quality improvement methods to promote continuous improvement related to a specific biopsychosocial consideration.
  • Competency 4: Evaluate the efficiency and effectiveness of interprofessional care systems in achieving desired healthcare improvement outcomes.
    • Analyze the way in which interprofessional teamwork will improve the effectiveness or efficiency of the quality improvement project.
  • Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
    • Communicate quality improvement considerations to relevant stakeholders in a way that is clear, concise, and compelling for the audience.
    • Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

Assessment Instructions

Scenario

For this assessment, you may take one of two approaches:

  • The first is to build upon the clinical issue that was the focus of your Change Strategy and Implementation assessment, and turn it into a full, organization- or community-wide quality improvement initiative.
  • The second is to identify a new issue related to a biopsychosocial (BPS) clinical issue, or a clinical issue related to one of the items from the list of conditions, diseases, and disorders presented in the Resources section for the Concept Map assessment. The focus should be on a community rather than on a specific patient or health care setting.

As a master’s level nurse, your specific focus is on reviewing the implications of the data relevant to the clinical issue you are trying to address. Once you research this, review the aggregate data, and understand the BPS considerations relevant to the clinical issue, you can suggest strategies for improving the quality, equitability, and safety of care around the issue. You should act as an advocate for the value and need to pursue quality improvements to leadership and executives, as well as be able to present potential projects to a wide range of colleagues and community stakeholders.

Instructions

Create an abstract and a poster for a presentation to executive-level leadership of the organization, to the community, or to your colleagues that will sell them on your quality improvement plan.

Abstract Requirements
  • Your abstract should be 100–250 words.
  • It should summarize the key information in your poster.
  • Do not put your abstract on your poster itself; submit it as a separate document. Or, if you are using PowerPoint to help create your poster, create a new slide that is clearly labeled as your abstract.
Poster Requirements
  • Your poster should include the following sections:
    • Quality Improvement Methods.
    • Evidence Supporting QI Methods.
    • Change Strategy Foundation.
    • Interprofessional Team Benefits.
    • Overall Project Benefits.
  • There are templates in PowerPoint or on the Internet that can help you get a start designing your poster.

The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your presentation addresses all of them. You may also want to read the Quality Improvement Presentation Poster scoring guide and the Guiding Questions: Quality Improvement Presentation Poster document to better understand how each grading criterion will be assessed.

  • Propose quality improvement methods to promote continuous improvement related to a specific biopsychosocial consideration.
  • Evaluate specific evidence that supports the quality improvement methods proposed.
  • Explain how the project is grounded in successful change strategies.
  • Analyze the way in which interprofessional teamwork will improve the effectiveness or efficiency of the quality improvement project.
  • Communicate quality improvement considerations to relevant stakeholders in a way that is clear, concise, and compelling for the audience.
  • Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

  • Assessment 3 Example [PPTX].

Additional Requirements

  • Length of submission:
    • Abstract: 100–250 words. Your abstract should be succinct and precise.
    • Poster: Make sure your poster fits entirely onto a single poster template page (or slide) and contains all of the sections described in the assessment instructions.
  • Number of references: Cite a minimum of 5–7 sources of scholarly or professional evidence that support your considerations and plans. Resources should be no more than five years old.
  • APA formatting: Resources and citations are formatted according to current APA style.

response

I need a response for the following peers

1.  

Differential diagnosis in the analyzed clinical situation should first of all include benign breast formations, in particular, cysts (fibrocystic breast disease), galactocele (also called milk retention cysts), fibroadenoma, abscess and cystic form of carcinoma of this organ (Brkic et al., 2016). Unambiguously, taking into account the fact that just on medical history the patient had 2 pregnancies and more than 2 years of breastfeeding, and also taking into account the fact that after puncture of the formation, the latter disappeared and the clinicians received an opaque fluid, which indicates the cystic nature of this formation (Kumar & Prasad, 2019). The most likely causes are fibrocystic breast disease (the main causes are hormonal changes, which are especially symptomatic during periods of the menstrual cycle), as well as a retention cyst such as galactocele, which is formed as a result of a violation of the outflow of fluid through the milk ducts, more often during lactation.

Unambiguously, after medical practitioners receive the associated fluid from the lumen of the cystic formation, the latter should be subjected to cytological examination (screening) in order to possibly identify malignant atypical cells, or other cells in cellular elements that can give an important clue regarding the benignity of this tumor (Cottrell & Fisher, 2016). A biopsy of a breast mass is the most accurate method for excluding malignant growth in case of detecting suspicious signs in a cytological smear. In the case of confirmation of such a diagnosis as fibrocystic breast changes, the patient, in the absence of pain or other symptoms, does not need additional treatment, but at the same time, if breast cancer is suspected, psychological intervention or a neoadjuvant course of chemotherapy or radiation may be required. therapy, depending on the immune phenotypic characteristics of the tumor.

Given this burdened family history, the patient clearly has an increased risk of certain cancers, including breast cancer. Especially dangerous are the genetic forms of this disease, which are associated with mutations in the BRCA1 or 2 genes (Kumar & Prasad, 2019). But at the same time, in the case of adherence to the recommendations regarding screening (early detection of possible neoplasms using mammography and further biopsy), the patient will have a favorable prognosis for life.

2.

 

Coding and Billing Issues

Billing for nurse practitioner services is intricate and involves maneuvering through rules, policies, laws, and exceptions. Coding and billing errors have a significant impact on an organization’s bottom line. According to Oyeleye (2019), the billing and coding system in the United State is complex and practitioners are prone to make errors. Some of the errors can lead to disciplinary or legal actions. 

One of the issues is have encountered involves incident-to billing, especially when it involves billing an NP’s service under a physician’s NPI. Medicare rules allow “incident-to” billing in states that have a supervisory model of advanced practice registered nurses. Under this model, services provided by a supervised nurse practitioner can be billed under a physician’s NPI. Billing services as “incident-to” allows the services to be reimbursed at 100% of the Physician Fee Schedule rate. However, the rules of billing are complex. For instance, the physician is expected to have performed the initial service and subsequent services of a frequency that reflect their active participation in the management of the patient. Defining what constitutes “active participation” is challenging. For instance, a female patient was seen by a physician and treated for a recurrent urinary tract infection. After two weeks, the same patient returned to the clinic for follow-up, but upon the assessment and diagnostic tests, a new infection UTI was identified. A billing such as a client under “incident-to” was challenging because the physician had not participated in the management of the newly diagnosed condition. Another case involved a 57-year old woman visiting the clinic for her appointment. She had challenges managing her blood glucose and her adherence to medications was suboptimal. Her attending physician was not available. The challenge was to whether to bill the newly prescribed plan of care, which included metformin, under the physician NPI or NPs. I have also encountered issues billing and coding telehealth services, including incorrect use of modifiers. According to Barners et al., (2017), most of the billing errors and challenges facing nurse practitioners are related to state scope of practice and payment policies. Torren et al., (2020) identify payment policies as some of the significant barriers to APRN full practice in primary care.

One of the fundamental objectives of the Health Insurance Portability and Accountability Act was to simplify administrative processes. As a result, it led to the creation of a single identifier unique to every licensed health care provider that is used by all health insurers to facilitate billing. The Department of Health and Human Services and Center for Medicaid and Medicare Services (CMS) developed a system that assigns each provider a single number (National Provider Identifier, NPI), to help identify electronic transactions. The role of NPI is to uniquely identify providers in health care claims. NPIs are also used to track and identify providers prescription, in internal files to link proprietary provider identification numbers. The system covers all providers, including those working in hospitals. NPI is critical for nurse practitioners and advanced practice registered nurses who can bill patients. APRNs must apply for NPI to bill for their services. Once assigned, NPI is permanent and does not change based on practice settings or job. It is a 10-position numeric that does not contain specific information on the specialty or geographic location of the provider. APRNs must be aware of when to use their NPI to bill for services. This is may be influenced by geographic location of their practice, type of services and state scope of practice. It is critical for APRNs to update their knowledge of billing and coding systems because they keep on evolving.

Discussion #3

 Identify a population to assess and develop an evidence-based, primary care health promotion recommendations to deliver in their own communities (Ex: Hispanics-Diabetes, Africanamericans and Prostate Cancer,etc). 

QSEN

 

Towards the end of the NUR 200 clinical rotation, students will be assigned a specific concept to further research. Students must find at least one nursing article from an evidence-based, peer-reviewed nursing journal or research article relating to the assigned concept. Click of the link below to view your assigned competency. 

Assigned QSEN Competencies opens in new window

Quality and Safety Education for Nurses (QSEN) Competencies:

  • Patient-Centered Care
  • Teamwork & Collaboration
  • Evidence-Based Practice
  • Quality Improvement
  • Safety
  • Informatics   

      Name:                  QSEN

 Jamiu, Rashidat :     Informatics

On the last clinical day, students will collaborate with students from the other clinical groups who shared the same concept. Each concept group will share their experiences and research, and then report on their information to the class answering the following:

  1. Define your QSEN Competency.
  2. Discuss any pertinent experiences on the nursing units related to your concept.
  3. Discuss the nursing literature, research, and evidence-based practice related to your concept.
  4. Promote the importance of your concept to successful patient outcomes.
  5. Propose a list of actions based on what you have observed and researched about your concept to guide students as they transition into practice as an RN

 

Urinary Elimination

 

Chapter 21: Urinary Elimination

  1. A. Identify two common urinary tract difficulties commonly experienced by the elderly, 1. B. Write two appropriate nursing intervention.
  2. Describe two age-related changes in male and female reproductive systems, citing normal and abnormal conditions.

Please use the following 3 x 3 rule: when writing your weekly discussions: –

A minimum of three paragraphs per DQ. Each paragraph should have a minimum of three sentences.

All answers or discussions comments submitted must be in APA format according to Publication Manual American Psychological Association (APA) (6th ed.) 2009 ISBN: 978-1-4338-0561-5

Discussions must have a minimum of two references, not older than 2015.