Assignment: Scientific and Mathematical/Analytical Perspectives of Inquiry Paper

Compose a focused paper that explains and describes your healthcare issue/topic from the scientific and mathematical/analytical perspectives of inquiry. (You will cover two perspectives in one paper.)

Address your general topic by forming and answering two levels of research questions for each inquiry.

• Choose a “Level 1 Research Question/Writing Prompt” from both of the lists below to answer in the paper.
• Compose a “Level 2 Research Question/Writing Prompt” for each kind of inquiry that provides detail, specificity, and focus to your inquiry, research, and writing.
• State your research questions in the introduction of your paper.
• Answer each research question and support your assertions with evidence (research) to form the body of your paper.
• In the conclusion of the paper, briefly review the issues, research questions, answers, and insights.

Level 1 Research Questions/Writing Prompts
SCIENTIFIC Perspective of Inquiry

What are the anatomical, physiological, pathological, or epidemiological issues?
Which body systems are affected?
What happens at the cellular or genetic level?
Which chemical or biological issues are most important?

Level 1 Research Questions/Writing Prompts
MATHEMATICAL/ANALYTICAL Perspective of Inquiry

What are the economic issues involved?
Which economic theories or approaches best explain the issue?
What are the statistical facts related to the issue?
Which statistical processes used to study the issue provide for the best explanation or understanding?

Your paper must be five pages in length and reference four to six scholarly, peer-reviewed resources. Be sure to follow current APA Style (e.g., spacing, font, headers, titles, abstracts, page numbering).

 Respond to  your  colleagues by recommending at least one additional way you would treat a  child or adolescent client differently than you would an adult and at  least one additional way you would address the legal and ethical issues  involved. 

NOTE: Positive Comment

                                                     Main Discussion

This  discussion requires one to discuss the case of an adult client that had  a psychiatric emergency and discuss the different approaches that would  be taken if the client was a child or an adolescent. Indeed, this is a  common in the behavioral and psychiatric health facilities or settings.  What clinicians working in this setting may fail to consider is the fact  that different approaches should be used when interacting with an adult  and when interacting with a child or an adolescent and this is  regardless of whether the case is a psychiatric emergency or not.  However, in this discussion, attention to context shall be on a  psychiatric emergency.

 Psychiatric  emergencies may be manifested in different ways and others may require  that the patient should be involuntarily admitted to a mental health  facility because of the potential of causing harm to self or others.  When such decisions have to be made, it is always important to note that  the freedom of the client may be disregarded and this presents serious  ethical and legal issues that should not be ignored (Marty et al.,  2019). An adult male was presented to the behavioral health facility  with bruises on his neck. His wife narrated that she got into the house  at the right time and found him on the living room. He had purchased a  rope with the view of committing suicide. This was a patient with a  history of major depressive disorder that was recurrent.  Suicidal  attempt is a major psychiatric emergency (Sudarsanan et al., 2004).  Because of this psychiatric emergency, it was decided that he had to  undergo involuntary admission for purposes of mental health  stabilization. All states including the District of Columbia have laws  regarding emergency hold due to psychiatric emergencies. The only  differences pertain to the length of the hold, the extent of judicial  oversight, persons that can initiate the making of these decisions and  the rights of the person that has been put on emergency hold. For  instance, 2 states require some aspects of judicial review before the  decision is made. 9 require a judge to certify the decision and 5 states  have no guarantee regarding the assessment by a qualified mental health  professional at the time of the hold (Hedman et al., 2016). These are  laws that guide the involuntary admission of adults due to psychiatric  emergencies.

 If  this a case of a child or adolescent, state laws still apply, and such  laws should be adhered to at all times. In many states, minors are  considered to be incompetent when it comes to making decisions about  their health. In this case, due to a psychiatric emergency cause by a  suicide attempt, a parent can initiate the decisions and give consent to  the hospitalization of the child even if the child protests. When this  happens, the child may also not be discharged from the hold until the  parent or the guardian authorizes the release. In some states, younger  minors up to the age of 14 may not have a say. In other states, older  minors may be heard if their protest. A counsel may be required to make  sure that the due process is followed (Menninger, 2001). In this case,  the parents would be consulted and advised accordingly. If they consent  to the involuntary hold due to a suicide attempt, it would be  implemented immediately.The  rights of a child have to be protected at all times and there is need  to make sure that the surrogate decision makers of the child are  involved in the decisions that shall affect the rights of the child  especially if the freedom of the child is going to be affected through  an involuntary psychiatric hold.

References

Hedman,  L. C., Petrila, J., Fisher, W. H., Swanson, J. W., Dingman, D. A.,  & Burris, S. (2016). State laws on emergency holds for mental health  stabilization. Psychiatric Services, 67(5), 529-535

Marty,  S., Jaeger, M., Moetteli, S., Theodoridou, A., Seifritz, E., &  Hotzy, F. (2019). Characteristics of psychiatric emergency situations  and the decision-making process leading to involuntary admission. Frontiers in psychiatry, 9, 760.

Menninger, J. A. (2001). Involuntary treatment: Hospitalization and medications. Jacobson, James L. y Jacobson, Alan M.; Psychiatric Secrets, second edition. Philadelphia, PA: Hanley & Belfus, Inc, 477-484.

Sudarsanan, S., Chaudhury, S., Pawar, A. A., Salujha, S. K., & Srivastava, K. (2004). Psychiatric emergencies. Medical Journal, Armed Forces India, 60(1), 59

Discussion: Workplace Environment Assessment

How healthy is your workplace?

You may think your current organization operates seamlessly, or you may feel it has many issues. You may experience or even observe things that give you pause. Yet, much as you wouldn’t try to determine the health of a patient through mere observation, you should not attempt to gauge the health of your work environment based on observation and opinion. Often, there are issues you perceive as problems that others do not; similarly, issues may run much deeper than leadership recognizes.

There are many factors and measures that may impact organizational health. Among these is civility. While an organization can institute policies designed to promote such things as civility, how can it be sure these are managed effectively? In this Discussion, you will examine the use of tools in measuring workplace civility.

To Prepare:

• Review the Resources and examine the Clark Healthy Workplace Inventory, found on page 20 of Clark (2015) https://www.myamericannurse.com/wp-content/uploads/2015/11/ant11-CE-Civility-1023.pdf
• Review and complete the Work Environment Assessment Template in the Resources.

By Day 3 of Week 7

Post a brief description of the results of your Work Environment Assessment. Based on the results, how civil is your workplace? Explain why your workplace is or is not civil. Then, describe a situation where you have experienced incivility in the workplace. How was this addressed? Be specific and provide examples.

 Nursing research is used to study a dilemma or a problem in nursing. Examine a problem you have seen in nursing. Provide an overview of the problem and discuss why the problem should be studied. Provide rational and support for your answer. 

Read the following article:

Hoelscher, D. M., Sharma, S. V., & Byrd-Williams, C. E. (2018, December). Prevention of obesity in early childhood: What are the next steps? American Journal of Public Health, 108(12), 1585-1587. doi: 10.2105/AJPH.2018.304779

PLEASE SEE ATTACHMENT BEFORE BEGINNING ASSIGNMENT

Respond to the following questions:

1. How can public health educators (including nutritionists and prevention specialists) be involved in reducing the risk of obesity?
2. What age should obesity prevention efforts and interventions start? Explain.

  SOAP NOTE TEMPLATE SAMPLE

(Student Name)

Miami Regional University

Date of Encounter:

Preceptor/Clinical Site:

Clinical Instructor: Dr. David Trabanco DNP, APRN, AGNP-C, FNP-C

Soap Note # ____ Main Diagnosis ______________ 

PATIENT INFORMATION

Name:

Age: 

Gender at Birth: 

Gender Identity: 

Source: 

Allergies: 

Current Medications: 

·  

PMH: 

Immunizations: 

Preventive Care: 

Surgical History: 

Family History:

Social History: 

Sexual Orientation: 

Nutrition History: 

Subjective Data:

Chief Complaint: 

Symptom analysis/HPI:

The patient is … 

Review of Systems (ROS)

CONSTITUTIONAL: 

NEUROLOGIC: 

HEENT: 

RESPIRATORY: 

CARDIOVASCULAR: 

GASTROINTESTINAL: 

GENITOURINARY: 

MUSCULOSKELETAL: 

SKIN: 

Objective Data:

VITAL SIGNS: 

GENERAL APPREARANCE: 

NEUROLOGIC:

HEENT: 

CARDIOVASCULAR: 

RESPIRATORY: 

GASTROINTESTINAL: 

MUSKULOSKELETAL:

INTEGUMENTARY: 

ASSESSMENT:

Main Diagnosis

(Include the name of your Main Diagnosis along with its ICD10 I10. (Look at PDF example provided) Include the in-text reference/s as per APA style 6th or 7th Edition. 

Differential diagnosis (minimum 3)

–

–

–

PLAN:

Labs and Diagnostic Test to be ordered (if applicable)

· – 

· – 

Pharmacological treatment: 

–

Non-Pharmacologic treatment: 

Education (provide the most relevant ones tailored to your patient)

Follow-ups/Referrals

References (in APA Style)

Examples 

Codina Leik, M. T. (2014). Family Nurse Practitioner Certification Intensive Review (2nd ed.). 

ISBN 978-0-8261-3424-0

Domino, F., Baldor, R., Golding, J., Stephens, M. (2010). The 5-Minute Clinical Consult 2010

(25th ed.). Print (The 5-Minute Consult Series). 

Overview

Write a 5–7-page a comprehensive analysis on an adverse event or near miss from your professional nursing experience. Integrate research and data on the event and use as a basis to propose a quality improvement (QI) initiative in your current organization.

Health care organizations strive for a culture of safety. Yet despite technological advances, quality care initiatives, oversight, ongoing education and training, laws, legislation and regulations, medical errors continue to occur. Some are small and easily remedied with the patient unaware of the infraction. Others can be catastrophic and irreversible, altering the lives of patients and their caregivers and unleashing massive reforms and costly litigation.

The goal of this assessment is to focus on a specific event in a health care setting that impacts patient safety and related organizational vulnerabilities and to propose a quality improvement initiative to prevent future incidents.

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

• Competency 1: Plan quality improvement initiatives in response to adverse events and near-miss analyses.
  • Evaluate quality improvement technologies related to the event that are required to reduce risk and increase patient safety.
• Competency 2: Plan quality improvement initiatives in response to routine data surveillance.
  • Analyze the missed steps or protocol deviations related to an adverse event or near miss.
  • Analyze the implications of the adverse event or near miss for all stakeholders.
  • Outline a quality improvement initiative to prevent a future adverse event or near miss.
• Competency 3: Evaluate quality improvement initiatives using sensitive and sound outcome measures.
  • Incorporate relevant metrics of the adverse event or near miss incident to support need for improvement.
• Competency 5: Apply effective communication strategies to promote quality improvement of interprofessional care.
  • Communicate analysis and proposed initiative in a professional and effective manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
  • Integrate relevant sources to support arguments, correctly formatting citations and references using current APA style.

Competency Map

Check Your ProgressUse this online tool to track your performance and progress through your course.

Assessment Instructions

Preparation

Prepare a comprehensive analysis on an adverse event or near-miss from your professional nursing experience that you or a peer experienced. Integrate research and data on the event and use as a basis to propose a Quality Improvement (QI) initiative in your current organization.

Note: Remember, you can submit all, or a portion of, your draft to Smarthinking for feedback, before you submit the final version of your analysis for this assessment. However, be mindful of the turnaround time for receiving feedback, if you plan on using this free service.

The numbered points below correspond to grading criteria in the scoring guide. The bullets below each grading criterion further delineate tasks to fulfill the assessment requirements. Be sure that your Adverse Event or Near-miss Analysis addresses all of the content below. You may also want to read the scoring guide to better understand the performance levels that relate to each grading criterion.

1. Analyze the missed steps or protocol deviations related to an adverse event or near miss.
   • Describe how the event resulted from a patient’s medical management rather than from the underlying condition.
   • Identify and evaluate the missed steps or protocol deviations that led to the event.
   • Discuss the extent to which the incident was preventable.
   • Research the impact of the same type of adverse event or near miss in other facilities.
2. Analyze the implications of the adverse event or near miss for all stakeholders.
   • Evaluate both short-term and long-term effects on the stakeholders (patient, family, interprofessional team, facility, community). Analyze how it was managed and who was involved.
   • Analyze the responsibilities and actions of the interprofessional team. Explain what measures should have been taken and identify the responsible parties or roles.
   • Describe any change to process or protocol implemented after the incident.
3. Evaluate quality improvement technologies related to the event that are required to reduce risk and increase patient safety.
   • Analyze the quality improvement technologies that were put in place to increase patient safety and prevent a repeat of similar events.
   • Determine whether the technologies are being utilized appropriately.
   • Explore how other institutions integrated solutions to prevent these types of events.
4. Incorporate relevant metrics of the adverse event or near miss incident to support need for improvement.
   • Identify the salient data that is associated with the adverse event or near miss that is generated from the facility’s dashboard. (By dashboard, we mean the data that is generated from the information technology platform that provides integrated operational, financial, clinical, and patient safety data for health care management.)
   • Analyze what the relevant metrics show.
   • Explain research or data related to the adverse event or near miss that is available outside of your institution. Compare internal data to external data.
5. Outline a quality improvement initiative to prevent a future adverse event or near miss.
   • Explain how the process or protocol is now managed and monitored in your facility.
   • Evaluate how other institutions addressed similar incidents or events.
   • Analyze QI initiatives developed to prevent similar incidents, and explain why they are successful. Provide evidence of their success.
   • Propose solutions for your selected institution that can be implemented to prevent future adverse events or near-miss incidents.
6. Communicate analysis and proposed initiative in a professional and effective manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
7. Integrate relevant sources to support arguments, correctly formatting citations and references using current APA style.

Submission Requirements

• Length of submission: A minimum of five but no more than seven double-spaced, typed pages.
• Number of references: Cite a minimum of three sources (no older than seven years, unless seminal work) of scholarly or professional evidence that support your evaluation, recommendations, and plans.
• APA formatting: Resources and citations are formatted according to current APA style and formatting.

Note: Faculty may use the Writing Feedback Tool when grading this assessment. The Writing Feedback Tool is designed to provide you with guidance and resources to develop your writing based on five core skills. You will find writing feedback in the Scoring Guide for the assessment, once your work has been evaluated.

Adverse Event or Near Miss Analysis Scoring Guide

VIEW THIS VIDEO

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In this Assignment, you will identify clinical areas of interest and inquiry and practice searching for research in support of maintaining or changing these practices. You will also analyze this research to compare research methodologies employed.

To Prepare:

• Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry. Keep in mind that the clinical issue you identify for your research will stay the same for the entire course. 
• Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest. You should not be using systematic reviews for this assignment, select original research articles.
• Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research.
• Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles you selected.

Part 1: Identifying Research Methodologies

After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:

• The full citation of each peer-reviewed article in APA format.
• A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.
• A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article.
• A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.
• A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected.

Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews

Create a 6- to 7-slide PowerPoint presentation in which you do the following:

• Identify and briefly describe your chosen clinical issue of interest.
• Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.
• Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.
• Provide APA citations of the four relevant peer-reviewed articles at the systematic-reviews level related to your research question. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer reviewed article.
• Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.

Journal

Review the CDC website link on IPV https://www.cdc.gov/violenceprevention/intimatepartnerviolence/index.html and analyze both ends of the spectrum – from disparity to privilege—and at triggers, which are not bound by any social class, leading to intimate partner violence. Then answer the following questions:

1. Does trauma-informed care apply to IPV? Why or why not?

2. Review the maternal and infant mortality statistics within our country and your state. Do you note any disparity?

3. How can “privilege” become a beacon for change?

4. Intimate partner violence expresses a need for power and control by many methods. Would you recognize them all?

5. Is there a path that most violent individuals follow?

Provide an example of how you have been witness to IPV, disparity, and or privilege and outline how you, as an APRN, can recognize and reduce violence and health disparity in women.

I’m looking for someone that knows a nurse informaticists that can answer these questions and I need to email the person and they need to email me back the responses as proof. 

Proof of Interview

If you conducted an e-mail interview, submit a copy of that e-mail with your assessment submission.

1) What types of data are transferred from your workplace to the public health department? How does it relate to electronic clinical quality measures (eCQM)?

2) How are data shared in syndromic surveillance, disasters, and epidemics?

3) What is the current state of health information exchanges (HIE)? What are the strengths and weaknesses of these organizations?

4) What are some of the issues in sharing information regarding the monitoring of infectious diseases with other agencies? 

5) What are some of the current issues in public health, bioinformatics, and biomedical research, and what is the role of the nurse informaticist in relation to these issues?

6) What advances in technology have helped you achieve or improve healthcare services and patient care outcomes? 

7) What challenges do nurse informatics face in integrating technology and nursing knowledge and information during COVID-19?

8) How do datasets and databases differ in nursing informatics?