Category: Nursing

  • The Impact of Nursing Informatics on Patient Outcomes and Patient Care Efficiencies

    The Impact of Nursing Informatics on Patient Outcomes and Patient Care Efficiencies

    Reducing interruptions while administering medication 

    Describe the project you propose

    The project proposed seeks to utilize the bottom-up approach toward reducing interruptions that usually occur while the medication is being administered to a patient. The specific problem being considered is that these interruptions impact many medical errors in our organization, Kaiser Permanente. Despite having a mission of providing affordable and high-quality patient care, mistakes occur frequently. According to recent research, over 7000 patients die annually due to medical errors that can be easily prevented (Keers et al., 2018). Further research has proposed that reducing the number of interruptions during drug administration would help reduce this number. Moreover, the exercise of administering medication is usually repetitive and skillful based hence attracting more chances of distractions. The project will better address the problem by applying pre-intervention, and post-intervention observational study approaches. The intervention in this project shall be tailored by the bottom-up approach, where it shall be the training tool. The Intervention shall be fully captured through offering adequate training to all nurses when administering medications to patients. The nurse participants will be observed throughout the project while recording the total number of dispensing rounds and pre-intervention and post-intervention periods.

    Identify the stakeholders impacted by this project.

    The focus of the project is safety during medication administration. The first stakeholder will therefore be patients, who are at risk whenever these errors occur. Patients are more informed nowadays and ask more questions during healthcare delivery. Patients’ consent should therefore be considered before the project. This should be exposed to the complete information concerning the project since they are the consumers of the medications administered—the second set of stakeholders in academia. The obtained results from the project can be added to the current concepts of safety in the training curriculum to ensure that every nurse is equipped with critical thinking skills while administering medication to patients (Schroers et al., 2021). The third set of stakeholders encompasses external healthcare providers such as the regulatory, licensing, and accrediting bodies who would utilize the project results towards developing new safety measures. The healthcare organization and its leaders would also be essential project stakeholders. They would help implement the project’s results in their mission and vision of maximizing patient safety during medication administration. Finally, nurse practitioners would also be an essential set of stakeholders since it is a project that involves the current practices of maximizing patient safety and delivery of care. The project results are also essential since nurse practitioners gain room to maintain competencies and information about patient safety.

     

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    Explain the patient outcome(s) or patient-care efficiencies this project aims to improve and how this improvement would occur. Be specific and provide examples.

    The project’s main aim is to reduce the interruptions that mainly occur during the administration of medications to patients, which in most cases impact medical errors. Therefore, the project expects to obtain a reduced proportion of medical errors. A selected number of nurses will be included in the project, where they shall receive training on risks related to interruptions while administering medication. The training aims to create awareness among these nurses of the interruptions that occur during medication administration. Moreover, it is expected that after training, these nurses will develop protocols and strategies for eliminating or handling interruptions so that we do not get distracted while administering medication to patients. Additionally, the organization’s leaders can work with the frontline medical personnel to apply the best intervention approach. In general, the mission of the project is to maximize the safety of patients and patient outcomes by eliminating or minimizing the incidences of medical errors.

    Identify the technologies required to implement this project and explain why

    Various technologies will be required in this project. However, there are three major ones. The first technology is the training material required to inform the medical personnel about related risks of interruptions during medication administration. Among the training materials include trainers, posters, presentations, and notes. A trainer will offer training sessions by collaborating with the selected nurses. It will also involve practical sessions to ensure that all the selected nurses are equipped before the start of the project. The notes, posters, and presentations will summarize what the trainer will offer the nurse participants. Access to electronic medical records (EMR) is the second technology required. EMR facilitates access to medication errors and data concerning other essential variables (Sessions et al., 2019). The final technology is data analysis software such as SPSS, STATA, or python, which will be essential to determine the correlation between variables of interest, which would otherwise provide the most beneficial interventions.

    Identify the project team (by roles) and explain how you would incorporate the nurse informaticist into the project team.

    The entire project has about three members. The project manager is the first member whose primary role is coaching the team throughout the project period. The manager is also responsible for coordinating with the organization’s management and ensuring the success of all the required implementations in meeting deadlines and other performance and functionality requirements (Schroers et al., 2021). The manager also acts as the link coordinator of all project stages, from the planning, design, development, implementation, and testing stages. The manager will also ensure that every stage is successful before proceeding to the next stage. The training analyst is the second member of the project. The training analyst has a significant role in linking the ideas and concepts proposed in training as part of the requirement (Keers et al., 2018). Technical knowledge, as well as continuous training applications, are the expertise areas of training analysts. The position of a training analyst is essential as it requires quality communication and interpersonal skills to facilitate the conveyance of information to others and elicit the project’s needs and analytical skills. The training analyst should also have a clinical background and an understanding of the need for medication administration. Finally, the other important member is the nurse informaticist. They are responsible for the management of all data needs of the project. For example, they identify the project’s variables that inform medication errors (Mosier, Roberts & Englebright, 2019). The nurse informaticist is therefore entitled to evaluate all the data concerning the project and inform the project leader and other stakeholders of all the project results.

    References

    Keers, R. N., Placido, M., Bennett, K., Clayton, K., Brown, P., & Ashcroft, D. M. (2018). What

    causes medication administration errors in a mental health hospital? A qualitative study

    with the nursing staff. 
    PloS one
    , 
    13
    (10), e0206233.

    https://doi.org/10.1371/journal.pone.0206233

    Mosier, S., Roberts, W. D., & Englebright, J. (2019). A systems-level method for developing

    nursing informatics solutions: the role of executive leadership. 
    JONA: The Journal of

    Nursing Administration
    , 
    49
    (11), 543-548.

    https://DOI: 
    10.1097/NNA.0000000000000815

    Schroers, G., Ross, J. G., & Moriarty, H. (2021). Nurses’ perceived causes of medication

    administration errors: a systematic qualitative review. 
    The Joint Commission Journal on

    Quality and Patient Safety
    , 
    47
    (1), 38-53.
    https://doi.org/10.1016/j.jcjq.2020.09.010

    Sessions, L. C., Nemeth, L. S., Catchpole, K., & Kelechi, T. J. (2019). Nurses’ perceptions of

    high‐alert medication administration safety: A qualitative descriptive study. 
    Journal of

    advanced nursing
    , 
    75
    (12), 3654-3667.
    https://doi.org/10.1111/jan.14173

     

    The Impact of Nursing Informatics on Patient Outcomes and Patient Care Efficiencies

    In the Discussion for this module, you considered the interaction of nurse informaticists with other specialists to ensure successful care. How is that success determined?

    Patient outcomes and the fulfillment of care goals is one of the major ways that healthcare success is measured. Measuring patient outcomes results in the generation of data that can be used to improve results. Nursing informatics can have a significant part in this process and can help to improve outcomes by improving processes, identifying at-risk patients, and enhancing efficiency.

    Resources

     

    Be sure to review the Learning Resources before completing this activity.

    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES

    To Prepare:

    Review the concepts of technology application as presented in the Resources.

    Reflect on how emerging technologies such as artificial intelligence may help fortify nursing informatics as a specialty by leading to increased impact on patient outcomes or patient care efficiencies.

    The Assignment: (4-5 pages not including the title and reference page)

    In a 4- to 5-page project proposal written to the leadership of your healthcare organization, propose a nursing informatics project for your organization that you advocate to improve patient outcomes or patient-care efficiency. Your project proposal should include the following:

    Describe the project you propose.

    Identify the stakeholders impacted by this project.

    Explain the patient outcome(s) or patient-care efficiencies this project is aimed at improving and explain how this improvement would occur. Be specific and provide examples.

    Identify the technologies required to implement this project and explain why.

    Identify the project team (by roles) and explain how you would incorporate the nurse informaticist in the project team.

    Use APA format and include a title page and reference page.

    Use the Safe Assign Drafts to check your match percentage before submitting your work.

    By Day 7 of Week 4

    Submit your completed Project Proposal.

    submission information

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the 
    Turnitin Drafts
     from the 
    Start Here
     area.

    To submit your completed assignment, save your Assignment as 
    WK4Assgn_LastName_Firstinitial The Impact of Nursing Informatics on Patient Outcomes and Patient Care Efficiencies

    Then, click on 
    Start Assignment
     near the top of the page.

    Next, click on 
    Upload File
     and select 
    Submit Assignment
     for review.

    Rubric

    NURS_5051_Module02_Week04_Assignment_Rubric

    NURS_5051_Module02_Week04_Assignment_Rubric

    Criteria

    Ratings

    Pts

    This criterion is linked to a Learning Outcome
    In a 4- to 5-page project proposal written to the leadership of your healthcare organization, propose a nursing informatics project for your organization that you advocate to improve patient outcomes or patient care efficiency. Your project proposal should include the following:· Describe the project you propose.· Identify the stakeholders impacted by this project.

    25
     
    to >
    22.0
     pts
    Excellent
    The response accurately and thoroughly describes in detail the project proposed….The response accurately and clearly identifies the stakeholders impacted by the project proposed.

    22
     
    to >
    19.0
     pts
    Good
    The response describes the project proposed….The response identifies the stakeholders impacted by the project proposed.

    19
     
    to >
    17.0
     pts
    Fair
    The response topics are superficially addressed.

    17
     
    to >
    0
     pts
    Poor
    The response is very vague or missing.

    25
     pts

    This criterion is linked to a Learning Outcome
    · Explain the patient outcome(s) or patient-care efficiencies this project is aimed at improving.· Explain how this improvement would occur. Be specific and provide examples. Use sufficient supporting evidence in your response. The Impact of Nursing Informatics on Patient Outcomes and Patient Care Efficiencies

    25
     
    to >
    22.0
     pts
    Excellent
    The response accurately and thoroughly explains in detail the patient outcome(s) or patient-care efficiencies that the project proposed is aimed at improving, including an accurate and detailed explanation, with sufficient supporting evidence of how this improvement would occur.

    22
     
    to >
    19.0
     pts
    Good
    The response explains the patient outcome(s) or patient-care efficiencies that the project proposed is aimed at improving, including an explanation, with some supporting evidence of how this improvement would occur.

    19
     
    to >
    17.0
     pts
    Fair
    The response is missing one or two of the required elements, contains little supporting evidence or elements are superficially addressed.

    17
     
    to >
    0
     pts
    Poor
    The response is very vague, lacking examples or supporting evidence, or missing.

    25
     pts

    This criterion is linked to a Learning Outcome
    · Identify the technologies required to implement this project and explain why.· Identify the project team (by roles) and explain how you would incorporate the nurse informaticist in the project team.

    25
     
    to >
    22.0
     pts
    Excellent
    The response accurately and clearly identifies the technologies required to implement the project proposed with a detailed explanation why….The response accurately and clearly identifies the project team (by roles) and thoroughly explains in detail how to incorporate the nurse informaticist in the project team.

    22
     
    to >
    19.0
     pts
    Good
    The response identifies the technologies required to implement the project proposed with an explanation why….The response identifies the project team (by roles) and explains how to incorporate the nurse informaticist in the project team.

    19
     
    to >
    17.0
     pts
    Fair
    The response is missing one or two of the required elements, or elements are superficially addressed.

    17
     
    to >
    0
     pts
    Poor
    The response is very vague or missing.

    25
     pts

    This criterion is linked to a Learning Outcome
    Resources

    10
     
    to >
    8.0
     pts
    Excellent
    Assignment includes: 3 or more peer-reviewed research articles and 2 or more course resources.

    8
     
    to >
    7.0
     pts
    Good
    Assignment includes: 2 peer-reviewed research articles and 2 course resources.

    7
     
    to >
    6.0
     pts
    Fair
    Assignment includes: 1 peer-reviewed research article and 1 course resource.

    6
     
    to >
    0
     pts
    Poor
    Assignment includes: 1 or no resources.

    10
     pts

    This criterion is linked to a Learning Outcome
    Written Expression and Formatting – Paragraph Development and Organization:Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance.

    5
     
    to >
    4.0
     pts
    Excellent
    Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

    4
     
    to >
    3.0
     pts
    Good
    Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

    3
     
    to >
    2.0
     pts
    Fair
    Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.

    2
     
    to >
    0
     pts
    Poor
    Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. 5  pts This criterion is linked to a Learning Outcome Written Expression and Formatting – English writing standards:Correct grammar, mechanics, and proper punctuation 5   to >
    4.0
     pts
    Excellent
    Uses correct grammar, spelling, and punctuation with no errors.

    4
     
    to >
    3.0
     pts
    Good
    Contains a few (1-2) grammar, spelling, and punctuation errors.

    3
     
    to >
    2.0
     pts
    Fair
    Contains several (3-4) grammar, spelling, and punctuation errors.

    2
     
    to >
    0
     pts
    Poor
    Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

    5
     pts

    This criterion is linked to a Learning Outcome
    Written Expression and Formatting – APA:The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. The Impact of Nursing Informatics on Patient Outcomes and Patient Care Efficiencies

    5
     
    to >
    4.0
     pts
    Excellent
    Uses correct APA format with no errors.

    4
     
    to >
    3.0
     pts
    Good
    Contains a few (1-2) APA format errors.

    3
     
    to >
    2.0
     pts
    Fair
    Contains several (3-4) APA format errors.

    2
     
    to >
    0
     pts
    Poor
    Contains many (≥ 5) APA format errors.

    5
     pts

    Total Points: 
    100

  • Monty is a 52-year-old male following up on his labs that were drawn last week

    Monty is a 52-year-old male following up on his labs that were drawn last week.
    He smokes 1 pack per day. He is currently on Lisinopril 20 mg po daily. He is
    allergic to penicillin. Fasting lipid profile shows total cholesterol 266, LDL
    cholesterol 180, HDL cholesterol 40, and Triglycerides 185. What treatment plan
    would you implement for Monty’s lipid profile? What is the goal Total Cholesterol
    (TC), HDL-C, and LDL-C level for Monty? How would you monitor the
    effectiveness of your treatment plan? How many risk factors for coronary artery
    disease does this patient have? Identify them specifically.

    ‘

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    Learning Resources

    Lecturio Resources

    Review the following Video Resources and Content Pages in the Lecturio Platform by clicking button below labeled 
    Load Week 4: Learning Resources in a new window
    .

    Motility Disorder medication

    Stomach Ulcer (Peptic Acid Disease) Medication

    Nausea Medication: Antiemetics – Gastrointestinal Drugs

    Pancreatic Enzyme Replacement Therapy (PERT) and Gallstone Prevention – Gastrointestinal Drugs

    Irritable Bowel Syndrome (IBS) Medication

    Questions and Case Studies: GERD Medications

    Inflammatory Bowel Disease Medication

    Questions and Case Studies: Steroids, Cyclosporine and Crohn’s Disease

    Hepatitis Treatment – Antiviral Drugs

    Overview – Antiviral Agents and Treatment of CMV Retinitis – Antiviral Drugs

    Required Readings

    Rosenthal, L. D., & Burchum, J. R. (2021)
    . Lehne’s pharmacotherapeutics for advanced practice nurses and physician assistants
     (2nd ed.). Elsevier.

    Chapter 68, “Drugs for Weight Loss” (pp. 627–637)

     

    Optional Resources

    Rosenthal, L. D., & Burchum, J. R. (2021)
    . Lehne’s pharmacotherapeutics for advanced practice nurses and physician assistants
     (2nd ed.). Elsevier.

    Chapter 64, “Drugs for Peptic Ulcer Disease” (pp. 589a–597)

    Chapter 65, “Laxatives” (pp. 598–604)

    Chapter 66, “Other Gastrointestinal Drugs” (pp. 605–616)

    Monty is a 52-year-old male following up on his labs that were drawn last week.
    He smokes 1 pack per day. He is currently on Lisinopril 20 mg po daily.

  • Interaction Between Nurse Informaticists and Other Specialists

    Interaction Between Nurse Informaticists and Other Specialists

    Nature offers many examples of specialization and collaboration. Ant colonies and bee hives are but two examples of nature’s sophisticated organizations. Each thrives because their members specialize by tasks, divide labor, and collaborate to ensure food, safety, and general well-being of the colony or hive.

    Of course, humans don’t fare too badly in this regard either. And healthcare is a great example. As specialists in the collection, access, and application of data, nurse informaticists collaborate with specialists on a regular basis to ensure that appropriate data is available to make decisions and take actions to ensure the general well-being of patients.

    In this Discussion, you will reflect on your own observations of and/or experiences with informaticist collaboration. You will also propose strategies for how these collaborative experiences might be improved.

    Resources

     

    Be sure to review the Learning Resources before completing this activity.

    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES

    To Prepare:

    Review the Resources and reflect on the evolution of nursing informatics from a science to a nursing specialty.

    Consider your experiences with nurse Informaticists or technology specialists within your healthcare organization.

    By Day 3 of Week 3

    Post
     a description of experiences or observations about how nurse informaticists and/or data or technology specialists interact with other professionals within your healthcare organization. Suggest at least one strategy on how these interactions might be improved. Be specific and provide examples. Then, explain the impact you believe the continued evolution of nursing informatics as a specialty and/or the continued emergence of new technologies might have on professional interactions.

    By Day 6 of Week 3

    Respond
     to at least 
    two
     of your colleagues
    * on two different days
    , offering one or more additional interaction strategies in support of the examples/observations shared or by offering further insight to the thoughts shared about the future of these interactions.

    *Note:
     Throughout this program, your fellow students are referred to as colleagues.

    Informaticist interactions with health professionals

    Nurse informaticists assumed pivotal roles as technology instruments in healthcare settings. They oversee the general picture of healthcare in the organizational hierarchy and the core of the organization’s information management infrastructure and support (Nagle, L., Sermeus, W., & Junger, A., 2017). The initial encounter with a nurse informaticist begins with an orientation, which involves learning the healthcare software that serves as a clinical platform for electronic health records utilized by the organization’s interdisciplinary professionals. Classroom training, in-person teaching guidance, and surveys of post-in-service education are being conducted to determine the effectiveness of new updates and modifications to the current electronic healthcare platform. Since informatics shapes the integration of technology and healthcare, continuous transformation through updates and education is mandatory for every organization member to achieve a positive health outcome (McGonigle & Mastrian, 2022).

     

    Strategy to improve interactions

    Due to the complexity of the technology-laden healthcare system in the current era, significant numbers of clinicians have polar acceptance of evidence-based health recommendations leading to the failure of the outcome-oriented health design system. The results-driven professionals utilized the system to improve health outcomes; however, some refused to adopt and adapt to the updated protocols due to the poor usability of the system and unwillingness to learn because of doubt about the effectiveness of health informatics in nursing practice. Alert systems prompting end-users about clinical data integrated with clinical decision support systems are overwhelming. Still, they create awareness of the patient’s clinical status as being evaluated by predictive models supporting increased safety (Nibbelink et al., 2018). Therefore, education programs that improve compliance using the health design significantly contribute to the practical evaluation of the software protocol leading to positive health outcomes (Sipes, C., 2016). Frequent email updates and prompts with guidance on using the EHR design through webinars and online educational resources are paramount to improving usage and interactions among clinicians and nurse informaticists to achieve patient safety (McGonigle & Mastrian, 2022).

     

    Impact of nursing informatics on technologies and professional interactions.

                
    The evolution of nursing informatics in technologies and professional interactions has significantly improved outcomes through interdisciplinary clinical assessment, formulation of care plans, application of interventions, and data analysis to formulate predictive progress by the healthcare design system. Nursing practice integrated with information science creates a highly specific plan of care that will improve the quality of care outcomes (Darvish et al., 2014). Individualized interventions based on problems are generated, while alert systems prompt clinicians to consult physicians to address life-threatening conditions (McGonigle & Mastrian, 2022). Health informatics also enhances post-discharge monitoring due to its revolutionary ways of healthcare delivery through a mobile device use with a health app or any wearable surveillance devices (Ng, Y., Alexander, S. & Frith, K., 2018).

     

    References:

    Nagle, L., Sermeus, W., & Junger, A. (2017). In J. Murphy, W. Goosen, &  P. Weber  (Eds.), 
    Forecasting Competencies for Nurses in the Future of Connected Health
     (212–221). Clifton, VA: IMIA and IOS Press. Retrieved on March 15, 2023, from 
    https://serval.unil.ch/resource/serval:BIB_4A0FEA56B8CB.P001/REF
    Links to an external site.

    McGonigle, D., & Mastrian, K. (2022). Nursing informatics and the foundation of knowledge (5th ed.). Jones & Bartlett Learning.

    Nibbelink, C. W., Young, J. R., Carrington, J. M., & Brewer, B. B. (2018). Informatics Solutions for Application of Decision-Making Skills. 
    Critical care nursing clinics of North America
    , 
    30
    (2), 237–246. Retrieved on March 15, 2023, from 
    https://doi.org/10.1016/j.cnc.2018.02.006
    Links to an external site.

    Sipes, C. (2016). Project Management: Essential Skill of Nurse Informaticists. 
    Studies in Health Technology and Informatics, 225, 252–256. 
    Retrieved on March 15, 2023, from

    https://eds.s.ebscohost.com/eds/pdfviewer/pdfviewer?vid=3&sid=ed21dc7e-c2d2-4b5d-98d8-24a8e3238854%40redis
    Links to an external site.

    Darvish, A., Bahramnezhad, F., Keyhanian, S., & Navidhamidi, M. (2014). The role of nursing informatics in promoting quality of health care and the need for appropriate education. 
    Global journal of health science
    , 
    6
    (6), 11–18. Retrieved on March 15, 2023, from

    https://doi.org/10.5539/gjhs.v6n6p11
    Links to an external site.

    Ng, Y., Alexander, S. & Frith, K. (2018). Integration of Mobile Health Applications in Health Information Technology Initiatives. CIN: Computers, Informatics, Nursing, 36 (5), 209–213. Retrieved on March 16, 2023, from

    https://doi:10.1097/CIN.0000000000000445

     

    Nursing Informatics Interactions

    Nursing informaticists and/or data technology specialists interact with other healthcare professionals on a daily basis. The first hospital that I was employed with had nursing informaticists teach new hires about the charting system that was used. This allowed for staff to experience the charting system prior to starting their first shift. The information technology (IT) team within the hospital system that I’m currently employed with works with staff members during both the day and night shifts to resolve technical and organizational issues (Singh, 2022). For example, the IT team was contacted by a nurse during the day due to the inability to chart within the electric medical record (EMR) system. They worked to resolve this issue to ensure that all patient information was correctly charted.

    Strategies to Improve Interactions

      One example of a strategy that could be used to improve the interactions between healthcare professionals and nursing informaticists is by communicating to improve the technology within the hospital system. Clinical staff usually defer to informaticists regarding the use of decision support and the finest way to design inputs and outputs on information. Technical experts usually defer to clinical experts regarding workflow and content. Regulatory experts provide guidance on content and workflow involving the evaluation of final products. This will allow for the improvement of nursing documentation, creating a more useful patient-centered healthcare record, and normalizing data to evaluate nursing care of patients during their hospital stay and their outcome levels (Mosier et al., 2019). By working together, the healthcare professionals and the nursing informaticists will continue to improve patient outcomes.

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    Evolution of Nursing Informatics and New Technologies

      The evolution of nursing informatics and new technologies is clear. It’s known that nursing informatics specialists have united analytical sciences and nursing science to define, identify, communicate data, manage data, knowledge, informatics, and wisdom for decades. Now, nurses who work in informatics are advancing towards implementing better EMRs. They also work on improving the knowledge of educators, analysts, policy developers, software engineers, and operational owners to improve patient care. During the COVID-19 pandemic, nursing informaticists, program leaders, clinical services, and information services worked together to implement telehealth programs (Schoenbaum & Carroll, 2022). This was a solution that was implemented to protect the health and safety of patients and healthcare workers throughout the country.
     

    References

    Mosier, S., Roberts, D., & Englebright, J. (2019, November). 
    A Systems-Level Method for Developing Nursing Informatics Solutions: The Role of Executive Leadership
    . JONA: The Journal of Nursing Administration. Retrieved March 15, 2023, from https://oce.ovid.com/article/00005110-201911000-00008/HTML
     

    Schoenbaum, A. E., & Carroll, W. M. (2022, May 16). 
    Nursing informatics key role in defining clinical workflow, increasing efficiency and improving quality
    . HIMSS. Retrieved March 15, 2023, from https://www.himss.org/resources/nursing-informatics-key-role-defining-clinical-workflow-increasing-efficiency-and
     

    Singh, A. (2022, August 17). 
    What does an IT professional do?
     University of the People. Retrieved March 15, 2023, from https://www.uopeople.edu/blog/what-does-an-it-professional-do/#:~:text=IT%20stands%20for%20information%20technology,within%20organizations%20of%20all%20sizes.

    Expand discussion thread from Leslie Ellen Montague

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    Ketia Sanon

    Mar 15, 2023 9:52pm
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    Last reply Mar 19, 2023 5:28am

    Reply from Ketia Sanon

    Interaction between Nurse Informaticists and Other Specialists

                
    Nursing informatics is integral in helping transform healthcare services’ quality and safety. Nurse informatics is a new specialty in nursing that integrates nursing information and knowledge with technology to manage and integrate healthcare. Nursing informatics has helped transform the healthcare system by helping promote and incorporate evidence-based practices into the clinical decision-making process by providing relevant, practical, and current data and information to support healthcare provision and decision-making (McGonigle & Mastrian, 2022). The role of a nurse informaticist is to collect, analyze, and disseminate data to ensure the delivery of quality and safe care through the utilization of advanced technological resources (Deckro et al., 2020). Nurse informaticists support other healthcare specialists in applying information technology in healthcare and clinical processes.

    Interaction between Nurse Informaticists, Data or Technology Specialists, and Other Professionals Within My Healthcare Organization

                
    In my healthcare organization, nurse informaticists ensure proper and meaningful utilization of all technological systems. Nurse informaticists offer technical support to other specialists to avoid and avert technological mishaps that could adversely affect the quality and safe care delivery (McGonigle & Mastrian, 2022). In my organization, nurse informaticists work to develop communication and information technologies to enhance the delivery of care. We use mobile devices, social media platforms, and emails to communicate. Nurse informaticists ensure flawless communication within the organization, facilitating the exchange of vital patient information. When new technologies are implemented at the organization, nurse informaticists carry out training to ensure that we all understand the use and application of the new technologies.

    Improving Interactions between Clinicians or Other Specialists and Nurse Informacists/
     
    Data or Technology Specialists

                
    The interactions between technology specialists and other professionals within my healthcare organization help eliminate delays and waste of healthcare resources (Deckro et al., 2020). At the healthcare facility, we use electronic health records to facilitate the delivery of patient-centered interventions. Electronic health records ensure that all specialists at the organization have accurate and complete information about patients and other issues, thus enabling effective and timely decisions. Nurse informaticists ensure that all professionals at the healthcare facility have quick access to patient records for better coordinated and efficient care.

    The use of electronic health records at my healthcare organization has improved workflow efficiency leading to better patient experience and healthcare outcomes (McGonigle & Mastrian, 2022). One strategy for improving the interactions between nurse informaticists and other professionals might be enhancing security and privacy. Nurse informaticists should ensure that there is a limited risk of unauthorized persons accessing patient information (Mosier et al., 2019). For instance, using biometrics for verification when prescribing medications or accessing electronic systems in the facility has greatly improved security and eliminated system misuse by professionals. For example, it helps eliminate colleagues misusing other people’s systems to perform tasks such as prescribing medications, which could land others in trouble in case of prescription mistakes or errors.

    The Impact of the Continued Evolution of Nursing Informatics on Professional Interactions

                
    The continued emergence of new technologies will significantly impact professional interactions. Using new and advanced technologies improves the quality and efficiency of providing health services to patients. Increased efficiency has implications for healthcare professionals because it reduces work-related stress and fosters overall job satisfaction. The continued evolution of nursing informatics and the emergence of new technologies might impact professional interactions because they simplify information acquisition (Mosier et al., 2019). Simplified acquisition of patient information enhances decision-making, which saves the patient time. The continued emergence of new technologies will help improve workflow, quality of care, and patient safety. The evolution of nursing informatics as a specialty will continue to enhance communication and inter-professional collaborations, leading to improved healthcare services.

    References

    Deckro, J., Phillips, T., Davis, A., Hehr, A. T., & Ochylski, S. (2021). Big data in the veterans health administration: A nursing informatics perspective. 
    Journal of Nursing Scholarship, 53
    (3), 288-295. 
    https://doi.org/10.1111/jnu.12631
    Links to an external site.

    McGonigle, D., & Mastrian, K. G. (2022). 
    Nursing informatics and the foundation of knowledge (5th Ed.).
     Jones & Bartlett Learning.

    Mosier, S., Roberts, W. D., & Englebright, J. (2019). A systems-level method for developing nursing informatics solutions: The role of executive leadership. 
    The Journal of Nursing Administration
    , 
    49
    (11), 543–548. 
    https://doi.org/10.1097/NNA.0000000000000815
    Links to an external site.

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    Kelly Ann Robertson

    Mar 15, 2023 9:06pm
    | 
    Last reply Mar 19, 2023 5:29am

    Reply from Kelly Ann Robertson

    Week Three Discussion:

    Initial Post

    What is a Nursing Informaticist?

    As time goes on, technology improves to make our lives as medical providers easier, as well as keeping patients well and safe. Technology has given us the use of electronic health records (EHR), telemedicine, medication dispensing machines, and much more. A Nursing Informaticist is a registered nurse that collects data and applies information to improve nursing systems, nursing care, and improve patient outcomes (HIMSS, 2022,.).

    Post
     a description of experiences or observations about how nurse informaticists and/or data or technology specialists interact with other professionals within your healthcare organization.

    I work for an outpatient psychiatric clinic who primarily handles SMI (Serious Mental Illness) members as well as COT (Court Ordered Treatment) members. Before coming to this clinic, the places I worked had paper charting and that was always a nightmare! We now use an EHR called Axiom, and while it has its flaws it seems to work okay now. When we first launched Axiom, the errors were unbelievable. Charts wouldn’t load right, it would shut down when charting a note, injections wouldn’t show up in the log, medications were incorrect on the reconciliation pages, billing code errors, and the list goes on. According to Dimas, J., Lyons, A., Richardson, S., & Sward, K. (2022), sometimes the EHR’s just simply contain errors that will take time to fix much like the errors I already mentioned. Technology is not perfect, much like we aren’t. While we don’t have a nursing informatics team, we do have a large team of IT specialists, Quality Improvement Specialists and Business Systems Analyst. In order to fix these issues within the company, we use email and phone calls to collaborate with these specialist to try to get this solved quickly and efficiently. But sadly, our IT department can’t always fix everything and then they will have to reach out to the IT department of the EHR. My company does take in a LOT of feedback from the medical staff as we are affected the most, and we have all worked together with Axiom to create a more seamless charting system that is companywide (we have numerous clinics around the state) and we can all see the same notes and documentation and have reduced the errors significantly.

    Suggest at least one strategy on how these interactions might be improved
    .

    There are a couple of ways that this issue could improve. While we do use email as our primary communication within the company, our IT/Specialists can have a difficult time getting a hold of IT for the EHR. Most of the time the error is fixed in a couple of hours, but there are times that the communication just isn’t there and it could be DAYS before an error gets fixed, and you can probably image the pure chaos that stems from that. Ways to improve this of course would be better communication and maybe someone on the receiving end could prioritize phone calls from outside consumers. Within the company where there are problems in the EHR, IT and specialists will come to each clinic and discuss the issues we are having and ways to improve or increase the work flow and relay them to the charting company. Nurses need to have a voice when it comes to flaws in the EHR. Voicing our needs and suggestions are important to create the workflow we desire and can help redesign the health record programs (Kang, J., Lee, S., 2021.).I think discussing with staff first hand and holding meetings and trainings is the best way to start to collect data to discuss with the company.

    Explain the impact you believe the continued evolution of nursing informatics as a specialty and/or the continued emergence of new technologies might have on professional interactions.

    Technology is growing and the possibilities are endless within the medical field. I have friends that work in the medical hospitals and the things they tell me that they can do is incredible, like scanning a barcode on the patients wrist to check medications, vitals automatically going into the chart, it’s great. Going from years of paper charting to electronic charting has made a huge improvement in our patient care and our performance as medical professionals. The ability to have the providers, pharmacy, and case management/social workers, see what we are charting and in real time has been amazing. No more waiting for a call back from the on-call provider. No more hoping and praying that the medication order made it to the pharmacy. We can see who the members entire team consists of without having to hunt down staff. That part makes me happy because we can all read each other’s notes and everything is conveniently in a drop down menu to choose the area you want to research or staff you wish to communicate with. Hopefully, things will continue to improve as time goes on.

    Resources:

    Dimas, J., Lyons, A., Richardson, S., & Sward, K. (2022, June). 
    Assessing EHR data for use in clinical improvement and research: Ingenta connect
    . American Journal of Nursing. Retrieved on March 14, 2023, from 
    https://www.ingentaconnect.com/content/wk/ajn/2022/00000122/00000006/art00021
    Links to an external site.

    Lee, Seonah PhD, RN; Kang, Ji-Soon PhD, RN. Unintended Consequences and Workarounds of Electronic Medical Record Implementation in Clinical Nursing Practice. CIN: Computers, Informatics, Nursing 39(12):p 898-907, December 2021. | DOI: 10.1097/CIN.0000000000000785

    What is nursing informatics?
     (2022, June 29). Retrieved on March 15, 2023, from

    HIMSS. https://www.himss.org/resources/what-nursing-informatics

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    Dafroza Ikolo Msuya

    Mar 15, 2023 8:49pm
    | 
    Last reply Mar 18, 2023 8:22pm

    Reply from Dafroza Ikolo Msuya

    Nurse Informaticists Interaction

    Nurse informatics are important healthcare team members because they help nurses and other medical staff do their jobs when caring for patients. They use technology to improve patient outcomes and the overall performance of the healthcare system. They ensure that nurses have correct and up-to-date information and advise them on how to use it well. Nurse informatics must also know how to work well with other specialists to give patients the best care possible. The healthcare system’s success depends on the collaboration of nurse informatics and other specialists (Sipes, 2016). By working together, these professionals can ensure that patients receive the best possible care. Furthermore, this collaboration can aid in discovering new ways to improve care delivery (Sipes, 2016).

    Nurse informatics is a part of nursing that uses computers, information systems, and nursing to determine what data means (Sipes, 2016). It is also a unique part of nursing that lets nurses work with other professionals as communication and information technology developers. When combined with evidence-based technology, informatics can help patients receive better care and outcomes. The concepts of evidence-based practice (EBP) and the use of workplace technologies demonstrate that the world of healthcare is changing (Abdekhoda & Khezri, 2021). Nurse informatics and information technology teams can help the hospital use the system during care. All healthcare workers in my nursing unit use the Cerner EHR to access, organize, store, and share patient’s electronic medical records (EMR). Since the software was introduced to the hospital a few years ago, nurse informatics have taught older and newer employees how to use it. During software updates and competency reviews, older employees are given refresher courses. Scheduled training days are provided for new team members to learn how to use the software properly. The nurse informatics goal is to ensure everyone is trained well enough to prevent mistakes in patient medical records.

    Strategy on how these interactions might be improved.

    Interactions between nurse informatics, and other professionals can be improved through communication. For example, when patients are discharged from the hospital, they are given two copies of their medical records—one for themselves and one for their primary care physician. Even though they see hospitalized patients daily, primary care doctors cannot get information about them unless they give it to them during office visits (Theodos & Sittig, 2020). It would be simple for the doctor to continue providing care if he or she could see information about the patient, especially if the person has a long-term illness. The problem with denying access is that the information about the patient is private, and the doctor must use the same system used in acute care facilities (Theodos & Sittig, 2020). Once the patient agrees to share his or her medical record, access to information should be available using a broader system. So, standardizing how the medical system is used will eliminate the problem of being unable to get patient information and give patients the best care possible.

    Impact of 
    continued evolution of nursing informatics as a specialty and/or the continued emergence of new technologies might have on professional interactions.

    Creating new technology and nursing informatics tools significantly affects how professionals work together. When technology is used, it makes healthcare services better and more efficient for patients. At the management level, healthcare information systems coordinate all activities within a healthcare system (Mosier et al., 2019). Furthermore, obtaining information is simplified and more convenient, patients save time when seeking medical assistance, workflow is improved, and treatment decisions can be made quickly. Most of the time, using technology to manage health information has made patients safer. When the administration and professionals from different fields can access up-to-date, accurate, and relevant information from information management systems, it is easy to find problems and inefficiencies in how healthcare is given (Mosier et al., 2019). Interprofessional communication technology and electronic health records improve collaboration and patient outcomes.

    Reference

    Abdekhoda, M., & Khezri, H. (2021, August 6). 
    Investigating the impact of Health Informatics Literacy on the evidence-based practice of Nursing
    . HIMSS. Retrieved March 15, 2023, from 
    https://www.himss.org/resources/investigating-impact-health-informatics-literacy-evidence-based-practice-nursing
    Links to an external site.

    Mosier, S., Roberts, W. D., & Englebright, J. (2019). A Systems-Level Method for Developing Nursing Informatics Solutions: 
    The Role of Executive LeadershipLinks to an external site.
    Links to an external site.
    . 
    JONA: The Journal of Nursing Administration
    , 
    49
    (11), 543-548.

    Sipes, C. (2016). Project management: 
    Essential skill of nurse informaticistsLinks to an external site.
    Links to an external site.
    . 
    Studies in Health Technology and Informatics, 225
    , 252-256.

    Theodos, K., & Sittig, S. (2020, December 7). 
    Health Information Privacy Laws in the digital age: HIPAA doesn’t apply
    . Perspectives in health information management. Retrieved March 15, 2023, from 
    https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7883355/
    Links to an external site.

     

     

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    Shannon Glasshoff

    Mar 15, 2023 8:39pm

    Reply from Shannon Glasshoff

    Initial Post 

              Nursing Informatics supports the nursing profession through the integration of nursing science and analytical science (Sipes, 2016). Healthcare continues to evolve with the advancement of technology. The role of the nurse informaticists is becoming more prominent across health systems daily. 
     

              Trauma patients, patients with obstetric complications and certain gastrointestinal bleeding can be prevented with blood products in the pre-hospital setting (Shand et al., 2019). In the quest to put blood products on our aircraft and bring this vital lifesaving component to the pre-hospital patient, my department worked alongside the nurse informaticists to collect and interpret data. Some of the most important data collected consisted of the patient’s blood pressure, heart rate, and/or a positive FAST exam. Other information pertinent was whether the patient received tranexamic acid in lieu of blood products being available. It was also important to review the patient’s chart to see if they received any blood products upon immediate arrival at the trauma bay. 
     

              We worked alongside the nurse informaticist on project management. This process included initiation, plan, implementation, monitor, and evaluation (Sipes, 2016). To initiate this process several things needed to be put in place. Those things included a freezer with temperature monitoring, an insulated cooler to carry the blood in the aircraft, and blood specific metrics in the patient’s chart. A plan was formulated to gather equipment, validate equipment, and work with a local blood bank to supply the blood products and monitor temperatures. Education was provided to all staff members. Each quarter the lead nurse on the project, a member of the blood bank, management, and the nurse informaticist would monitor and report all patient cases where blood products were transfused. The nurse informaticist helped in many ways throughout this project. They helped guide data collection and interpretation. 
     

              Nurse informaticists assist in informing and expanding the nurse’s knowledge and use of technology (McGonigle & Mastrian, 2022). There is such a varied age range and work experience when working on this project that the nurse informaticists needed to slow down and or elaborate on their idea of how this project would take shape. It appeared as though the informaticists were sometimes a few steps ahead during this project. However, once this was brought to their attention, they took the time to slow down and be specific with their ideas and formulate the plan in a way all parties could understand. 
     

              It is undeniable that technology is changing the field of nursing. The nursing profession has seen the integration of electronic medical records, robotic surgery, telehealth medicine, evidence-based practice, and implanted monitoring devices for multiple different disease processes just to name a few. Informaticists bring the patient, the care team, the data, and technology together. They assist the bedside nurse in interpreting data and incorporating science to improve patient care. 
     

     

    References
     

    McGonigle, D., & Mastrian, K. G. (2022). 
    Nursing informatics and the foundation of 
    knowledge
     (5th ed.). Jones &         Bartlett Learning.
     

    Sipes, C. (2016). Project management: 
    Essential skill of nurse informaticistsLinks to an external 
    site. 
    Studies in Health    Technology and Informatics, 225
    , 252-256.
     

    Shand, S., Curtis, K., Dinh, M., & Burns, B. (February 2019). 
    What is the impact of prehospital 
    blood product administration for patients with catastrophic haemorrhage: an 
    integrative review. 
    Injury, 
    50(2), 226-234.
     

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    Michaela Manney

    Mar 15, 2023 8:23pm
    | 
    Last reply Mar 19, 2023 2:24pm

    Reply from Michaela Manney

    INITIAL POST

    Nurse Informaticists and Their Interactions

    Nursing informaticists gather, analyze, and disseminate data, information, and knowledge as it applies to their specific specialty in their healthcare organization. They combine the acquisition of data with nursing expertise and help to implement new processes or refine old processes. They work closely with other nurses, providers, and leadership. Data can be an integral piece of operational and patient care decisions (Mosier, et.al., 2019). Furthermore, nursing informatics helps nurses, patients, consumers, stakeholders, and the whole interdisciplinary team (Sipes, 2016).  Healthcare leadership relies on data to make important decisions in regard to patient care, to staff their healthcare organization, and to integrate the highest functioning technology into the healthcare worker’s day. Nurse informaticists can also help orient new hires on the electronic health record (EHR) that the organization uses. Or, when a facility updates its current EHR, it can help assist in training nurses for the new system. Nursing informaticists can also bring technological concerns to leadership. For example, nurses might have issues with scanning a certain medication during administration, and nursing informaticists can help problem solve and bring the issue to the appropriate person.

     

    Strategies to Improve Interactions

    Nursing informaticists work closely with nurses and other healthcare professionals. It is important that they keep a good relationship with each other. Nurses should be able to go to nursing informaticists with questions and feel supported. On the other side, nursing informaticists should be able to provide feedback to nurses. It would also be a good idea to educate incoming nurses on the role that nursing informaticists play in keeping a healthcare organization going. Communication is another key to facilitating a good relationship and email can be a good starting point.

     

    Impact of Evolution of Nursing Informatics and New Technologies

    The medical field in general continues to make fast-paced changes to the nursing workforce. Telehealth is one of the ways it has changed. Telehealth appointments involve a patient having an interaction with a healthcare provider via video call. This can be very convenient, especially during a pandemic, but it can also lead to an impersonal feeling experience as the provider is not there to provide gentle touch and more articulate facial expressions. Nursing meetings can be held over Zoom or Microsoft Teams, which can also lead to less of a personalized experience, but it is much easier and more flexible. More and more bedside technology is advancing. For example, blood pressure cuffs can be set to automatically retake blood pressure every 5, 15, or 30 minutes. This can be very convenient for a busy nurse, but relying on technology can lead to errors and manual blood pressure is always the best bet for accuracy. As technology advances, it is important that healthcare providers remember to treat the whole patient and not be on their devices during time with patients and families. It is so easy to just be charting on your tablet or computer, but this can come off as distant and cold to the patient. The medical advances we have made are tremendous, but we should never forget the human interaction piece of healing.

    References:

    Mosier, S. , Roberts, W. & Englebright, J. (2019). A Systems-Level Method for Developing Nursing Informatics Solutions. JONA: The Journal of Nursing Administration, 49 (11), 543-548. doi: 10.1097/NNA.0000000000000815.

    Sipes, C. (2016). Project Management: Essential Skill of Nurse Informaticists. Studies in Health Technology and Informatics, 225, 252–256.

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    Ashley Green

    Mar 15, 2023 8:04pm
    | 
    Last reply Mar 19, 2023 3:38pm

    Reply from Ashley Green

    Within my workplace trying to reach a technology specialist can be very frustrating. You have two ways to communicate within that department, including sending an email, or sitting on hold for long periods of time. Our organization requires a ticket be placed to log the problem and this keeps track of how and who resolved the problem. There are many challenges when adapting any new technology including staff training, software problems, and lack of engagement from staff (Olayiwola & Magana, 2019). One way to help combat technology problems within the unit is having Superusers. Superusers are specially trained to benefit a unit to provide expertise and the knowledge needed in different situations (Deutsch, 2019). Downfalls to having superusers is always having one available on every shift. Also their can be tension within colleagues due to the demand within this very select few people (Haber & Reichman, 2020).

     

    Haber, E., & Reichman, A. (2020). The User, the Superuser, and the Regulator: Functional Separation of Powers and the Plurality of the State in Cyber. 
    Berkeley Tech. LJ
    , 
    35
    , 431.

    Deutsch, R. (2019). Superusers’ c-factors. 
    Superusers
    , 15–33. 
    https://doi.org/10.4324/9781351138987-2
    Links to an external site.

    Olayiwola, J. N., & Magaña, C. (2019). Clinical transformation in technology: a fresh change management approach for primary care. 
    Harvard Health Pol Rev
    .

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    Shaquita Blue

    Mar 15, 2023 7:18pm
    | 
    Last reply Mar 20, 2023 8:50pm

    Reply from Shaquita Blue

                Nursing informatics combines knowledge, skill, and technology to improve patient care (Kassam et al, 2017). Patient care and outcomes are based off information that is collected and analyzed. Without all necessary information the patient care and outcomes can suffer and make it more difficult to treat the patient. Nurse informatics relates with other healthcare professionals within an organization in different ways. One of the ways this happens at the hospital I work at is in data collection in incident reports. All the occurrences are documented in a system according to the hospitals policies and procedures. For example, one of the biggest issues in the hospital are falls. In the event of a fall, an incident report is completed, and all the managers are notified. With all the information gathered it allows the team to evaluate what could have prevented the fall and set interventions immediately into place. From the information gathered from the system events, trends, and missing information can be seen and healthcare professionals can address the issues and prevent further occurrences.  Another way that nurse informatics interact with the healthcare organization is the safeguards put into place when scanning IV fluids or medications. The medication is scanned and the pump that it is connected to is scanned so that the computer can send the information and it can decrease the instance of medication errors. There is a report that generates and can show if it is being done or if it is entered manually. This ensures a safer and more efficient medication administration.

    One strategy to improve this interaction is through conducting research to enhance nursing informatics. There can be improvements by getting feedback from the nurses to make sure some of the implementations of policies are effective. Some of the older nurses are not as comfortable with change when it is integrated, and changes are made so I think it is important to make sure that everybody is on the same page. Data about nursing care has become an integral part of decisions related to patient care and management that can improve the efficiacy of nursing practice (Mosier et al, 2019).

    The continuing growth and emergence of new technology and nursing informatics tools have tremendous implications for professional interactions. The use of technology increases the quality and efficiency of providing health services to patients. Technology and EHRs that support inter-professional communication enhance collaboration and improve patient outcomes (McGonigle & Mastrian, 2022).

     

    References

    Kassam, I., Nagle, L., & Strudwick, G. (2017). Informatics competencies for nurse leaders: protocol for a scoping review. 
    BMJ open
    , 
    7
    (12), e018855. https://doi.org/10.1136/bmjopen-2017-018855

    McGonigle, D., & Mastrian, K. G. (2022). 
    Nursing informatics and the foundation of knowledge
     (5th ed.) Jones & Bartlett Learning

    Mosier, S., Roberts, W. D., & Englebright, J. (2019). A System-level Method for Developing Nursing Informatics Solutions: The role of Executive Leadership. The Journal of Nursing Administration, 49(11), 543-548.

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    Sherrona D Wiggins

    Mar 15, 2023 6:06pm

    Reply from Sherrona D Wiggins

    MAIN POST: Sherrona Wiggins

     

    Nursing informaticists are responsible for assessing and selecting technology. They oversee defining end-user conditions and requirements and customizing functionality. They are also counted on to deploy the technology and get users ready by creating and delivering the required training (Gibson, 2022, p.612). In the organization in which I am employed, there was a recent implementation of tablets for patient documentation, before this, everything was documented manually. The Nursing Informaticist was responsible for putting together an interactive computer-based training tutorial so that all nurses would be prepared to properly use the software on the tablets. The Nursing Informaticist was also responsible for coordinating interactions between clinical nursing staff, management, and IT during this process.

    Nurse informaticists play a key role in introducing cutting-edge technology to nurses’ daily work, enhancing workflows, and optimizing documentation. They go beyond providing simple technical support (Kwiatkowski, 2021). Often when rolling out new technology one must be well-prepared. Though it is not a perfect process being prepared shows that Nursing Informaticists are competent in their ability. In the aforementioned scenario, a strategy for improved interactions would have been concerning the interactive tutorial. The tutorial was in very tiny writing, and no one was able to read the directions on the tutorial so completing it was null and void. This left many of the nurses confused and the lack of communication between the Nurse Informaticist, management, clinical nursing staff, and IT became chaotic because no one knew whom to go to for concrete direction. I would have put together a spreadsheet identifying whom to call for specific situations that may have arisen.

    Technology is ever-changing and will continue to be an intricate dynamic in healthcare. It is important to have a clear understanding of how technology works to be successful in the healthcare arena. Nursing Informaticists are responsible for bridging these gaps in technological knowledge. Throughout the years their roles have evolved. As healthcare continues to experience rapid change and ambiguity in the creation of cutting-edge emerging technologies, the application of Nursing Informaticist’s priceless informatics skills and capabilities will foster a culture of safety (Whende, 2019).

     

    References

    Gibson, D. (2022). 
    Nursing informatics and the foundation of knowledge
     (5th ed.). Independently published.

    Kwiatkoski, T. (2021). Nursing informaticists are the backbone of technology-driven care. 
    ONS Voice
    , 
    36
    (8), 13.

    Whende, C. (2019). Nursing informaticists safeguarding the use of emerging technologies. 
    Online Journal of Nursing Informatics
    , 
    23
    (3), 6.

     

     

     

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    Rayanne Abood

    Mar 15, 2023 4:50pm

    Reply from Rayanne Abood

    CONTINUED
     WEEK 3 DISCUSSION POST

     

    Impact of Evolution of Nursing Informatics and New Technologies

    The new technologies that emerged the past ten years have paved the way for easier access to clinician information which will ultimately improve patient care. Previously, written hand offs were done which led to miscommunication of information and errors. Physicians and nurses need to summarize patient information to be clear, concise and to the point in order to be able to give care in a timely matter. With the evolution of EMR systems, a significant filtering of information, and an improved organization of the way information is displayed such as allergies and medication interactions being the first thing clinicians see, has improved patient health outcomes and reduced errors. Nursing informaticists are constantly improving technology systems to reduce time clinicians spend and potential errors. Through electronic prescriptions, a reduction of medication errors have occurred and patients have become more compliant with care knowing that they no longer can lose a written paper. Clinicians including nurses are able to track drug information and an alert is noted when there can be potential drug-drug interactions ( Berner et al., 2005).

     

    References:

    Booth, R. G., Strudwick, G., McBride, S., O’Connor, S., & Solano López, A. L. (2021). How the nursing profession should adapt for a digital future. 
    The BMJ
    , 
    p. 373
    , n1190. 
    https://doi.org/10.1136/bmj.n1190
    Links to an external site.

    Eta S. Berner, EdD, Jacqueline Moss, PhD, RN, Informatics Challenges for the Impending Patient Information Explosion, 
    Journal of the American Medical Informatics Association
    , Volume 12, Issue 6, November 2005, Pages 614–617, 
    https://doi.org/10.1197/jamia.M1873
    Links to an external site.

    Khezri H, Abdekhoda M. Assessing nurses’ informatics competency and identifying related factors. 
    Journal of Research in Nursing
    . 2019;24(7):529-538. doi:
    10.1177/1744987119839453
    Links to an external site.

    Ng, Y. C., Alexander, S., & Frith, K. H. (2018). Integration of Mobile Health Applications in Health Information Technology Initiatives: Expanding Opportunities for Nurse Participation in Population Health. CIN: Computers, Informatics, Nursing, 36(5), 209–213.

     

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    Cheryl Athurine Spence

    Mar 15, 2023 4:21pm

    Reply from Cheryl Athurine Spence

    My Colleague

    First discussion question response

    Oluwakemi,

     

    I enjoyed reading your post. I agree. Yes, nurses are the face of the healthcare system. We rely on tools and technology to help us complete our workday.  Informatics is the science and innovation of technology that will help us screen, triage, and treat patients safely and effectively.  Technological advancement has given us the skills and knowledge to perform our job better.  Nursing informatics provides an integration system that can implement various ways to transfer and analyze data to the EHR (Electronic Health Records) for patient-related care that is safe and effective. Using IT technology, nurses, doctors, administrators, and pharmacists can now review, act and work in collaboration with each to reach faster positive outcomes. Nursing informatics technology remains at the forefront with ongoing training, patient focus, and effective results.

     

    Another aspect of using technology is during the 2020 COVID pandemic; technology played a vital role throughout the community. The public health department works with the city to implement, collaborate, and organize vaccine centers, such as churches, daycare centers, and schools to vaccinate the community. These sites were equipped for patients to view healthcare records securely.   The HIMSS (HealthCare Information Management Systems Society) Was also an information site that people could use to obtain resources.

     

    References:

    Anna. E Schoenbaum, DNP, MS, RN-BC, FHIMSS and Whined McCarroll, MS, RN; -BC HIMSSNursing Informatics Committee Members

    Nursing Informatics Key Role in Defining Clinical Workflow, Increasing Efficiency, and Improving Quality.

    Healthcare Information and Management Systems Society.

    https//www.himss.org/resources

     

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    Nanette Fernandez
     (She/Her)

    Mar 15, 2023 3:47pm
    | 
    Last reply Mar 17, 2023 11:42pm

    Reply from Nanette Fernandez

    Main Discussion Post

    Interaction Between Nurse Informatics and Other Specialists

    Nurse Informatics Interaction

    Before I started working at my current job at the Veterans Hospital in Northern California, I had never met or spoken with a nurse informatician. Nonetheless, given that I work the night shift, I am not shocked.  
    However, when working the dayshift in the hospital where I had previously worked more than four years earlier in another Veterans Hospital Administration (VHA) in Florida, I had a few interactions with a few nurse informaticians. Most of them had such a technological flare to their speech, and they had already solved several issues with data cross-over from the Spacelab monitor to the PICIS system.  The VHA’s critical care units use the PICIS Critical Care Management software to identify and assess patient patterns and future intensive care unit problems.  This program automates patient data collection and vital signs by connecting to medical monitoring devices and intravenous pumps (United States of Veterans Affairs (n.d.).  

    Another instance involved a meeting with the head of bar-coded medication administration (BCMA) and champions from various units.  Following the administration of medications, it was discussed how to conduct a prompt evaluation of one-hour PRN (pro re nata) effectiveness.  The chief explained employing alerts to comply with a one-hour review of efficacy while presenting a compilation of data compliance.

    According to Jouparinejad et al. (2020, -a), the growth and development of nursing informatics (NI) and health information technology (HIT) are revolutionizing all facets of nursing practice.  Holden et al. (2017) stated that health informaticians are critical assets of interprofessional teams in all problem-solving aspects, including problem assessment, solution formulation, implementation, and evaluation.  By using their skills in design, development, adoption, and use of information technology (IT)-based innovations, health informaticians bring value in various other situations. Informaticians can design tools and networks to allow interprofessional collaboration and communication, establish methodologies and technologies to advance team research, and create standards and vocabularies to support system interoperability. 

    Strategies to Improve Interactions

    One strategy to improve the interaction between nursing informatics and other healthcare professionals would be to enhance nurses’ nursing informatics competency, particularly in information management skills.  Managers, decision-makers, educators, and authorities in clinical settings should organize suitable interventions and training programs with the assistance of informatics specialists (Jouparinejad et al., 2020, -b).

    Nurse management should also emphasize the significance of highly competent and effective nurses in delivering patient-centered, evidence-based care.  They ought to supply the necessary materials to support nurses’ NI competency.  Jouparinejad et al. (2020, -c) pointed out that in order to create NI competency in future nurses, nursing schools are in the greatest position to do so.  Hence, improving collaboration and engagement between universities and hospitals is crucial.  Future nurses can successfully balance health information technology with clinical needs if NI competency is integrated into nursing education and nursing students’ NI competency is developed through blended courses.

    On the other hand, many nurse leaders today must completely grasp the value of informatics competencies for nursing practice.  It has been challenging to persuade nurse leaders that they must develop informatics skills.  After being persuaded of the importance of informatics capabilities, nurse leaders still need help gaining the right kind and level of informatics skills to support technologically advanced healthcare environments. Improved guidance on informatics skills and technology more suited to nursing care should assist direct care nurses in the long run because nurse leaders are better equipped with specialized informatics competencies.  Henceforth, they improved interactions between the nursing informaticians and the clinical nursing teams (Strudwick et al., 2019).

    Impact of Evolution of Nursing Informatics and New Technologies

    The reduction of medical errors, prompt diagnosis and efficient care delivery, enhanced communication between healthcare providers and patients, motivation for research, and the incorporation of more cutting-edge technologies to improve healthcare quality are just a few examples of how nursing informatics has a significant impact on patient care ( Al Najjar & Shafie, 2022).  A few examples of this nursing technology that the VHA uses are telehealth, EHR, point-of-care technology, electronic lift systems and smart beds, omnicell, vocera communications, and BCMA.  The authors, Al Najjar & Shafie, emphasized that in the Information Age nowadays, where nurses frequently use nursing technology to attend to patients’ medical needs, it is only natural that nurses and other healthcare professionals will continue integrating ever-evolving technology into their daily routines, including using machinery and artificial intelligence technology for the same purpose.

    Furthermore, technological advances are occurring more frequently, altering how people are treated for their health and welfare.  Pepito and Locsin (2019) added that the organization and structure of the nursing industry had undergone significant changes due to technological advancements. Technology advancements have enabled nurses to work more effectively and safely while providing patient care.  Modal changes in modern healthcare and its delivery methods, including the adoption of electronic health records and advancements in biomedical and engineering technologies that enable the development of ever more sophisticated technologies in healthcare, robotics technology, and artificial intelligence, have transformed the nursing industry.  When more modern technology becomes available to nurses, they can raise care standards, improve working conditions, and cut expenses.

    Again, technology is a key component of nursing practice and education in today’s dynamic health systems.  Because nurses increasingly utilize nursing informatics, they can use technology to improve care results.  Thus, it is important to draw attention to the fact that nurses need the right IT education. An educational setting that prepares nurses at all levels to use IT instruments in all facets of their career and integrates them with the rapidly accelerating pace of technological advancements is advised in order to make use of nursing informatics to improve nursing outcomes and healthcare quality (Park & Park, 2023).   By doing this, nursing informaticians and clinical nurses collaborate and positively engage with one another to accomplish a shared objective.

    References

    Al Najjar, R. & Shafie, Z. (2022). Impact of Nursing Informatics on the Quality of Patient Care.  
    International Journal Of Medical Science And Clinical

                Research Studies
    , 
    2
    (5), 418–421. 
    https://doi.org/10.47191/ijmscrs/v2-i5-19
    Links to an external site.

    Holden, R. J., Binkheder, S., Patel, J., & Viernes, S. H. P. (2018). Best Practices for Health Informatician Involvement in Interprofessional Health Care

    Teams.  
    Applied clinical informatics
    , 
    9
    (1), 141–148. 
    https://doi.org/10.1055/s-0038-1626724
    Links to an external site.

    Jouparinejad, S., Foroughameri, G., Khajouei, R., & Farokhzadian, J. (2020). Improving the informatics competency of critical care nurses: results of an  

                interventional study in the southeast of Iran. 
    BMC medical informatics and decision making, 20
    (1), 220. 
    https://doi.org/10.1186/s12911-020-
    Links to an external site.

    01244-5

    Park, J. & Park, J. (2023, January). Identifying the Knowledge Structure and Trends of Nursing Informatics: A Text Network Analysis. CIN: Computers,

                Informatics, Nursing, 41(1), 8–17. 
    https://doi.org/10.1097/CIN.0000000000000919
    Links to an external site.

    Pepito, J. A., & Locsin, R. (2019). Can nurses remain relevant in a technologically advanced future?. 
    International journal of nursing sciences, 6
    (1), 106-

                110. 
    https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6608671/
    Links to an external site.

    Strudwick, G., Nagle, L., Kassam, I., Pahwa, M., & Sequeira, L. (2019). Informatics competencies for nurse leaders: a scoping review.  
    JONA: The Journal

                of Nursing Administration
    , 
    49
    (6), 323-330. 
    https://pubmed.ncbi.nlm.nih.gov/31135640/
    Links to an external site.

    United States of Veterans Affairs (n.d.). PICIS Critical Care Manager- Veterans Affairs. 
    https://www.oit.va.gov/Services/TRM/ToolPage.aspx?tid=11507
    Links to an external site.

     

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    RA

    Rayanne Abood

    Mar 15, 2023 3:20pm
    | 
    Last reply Mar 19, 2023 10:42pm

    Reply from Rayanne Abood

    Week 3 Discussion

     

    Experiences and observations on interactions between nurse informaticists and data or technology specialists
     

     

    Nurse informaticists play a vital role in ensuring the efficacious collection of clinical information and health records to present the information practically to the users. Nurse informaticists are responsible for making clinical decisions through research and theory and applying it to their practice and knowledge (Khezri & Abdekhoda, 2019). Nurse informaticists interact with clinical staff and IT to promote information through technology. We witness more effective and safe quality care outcomes through technology and evidence-based research. Nursing informatics implements value-based care by focusing on department systems, EHR systems, optimal documentation, and care coordination. 

     

    Strategies on how professional Interactions between nurse informaticists and technology specialists can be Improved
     

     

    During the pandemic, we witnessed a significant shift in the technology world, forcing many individuals to rely heavily on their phones, the internet, and social media, and a significant dependency on tele-health. However, medical professionals still need to gain knowledge of digital technology usage. Firstly, there should be more efforts towards training staff and integrating technological systems within the healthcare system. Additionally, nursing informaticists can enhance the interactions between professionals by analyzing the data in EHRs (Ng et al., 2018). In a previous medical facility, nursing informaticists conducted monthly analyses through a program built within the EMR system that detects CAUTIs, hospital-acquired pneumonia, and patient falls—through this integration, improved. 

     

    Through informatics and technology, healthcare is more easily accessible and convenient for practitioners and patients. Healthcare systems rely heavily on technology and the management of healthcare facilities. Furthermore, it is convenient for nurses to track and follow up with patients, specifically on a medication regimen, pain management, and education. Additionally, communication methods within the healthcare system need to be improved or more robust. Working for a tele-health primary care group has opened my eyes to the communication gap between practitioners. When practitioners are hard to reach in time-sensitive cases, systems like Slack have been an excellent method to enable fast notifications with other professionals. Communication systems such as Slack can help practitioners make better healthcare choices for patients and allow asking each other clinical questions, including access to information to ensure quality care (Sipes, 2016).

     

     

     

     

     

     

     

     

     

     

     

     

    References:

     

    Booth, R. G., Strudwick, G., McBride, S., O’Connor, S., & Solano López, A. L. (2021). How the nursing profession should adapt for a digital future. 
    The BMJ
    , 
    p. 373
    , n1190. 
    https://doi.org/10.1136/bmj.n1190
    Links to an external site.

    Khezri H, Abdekhoda M. Assessing nurses’ informatics competency and identifying related factors. 
    Journal of Research in Nursing
    . 2019;24(7):529-538. doi:
    10.1177/1744987119839453
    Links to an external site.

    Ng, Y. C., Alexander, S., & Frith, K. H. (2018). Integration of Mobile Health Applications in Health Information Technology Initiatives: Expanding Opportunities for Nurse Participation in Population Health. CIN: Computers, Informatics, Nursing, 36(5), 209–213.

     

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    Rachael Werner

    Mar 15, 2023 3:17pm
    | 
    Last reply Mar 16, 2023 2:23pm

    Reply from Rachael Werner

    WEEK 3 Discussion Post

     

    Nursing informaticists are essential to the nursing profession. This specialty combines nursing science with analytical science to effectively manage and communicate data for better patient care and outcomes (Admin, 2023). It is imperative that nurse informaticists and/or technology specialists work closely with healthcare professionals such as nurses and physicians to ensure that the patient is receiving the best of care when it comes to quality and safety. In order to minimize adverse events, it’s important that healthcare facilities embrace a safety culture (McGonigle & Mastrian, 2022). Time management is also of the essence when it comes to proper patient care. Time management is imperative in the healthcare setting and utilizing informatics to improve patient care and not create additional barriers is important (Sweeney, 2017). For example, in the facility I work, we have patients who may want to be on hormone replacement therapy (HRT) and/or peptide therapy. For this process, blood work is essential to see what that patient’s body is doing based on their blood results. We use an electronic medical record (EMR) system called Zenoti to update patient information, chart notes, refills, consults, and so forth. Zenoti keeps a record of each time that a patient interacts with staff so that it is easily accessible to the nurse, physician or front desk employee to access and have that data in real-time. If a patient recently had blood work done, that is through another company so those results have to be uploaded to their chart separately. This process can definitely leave room for error, especially if there is a critical lab value that gets overlooked. Myself, the nurse practitioner, or the medical director has to be cautious when refilling and/or ordering medications such as testosterone because we have to make sure we are seeing all the blood results so as to not over or under-medicate a patient.  Although it is great to have a system that all staff can utilize for efficacy, there is definite room for error.

    One of the ways to improve informatics with the healthcare team where I work would be possibly reevaluating the EMR system we are currently using. If the EMR system could flag when a patient’s blood results are critical or important so that the healthcare provider isn’t searching all over the electronic chart and potentially overlooking a result. Another important improvement would be receiving a notification to alert staff and the patient when blood re-draws are required. For example, if a patient is receiving HRT, such as testosterone, our protocol is to have that patient have their hormones redrawn every 3 months. The only way to know when they are due for a redraw is by searching the chart for the last time results were noted and dated. This could save the provider as well as the patient time so that there is no delay in therapy.

    According to McGonigle and Mastrian (2022), nursing is hard work. There is absolutely no debate about that statement. Nurses are known for multitasking as well as being compassionate to their patients. The continued improvement of technological advances will help those in the healthcare profession to better serve our patients safely and effectively without buring the providers out.

     

    References

    Admin. (2023, February 27). 
    What is Nursing Informatics?
     HIMSS. Retrieved March 15, 2023, from https://www.himss.org/resources/what-nursing-informatics#:~:text=Nursing%20informatics%20%22is%20the%20specialty,and%20wisdom%20in%20nursing%20practice.%22

    McGonigle, D. & Garver Mastrian, K. (2022). Nursing informatics and the foundation of knowledge. Jones & Bartlett Learning.

    Sweeney, J. (2017). Healthcare informatics. Online Journal of Nursing Informatics. Retrieved on March 15, 2023, from https://www.himss.org/ojni

     

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    DV

    Daniela Donna Villanueva

    Mar 15, 2023 11:23am
    | 
    Last reply Mar 16, 2023 8:46pm

    Reply from Daniela Donna Villanueva

    Observation of Nurse Informaticist Interaction

    In my experience as a nurse at a local hospital, I have observed the informatics clinical nurse provide support for clinical informatics, including planning initiatives to meet clinical needs. The informatics clinical nurse works closely with leadership and the IT department to ensure systems are up-to-date and will assess and troubleshoot issues. I have also observed the informatics clinical nurse train new providers on the hospital’s software and systems to help prioritize and organize charting. The informaticist also sits on hospital committees to help make technology decisions that improve organizational processes, performance, and outcomes.

    Strategy to Improve Interaction

    The nursing practice depends on information and communication technologies that collect input from other nurses and all the patient care technologies (McGonigle & Mastrian, 2022, p. 607). One strategy to improve interaction is for the floor nurses to communicate better with the informatics nurse. My experience has been that the floor nurse becomes frustrated when computer glitches or problems with a program arise. The time it takes for IT or the informatics nurse to respond is challenging. Effective communication is essential for better outcomes. The team should be encouraged to work toward the same goal and support ideas for the team as a whole (Skoda et al., 2021). For example, you are in a patient’s room administering medication, and the medication scanner is not responding. The nurse must reboot her computer, and if still not working, she will call IT or the informatics nurse. The floor nurse is now late on her medication pass, and patients are angry, making it very frustrating. The lack of communication between the two teams harms patient outcomes and satisfaction.

    Impact of Continued Evolution

    Nursing informatics is constantly changing beyond its definition (Sipes, 2016). Technology can help transformational outcomes of great-quality and evidence-based care and education (Harerimana et al., 2022). During the COVID-19 pandemic, the role of nursing informatics was forced to change to continue managing operations. The use of telehealth and other means of virtual meetings has rapidly expanded and has taken on a whole new meaning (Garcia-Dia, 2021). This specialty will continue to evolve in moments of need and to keep up with technology to help improve patient satisfaction and outcomes.

     

    References

    McGonigle, D., & Mastrian, K. G. (2022). Nursing informatics and the foundation of knowledge (5th ed.). Jones & Bartlett Learning.

    Garcia-Dia, Mary Joy DNP, RN, FAAN. Nursing informatics: An evolving specialty. Nursing Management (Springhouse) 52(5):p 56, May 2021. | DOI: 10.1097/01.NUMA.0000743444.08164.b4

    Harerimana, A., Wicking, K., Biedermann, N., & Yates, K. (2022, August). 
    Nursing Informatics in undergraduate nursing education in Australia before COVID-19: A scoping review
    . Collegian. Retrieved March 15, 2023, from https://www.sciencedirect.com/science/article/pii/S1322769621001621

    Škoda, T. Baksa, L. Luić (2021) Effective Communication Practices in Digital Curriculum, INTED2021 Proceedings, pp. 5995-6002.Sipes, C. (2016). Project management: 
    Essential skill of nurse informaticistsLinks to an external site.
    Links to an external site.
    . 
    Studies in Health Technology and Informatics, 225
    , 252-256.

    Sipes, C. (2016). Project management: 
    Essential skill of nurse informaticistsLinks to an external site.
    Links to an external site.
    . 
    Studies in Health Technology and Informatics, 225
    , 252-256.

     

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    LH

    Latisha Hawkins

    Mar 15, 2023 8:15am
    | 
    Last reply Mar 19, 2023 9:26pm

    Reply from Latisha Hawkins

    Nurse informatics looks different depending on what type of specialty you are in, for example, I have a full-time pediatric private duty nurse job, and I work PRN at a correctional facility. In the previous discussions, I mentioned that there is no nurse informatics in my correctional job, and they do chart auditing. And the majority of the charting on corrections is on paper and transferred to an out-of-date charting system.

    In my full-time job, the nurse informaticists we have usually teach our charting classes and keep us up to date with any changes that come with it. They typically look for trends in charting issues amongst then nurses throughout the company that need to be addressed. At the same time, I haven’t had any direct observations of them working, and the direct experience I have had with them is through our charting classes and meetings when they feel that those trends need to be addressed.

    One major issue is when a provider adds a new order or changes an existing one. Because no doctor looks at the charting, they can’t put in their orders. So it’s left up to the nurses to do it. And it needs to be clarified because you can’t update a previous nurse’s order. You have to discontinue it and go in to add the updated medication or new medication. And often, they call us to say how it’s done incorrectly or to clarify the order without contacting the provider. They should incorporate the providers to get updates when we place these orders. I was taught to put in my order, take a picture of the label and add it for them to verify. And there have been many times when I have a call a provider directly to question an order. Still, if the provider gets maybe notification to clarify it or fix any confusion, it would cut down on many issues with the nurses. Having a system with care everywhere to help with any barrier preventing medication errors could be very beneficial when a patient has a procedure or a hospital stay.

    The nursing informatics specialty would have a positive outlook on the interaction of home health nurses with providers. The trends of how often nurses put in these medication orders and how often there are many questions. It would leave no gray area, allow for open communication, and achieve the goal of improved patient outcomes. And as technology advances, I would be surprised if nurse informaticists can achieve it somehow with the current charting system being used.

    References

    Bakken, S., & Dreisbach, C. (2022). Informatics and data science perspective on future of nursing 2020–2030: Charting a pathway to health equity. 
    Nursing Outlook
    , 
    70
    (6), S77–S87. 
    https://doi.org/10.1016/j.outlook.2022.04.004
    Links to an external site.

    Garcia-Dia, M. (2021). Nursing informatics. 
    Nursing Management
    , 
    52
    (5), 56–56. 
    https://doi.org/10.1097/01.numa.0000743444.08164.b4
    Links to an external site.

    Wolter Kluwer. (2018, March 27). 
    Nursing informatics: The intersection of technology and clinical practice
     [Wolter Kluwer]. 
    https://www.wolterskluwer.com/en/expert-insights/nursing-informatics-the-intersection-of-technology-and-clinical-practice
    Links to an external site.

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    FI

    Francess Ikowe

    Mar 15, 2023 1:32am
    | 
    Last reply Mar 18, 2023 4:04pm

    Reply from Francess Ikowe

                                                                                                          
    Week 3 discussion

     

                                                                                        Experiences or observations on how  nursing informatics interact 

    The American Nurses Association (ANA) defines nursing informatics as a field that combines nursing science and information technology to manage better and communicate data within nursing practice.

    I only interact with informatics nurses when there are significant updates in the electronic health system (EHR). My company uses a system called  EPIC documentation system, it is mandatory to get quarterly updates, or the company could lose its contract with EPIC. So, whenever these updates are done, the informatics nurses will be around daily for about a week to answer questions until everyone is comfortable with the new changes. We sometimes must attend in-person classes; for some of these updates, those classes are taught by informatics nurses. The last one I heard was when our IV pump system was integrated into the EHR to calculate all the intravenous fluids the patient received from the Alaris pump.

     Suggest at least one strategy on how these interactions might be improved. 

    These interactions could be improved by allowing nurses to give feedback and express their opinions on the changes and how they may improve or impair their ability to provide patient care. The second is by reforming nursing education; Booth et al. 2021 noted that creating opportunities for undergraduates and graduate-level students in informatics and data science to work with some of these professionals will give nurses the skills to evolve and stay relevant in this technology age. Topaz et al. 2016 also noted that making nursing informatics mandatory for all undergraduate nursing programs should be one of the biggest goals for nursing educators.

                                                                                                           The impact of the continued evolution of nursing 

    As health technology improves and hospitals invest in technology like AI, drones, and robots, nurses will have no choice but to collaborate with some of these developers to ensure a positive patient outcome (Booth et al.  2021). Some of these technologies will make providing nursing care much easier, especially in the area of documentation.

     

    References 

    Nursing informatics: Scope and standards of Practice, 2nd ed
    . ANA. (2016, December 1). Retrieved March 14, 2023, from
     https://www.nursingworld.org/nurses-books/nursing-informatics-scope-and-standards-of-practice-2nd-ed/#:~:text=Nursing%20informatics%20(NI)%20is%20the,and%20wisdom%20in%20nursing%20practice
    Links to an external site.
    .

     

    Booth, R. G., Strudwick, G., McBride, S., O’Connor, S., & Solano López, A. L. (2021). How the nursing profession should adapt for a digital future. 
    BMJ
    .
     https://doi.org/10.1136/bmj.n1190
    Links to an external site.

     

    Peltonen, L. M., Topaz, M., Ronquillo, C., Pruinelli, L., Sarmiento, R. F., Badger, M. K., Ali, S., Lewis, A., Georgsson, M., Jeon, E., Tayaben, J. L., Kuo, C. H., Islam, T., Sommer, J., Jung, H., Eler, G. J., & Alhuwail, D. (2016). Nursing Informatics Research Priorities for the Future: Recommendations from an International Survey. 
    Studies in health technology and informatics
    , 
    225
    , 222–226.

  • Sara is a 45-year-old female presenting for her annual exam

    1.
     
    Sara is a 45-year-old female presenting for her annual exam. Her blood pressure
    today is 160/90 HR 84 RR 16. Her height is 64 inches and her weight is 195. Her
    last visit to the clinic 3 months ago shows a BP of 156/92. She is currently taking
    ibuprofen 600 mg tid for back pain. She has no known allergies. What is the goal
    for her blood pressure? What medication would you prescribe to treat her blood
    pressure? What education would you prescribe?

    Sara’s problem is uncontrolled hypertension, as evidenced by the current blood pressure reading of 160/90mmHg and supported by the pressure reading of 152/92mmHg. According to The American Heart Association (2023), blood pressure higher than 140/90mmHg indicates stage 2 hypertension. It requires assessing and evaluating the underlying cause with the patient and developing a treatment plan to address the specific needs. Based on the provided history, Sara’s chronic pain and the use of Ibuprofen 600mg 8 hours every day could be significant contributing factors that may cause her high blood pressure. Tabassum et al. (2023) indicate that long-term use of NSAIDs has been
    associated with…

    Assignment: Case Studies

    Case studies are a useful way for you to apply your knowledge of pharmacokinetics and pharmacodynamic aspects of pharmacology to specific patient cases and health histories.

    For this Assignment, you evaluate drug treatment plans for patients with various disorders and justify drug therapy plans based on patient history and diagnosis.

    Resources

     

    Be sure to review the Learning Resources before completing this activity.

    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES

    To Prepare:

    Review the case study posted in “Announcements” by your Instructor for this Assignment

    Review the information provided and answer questions posed in the case study

    When recommending a medication, write out a complete prescription for the medication

    Whenever possible, use clinical practice guidelines in developing your answers when possible

    Include at least three references to support your answer and cite them in APA format.

    By Day 7 of Week 4

    Submit the Assignment.

    GET A HUMAN-WRITTEN PAPER HERE

    submission information

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the 
    Turnitin Drafts
     from the 
    Start Here
     area.

    To submit your completed assignment, save your Assignment as 
    WK4Assgn_LastName_Firstinitial

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     near the top of the page.

    Next, click on 
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    Rubric

    NURS_6521_Week4_Assignment_Rubric

    NURS_6521_Week4_Assignment_Rubric

    Criteria

    Ratings

    Pts

    This criterion is linked to a Learning Outcome
    Scenario 1: Appropriate medication is prescribed or changed. Rationale provided and includes current literature to support decision. All aspects of the patient history are considered in making the medication selection Sara is a 45-year-old female presenting for her annual exam

    15
     
    to >
    11.0
     pts
    Excellent
    Medication selected is appropriate and considers all of the unique patient characteristics. Rationale for selection is clear, complete, and appropriate.

    11
     
    to >
    7.0
     pts
    Good
    Medication selected might be appropriate but conflicts with the unique patient characteristics. Rationale for selection is clear but lacks discussion about potential prescribing issues.

    7
     
    to >
    3.0
     pts
    Fair
    Medication selected is not appropriate for this patient unique characteristics. Rationale provided is not correct or is flawed in applying the medication to this patient.

    3
     
    to >
    0
     pts
    Poor
    Medication selected is inappropriate or would not be provided based on patient unique characteristics.

    15
     pts

    This criterion is linked to a Learning Outcome
    Scenario 1: Written medication orders include all 5 aspects required for a valid order. The order is complete, accurate, and appropriate.

    3
     pts
    Complete
    Written medication orders includes all 5 aspects required for a valid order. The order is complete, accurate, and appropriate.

    0
     pts
    Poor
    The prescription is incomplete. Aspects of a complete order are missing. The order is either incomplete, inaccurate, or inappropriate.

    3
     pts

    This criterion is linked to a Learning Outcome
    Scenario 1: References for the scenario are within past 5 years and include the appropriate clinical practice guideline if applicable.

    4
     pts
    Excellent
    References for the scenario are within past 5 years and include the appropriate clinical practice guideline if applicable. Correct APA format is used.

    3
     pts
    Good
    References for the scenario are within past 5 years but do not include the appropriate clinical practice guideline if applicable. Contains a few (1 or 2) APA format errors.

    2
     pts
    Fair
    References for the scenario are not from within the past 5 years or do not reflect the content of this scenario and do not include the appropriate clinical practice guideline if applicable. Contains several (3 or 4) APA format errors.

    0
     pts
    Poor
    No references are included. References do not reflect the content of this scenario. Appropriate clinical practice guideline is not include. Contains many (≥ 5) APA format errors.

    4
     pts

    This criterion is linked to a Learning Outcome
    Scenario 1: Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation

    3
     pts
    Excellent
    Uses correct grammar, spelling, and punctuation with no errors.

    2
     pts
    Good
    Contains a few (1 or 2) grammar, spelling, and punctuation errors.

    1
     pts
    Fair
    Contains several (3 or 4) grammar, spelling, and punctuation errors.

    0
     pts
    Poor
    Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

    3
     pts

    This criterion is linked to a Learning Outcome
    Scenario 2: Appropriate medication is prescribed or changed. Rationale provided and includes current literature to support decision. All aspects of the patient history are considered in making the medication selection Sara is a 45-year-old female presenting for her annual exam.

    15
     
    to >
    11.0
     pts
    Excellent
    Medication selected is appropriate and considers all of the unique patient characteristics. Rationale for selection is clear, complete, and appropriate.

    11
     
    to >
    7.0
     pts
    Good
    Medication selected might be appropriate but conflicts with the unique patient characteristics. Rationale for selection is clear but lacks discussion about potential prescribing issues.

    7
     
    to >
    3.0
     pts
    Fair
    Medication selected is not appropriate for this patient unique characteristics. Rationale provided is not correct or is flawed in applying the medication to this patient.

    3
     
    to >
    0
     pts
    Poor
    Medication selected is inappropriate or would not be provided based on patient unique characteristics.

    15
     pts

    This criterion is linked to a Learning Outcome
    Scenario 2: Written medication orders include all 5 aspects required for a valid order. The order is complete, accurate, and appropriate.

    3
     pts
    Complete
    Written medication orders includes all 5 aspects required for a valid order. The order is complete, accurate, and appropriate.

    0
     pts
    Poor
    The prescription is incomplete. Aspects of a complete order are missing. The order is either incomplete, inaccurate, or inappropriate.

    3
     pts

    This criterion is linked to a Learning Outcome
    Scenario 2: References for the scenario are within past 5 years and include the appropriate clinical practice guideline if applicable.

    4
     pts
    Excellent
    References for the scenario are within past 5 years and include the appropriate clinical practice guideline if applicable. Correct APA format is used.

    3
     pts
    Good
    References for the scenario are within past 5 years but do not include the appropriate clinical practice guideline if applicable. Contains a few (1 or 2) APA format errors.

    2
     pts
    Fair
    References for the scenario are not from within the past 5 years or do not reflect the content of this scenario and do not include the appropriate clinical practice guideline if applicable. Contains several (3 or 4) APA format errors.

    0
     pts
    Poor
    No references are included. References do not reflect the content of this scenario. Appropriate clinical practice guideline is not include. Contains many (≥ 5) APA format errors.

    4
     pts

    This criterion is linked to a Learning Outcome
    Scenario 2: Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation

    3
     pts
    Excellent
    Uses correct grammar, spelling, and punctuation with no errors.

    2
     pts
    Good
    Contains a few (1 or 2) grammar, spelling, and punctuation errors.

    1
     pts
    Fair
    Contains several (3 or 4) grammar, spelling, and punctuation errors.

    0
     pts
    Poor
    Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

    3
     pts

    This criterion is linked to a Learning Outcome
    Scenario 3: Appropriate medication is prescribed or changed. Rationale provided and includes current literature to support decision. All aspects of the patient history are considered in making the medication selection.

    15
     
    to >
    11.0
     pts
    Excellent
    Medication selected is appropriate and considers all of the unique patient characteristics. Rationale for selection is clear, complete, and appropriate.

    11
     
    to >
    7.0
     pts
    Good
    Medication selected might be appropriate but conflicts with the unique patient characteristics. Rationale for selection is clear but lacks discussion about potential prescribing issues.

    7
     
    to >
    3.0
     pts
    Fair
    Medication selected is not appropriate for this patient unique characteristics. Rationale provided is not correct or is flawed in applying the medication to this patient.

    3
     
    to >
    0
     pts
    Poor
    Medication selected is inappropriate or would not be provided based on patient unique characteristics.

    15
     pts

    This criterion is linked to a Learning Outcome
    Scenario 3: Written medication orders include all 5 aspects required for a valid order. The order is complete, accurate, and appropriate.

    3
     pts
    Complete
    Written medication orders includes all 5 aspects required for a valid order. The order is complete, accurate, and appropriate.

    0
     pts
    Poor
    The prescription is incomplete. Aspects of a complete order are missing. The order is either incomplete, inaccurate, or inappropriate.

    3
     pts

    This criterion is linked to a Learning Outcome
    Scenario 3: References for the scenario are within past 5 years and include the appropriate clinical practice guideline if applicable.

    4
     pts
    Excellent
    References for the scenario are within past 5 years and include the appropriate clinical practice guideline if applicable. Correct APA format is used.

    3
     pts
    Good
    References for the scenario are within past 5 years but do not include the appropriate clinical practice guideline if applicable. Contains a few (1 or 2) APA format errors.

    2
     pts
    Fair
    References for the scenario are not from within the past 5 years or do not reflect the content of this scenario and do not include the appropriate clinical practice guideline if applicable. Contains several (3 or 4) APA format errors.

    0
     pts
    Poor
    No references are included. References do not reflect the content of this scenario. Appropriate clinical practice guideline is not include. Contains many (≥ 5) APA format errors.

    4
     pts

    This criterion is linked to a Learning Outcome
    Scenario 3: Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation

    3
     pts
    Excellent
    Uses correct grammar, spelling, and punctuation with no errors.

    2
     pts
    Good
    Contains a few (1 or 2) grammar, spelling, and punctuation errors.

    1
     pts
    Fair
    Contains several (3 or 4) grammar, spelling, and punctuation errors.

    0
     pts
    Poor
    Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

    3
     pts

    This criterion is linked to a Learning Outcome
    Scenario 4: Appropriate medication is prescribed or changed. Rationale provided and includes current literature to support decision. All aspects of the patient history are considered in making the medication selection.

    15
     
    to >
    11.0
     pts
    Excellent
    Medication selected is appropriate and considers all of the unique patient characteristics. Rationale for selection is clear, complete, and appropriate.

    11
     
    to >
    7.0
     pts
    Good
    Medication selected might be appropriate but conflicts with the unique patient characteristics. Rationale for selection is clear but lacks discussion about potential prescribing issues.

    7
     
    to >
    3.0
     pts
    Fair
    Medication selected is not appropriate for this patient unique characteristics. Rationale provided is not correct or is flawed in applying the medication to this patient.

    3
     
    to >
    0
     pts
    Poor
    Medication selected is inappropriate or would not be provided based on patient unique characteristics.

    15
     pts

    This criterion is linked to a Learning Outcome
    Scenario 4: Written medication orders include all 5 aspects required for a valid order. The order is complete, accurate, and appropriate.

    3
     pts
    Complete
    Written medication orders includes all 5 aspects required for a valid order. The order is complete, accurate, and appropriate.

    0
     pts
    Poor
    The prescription is incomplete. Aspects of a complete order are missing. The order is either incomplete, inaccurate, or inappropriate.

    3
     pts

    This criterion is linked to a Learning Outcome
    Scenario 4: References for the scenario are within past 5 years and include the appropriate clinical practice guideline if applicable.

    4
     pts
    Excellent
    References for the scenario are within past 5 years and include the appropriate clinical practice guideline if applicable. Correct APA format is used.

    3
     pts
    Good
    References for the scenario are within past 5 years but do not include the appropriate clinical practice guideline if applicable. Contains a few (1 or 2) APA format errors.

    2
     pts
    Fair
    References for the scenario are not from within the past 5 years or do not reflect the content of this scenario and do not include the appropriate clinical practice guideline if applicable. Contains several (3 or 4) APA format errors.

    0
     pts
    Poor
    No references are included. References do not reflect the content of this scenario. Appropriate clinical practice guideline is not include. Contains many (≥ 5) APA format errors.

    4
     pts

    This criterion is linked to a Learning Outcome
    Scenario 4: Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation

    3
     pts
    Excellent
    Uses correct grammar, spelling, and punctuation with no errors.

    2
     pts
    Good
    Contains a few (1 or 2) grammar, spelling, and punctuation errors.

    1
     pts
    Fair
    Contains several (3 or 4) grammar, spelling, and punctuation errors.

    0
     pts
    Poor
    Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. 

    3
     pts

    Total Points: 
    100 Sara is a 45-year-old female presenting for her annual exam.
    Her blood pressure
    today is 160/90 HR 84 RR 16. Her height is 64 inches and her weight is 195

  • Professional Nursing and State-Level Regulations

    Regulation of Nursing Practice through State Boards of Nursing

    In the United States, all states have established boards of nursing for regulating nursing practice. In agreement with Cassiani et al. (2020), the fundamental purpose of regulating nursing practice is to ascertain the provision of safe nursing care to the public. This discussion compares two board of nursing regulations for APRNs in my state (New Jersey), with those of Alaska.

    Comparison of APRNs’ Regulations in New Jersey and Arizona States

    A relevant regulation is APRN scope of practice, full practice authority (FPA). In New Jersey, the regulatory structure of its board of nursing adopts a reduced practice approach for APRNs (American Association of Nurse Practitioners, 2022). By contrast, the state of Alaska has enacted a full practice regulatory structure for APRNs. An example is that licensed APRNs in Alaska can independently diagnose and treat medical conditions, while those in New Jersey have to collaboratively work with a physician (be delegated) to perform such practices.

    The other regulation is continuing education (CE) programs for license renewal. APRNs in New Jersey must complete 30 contact hours in the period preceding mandated biennial renewal (New Jersey Division of Consumer Affairs, 2022). They must also complete one hour of CE on opioid drug prescription with regard to opioid alternatives to manage and treat pain, and risks and signs of opioid abuse, addiction, and diversion. In Alaska, APRNs need to complete 30 contact hours of CE in the period preceding mandated biennial renewal (Department of Commerce, Community, and Economic Development, 2022). Within the same period, APRNs with controlled substance authority and DEA registration are required to two hours of education on pain management and opioid use and addiction.

    Impact of Regulations on APRNs with Legal Authority to Practice within Full Scope

    As outlined by the American Association of Nurse Practitioners (AANP), FPA allows APRNs independent practice. They have the authority to: evaluate patients; diagnose, order, and interpret diagnostics; and initiate and treat medical problems including prescription of drugs and controlled substances under the state board of nursing’s exclusive licensure authority (DePriest et al., 2020). Since New Jersey adopts reduced practice approach, APRNs in this state have to be supervised, delegated, or managed by a physician while carrying out at least one of the FPA practices such as prescribing drugs (New Jersey Division of Consumer Affairs, 2022).

    ORDER HUMAN-WRITTEN, PLAGIARISM-FREE PAPER HERE

    In Alaska, licensed APRNs assume FPA to perform board-approved advanced and specialized practices practicing as nurse midwives, nurse practitioners, clinical nurse specialists, or certified registered nurse anesthetists, or in more than one role for which they have received specialized education (Department of Commerce, Community, and Economic Development, 2022). In addition to aforementioned FPA practices, APRNs in Alaska can authorize registered nurses to conduct a determination of death, they can certify the death, and write do not resuscitate orders, and expected death at home forms and death certificates.

    Ways APRNs Comply with Selected Regulations

    APRNs in New Jersey, prior to prescribing drugs or a medical device, they should attain a joint protocol with a licensed collaborating physician in this state (New Jersey Division of Consumer Affairs, 2022). Those in Alaska practice independently guided by the Scope of Nursing Practice Decision-Making Framework and Scope of Practice for NPs (Department of Commerce, Community, and Economic Development, 2022). APRNs in both states, for example enrolling for May license renewal 2022, can complete 30 hours of instruction from their employer approved by American Nurses Crediting Services (ANCC) between June 1, 2020 and May 31, 2022.

    References

    American Association of Nurse Practitioners. (2022). 
    New Jersey: Information and Resources for New Jersey NPs
    . https://www.aanp.org/advocacy/new-jersey

    American Association of Nurse Practitioners. (2022). 
    Alaska: Information and Resources for Alaska NPs
    . Retrieved December 24, 2022, from https://www.aanp.org/advocacy/alaska

    Cassiani, S. H. D. B., Lecorps, K., Cañaveral, L. K. R., da Silva, F. A. M., & Fitzgerald, J. (2020). Regulation of nursing practice in the Region of the Americas. 
    Revista Panamericana de Salud Pública
    , 
    44
    . https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7429928/

    DePriest, K., D’Aoust, R., Samuel, L., Commodore-Mensah, Y., Hanson, G., & Slade, E. P. (2020). Nurse practitioners’ workforce outcomes under implementation of full practice authority. 
    Nursing outlook
    , 
    68
    (4), 459-467. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7581487/

    Department of Commerce, Community, and Economic Development. (2022). 
    Board of nursing, professional licensing, division of corporations, business and professional licensing
    . Retrieved December 24, 2022, from https://www.commerce.alaska.gov/web/cbpl/ProfessionalLicensing/BoardofNursing.aspx

    New Jersey Division of Consumer Affairs. (2022, September 12). 
    Pages – New Jersey board of nursing
    . Retrieved December 24, 2022, from https://www.njconsumeraffairs.gov/nur

     

    Professional Nursing and State-Level Regulations

    Boards of Nursing (BONs) exist in all 50 states, the District of Columbia, American Samoa, Guam, the Northern Mariana Islands, and the Virgin Islands. Similar entities may also exist for different regions. The mission of BONs is the protection of the public through the regulation of nursing practice. BONs put into practice state/region regulations for nurses that, among other things, lay out the requirements for licensure and define the scope of nursing practice in that state/region.

    It can be a valuable exercise to compare regulations among various state/regional boards of nursing. Doing so can help share insights that could be useful should there be future changes in a state/region. In addition, nurses may find the need to be licensed in multiple states or regions.

    Resources

     

    Be sure to review the Learning Resources before completing this activity.

    Click the weekly resources link to access the resources. 

    WEEKLY RESOURCES

    To Prepare:

    Review the Resources and reflect on the mission of state/regional boards of nursing as the protection of the public through the regulation of nursing practice.

    Consider how key regulations may impact nursing practice.

    Review key regulations for nursing practice of your state’s/region’s board of nursing and those of at least one other state/region and select at least two APRN regulations to focus on for this Discussion.

    By Day 3 of Week 5

    Post
     a comparison of at least two APRN board of
    nursing regulations in your state/region
    with those of at least one other state/region. Describe how they may differ. Be specific and provide examples. Then, explain how the regulations you selected may apply to Advanced Practice Registered Nurses (APRNs) who have legal authority to practice within the full scope of their education and experience. Provide at least one example of how APRNs may adhere to the two regulations you selected.

    By Day 6 of Week 5

    Respond
     to at least 
    two
     of your colleagues
    * on two different days
     and explain how the regulatory environment and the regulations selected by your colleague differ from your state/region. Be specific and provide examples.

    *Note:
     Throughout this program, your fellow students are referred to as colleagues.

    Initial Post 

    The two states I’m comparing APRNs are Texas and California. Texas is where I currently reside and California would be my dream state to live in. The comparison will give me insight into the differences within the state’s scope of practice. California isn’t a compact state but one can apply for endorsement. Texas is one of the compact states for all nurses and APRNs. The two states I’m comparing APRNs are Texas and California. Texas is where I currently reside and California would be my dream state to live in. The comparison will give me insight into the differences within the state’s scope of practice. California isn’t a compact state but one can apply for endorsement. Texas is one of the compact states for all nurses and APRNs.

    The scope of practice for APRNs varies widely from one jurisdiction to the next. Some regions and states have stricter regulations than others. For instance, some states and regions need APRNs to have a specific amount of clinical experience before they may be licensed. For instance in California to be a PMHNP, they require a master’s degree along with 2 years of clinical experience (which includes 1 year of supervisory experience) after you obtained your master’s degree. In Texas, that law isn’t required.

    There are certain regulations for every state. In California, APRNs are not allowed to work independently. Broadly speaking, NPs are trained to assess, diagnose, order, and interpret medical tests, prescribe medications, and collaborate in the care of patients (Levine, 2019). . The scope of practice for a nurse practitioner varies from state to state, and sometimes even from hospital to hospital. In California, NPs practice in collaboration with a licensed physician (Levine, 2019). In Texas, Nurse Practitioners can exercise the full scope of their training and work autonomously. That means you can own and operate a nurse practitioner private practice without physician oversight (TWU, 2020).

    In California, BPC 2836.1 was amended changing furnishing to mean “order” for a controlled substance and can be considered the same as an “order” initiated by the physician. This law requires the NP who has a furnishing number to obtain a DEA number to “order” controlled substances, Schedule II, III, IV, V (DCA, n.d.) The mission of the Texas Board of Nursing (BON) is to protect and promote the welfare of the people of Texas by ensuring that each person holding a license as a nurse in the State of Texas is competent to practice safely (TBON, n.d.). Acting in accordance with the highest standards of ethics, accountability, efficiency, effectiveness, and openness, the Texas Board of Nursing approaches its mission with a deep sense of purpose and responsibility and affirms that the regulation of nursing is a public and private trust (TBON, n.d.).

    References

    GENERAL INFORMATION: NURSE PRACTITIONER PRACTICE
    . (n.d.). https://www.rn.ca.gov/pdfs/regulations/npr-b-23.pdf. Retrieved December 28, 2022, from 
    https://www.rn.ca.gov/pdfs/regulations/npr-b-23.pdf
    Links to an external site.

     

    How to Start a Nurse Practitioner Private Practice | Texas Woman’s University Online
    . (2020, October 26). 
    https://onlinenursing.twu.edu/blog/how-start-nurse-practitioner-private-practice
    Links to an external site.

     

    Mission and Values
    . (n.d.). Texas Board of Nursing. Retrieved December 28, 2022, from 
    https://www.bon.texas.gov/about_mission_and_values.asp.html
    Links to an external site.

     

    What Does a Nurse Practitioner Do?
     (n.d.). Cedars-Sinai. https://www.cedars-sinai.org/blog/nurse-practitioners.html

     

     

     

     

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    NO

    Nchetaka Okeke

    Dec 28, 2022 10:05pm

    Reply from Nchetaka Okeke

    The nursing profession is controlled by rules and regulations that vary by state and laws that govern them. Most of their rules are related to public safety and licensing. “Health professions regulation is needed as a mechanism to protect the interests of public safety” (Milstead &Short, 2019).  They specify certification criteria as well as the scope of practice in the state. Knowledge of the individual State’s Nurse Practice Act (NPA) is essential to practicing within the expected guidelines by law and ensures the safety of patients. The NPA is set in place by States to detail requirements for nursing education, licensure, and scope of practice (Haddad & Huynh, 2022)

    Comparison of Nursing Regulations

    I am a registered nurse in Texas; therefore, I will compare the Texas board of nursing regulations to that of the Arizona board of nursing regulations. Texas has a 
    “reduced practice”
     policy; this means Texas Nurse Practitioners cannot perform the full scope of practice without a supervising or collaborating physician (Clarke, 2022).  According to the Texas Board of Nursing (2022), “Protocols or other written authorization should be jointly developed by the advanced practice nurse and the appropriate physician(s)” (p.169). The prescriptive authority in Texas requires “an agreement entered into by a physician and an advanced practice registered nurse (APRN) or physician assistance (PA) through which the physician delegates to the APRN or PA the act of prescribing or ordering a drug or device” (Texas Board of Nursing, n.d.). In contrast, APRNs in Arizona have full independent practice authority and do not require a physician’s supervision or collaboration. They can practice unsupervised within the area of their certification only. They can prescribe and dispense drugs and devices within the nurse practitioner’s population focus. They may also prescribe scheduled II-V controlled substances (NCSL, n.d.)

     

    Full Practice Authority

    According to Bosse et al. (2017), the benefits of having APRNs with full practice authority (FPA) include cost-efficient care, reduced number of prescriptions, decreased emergency room visits, and improved collaboration between clinicians. Hence, in the states where FPA is not in place, there is no opportunity for improvement in the overall healthcare system. For example, if Texas nurse practitioners were granted FPA, they could take care of patients independently and prescribe medications. With this, more patients can receive care, and the cost of healthcare will be reduced for the patient and the healthcare organization. As for APRNs, it is critical to pay close attention to the scope of practice for the state where you work.

                                                                 References

    Bosse, J., Simmonds, K., Hanson, C., Pulcini, J., Dunphy, L., Vanhook, P., & Poghosyan, L. (2017). Position statement: Full practice authority for advanced practice registered nurses is necessary to transform primary care. 
    Nursing Outlook
    , 
    65
    (6), 761–765. 
    https://doi.org/10.1016/j.outlook.2017.10.002
    Links to an external site.

    Huynh, A. P., & Haddad, L. M. (2022). Nursing Practice Act. 
    StatPearls
    . Retrieved December 27, 2022, from 
    https://www.ncbi.nlm.nih.gov/books/NBK559012/#article-26029.s1
    Links to an external site.

    Milstead, J. A., & Short, N. M. (2021). Government Response: Regulation. (pg. 57–84) 
    Health 
    Policy and Politics: A Nurse’s Guide 6th Edition 
    (6th ed.). Jones & Bartlett Learning.

    NCSL. (n.d.). Scope of practice policy state overview: Arizona. Retrieved December 27, 2022, from 
    https://scopeofpracticepolicy.org/states/az/
    Links to an external site.

    Nurse Journal. (2022). Nurse practitioner practice authority: A state-by-state guide. Retrieved December 26,, 2022, from 
    https://nursejournal.org/nurse-practitioner/np-practice-authority-by-state/
    Links to an external site.

    Texas Board of Nursing. (n. d.). Texas administrative code: chapter 222 advanced practice registered nurse with prescriptive authority. Retrieved December 25, 2022, from 
    https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=22&pt=11&ch=222&rl=5
    Links to an external site.

    Texas Board of Nursing. (2022). Texas Board of Nursing: Rules and regulations relating to nurse education, licensure and practice. Retrieved December26, 2022, from  
    https://www.bon.texas.gov/pdfs/law_rules_pdfs/rules_regulations_pdfs/October%202022%20Rules%20and%2200Regulations.pdf
    Links to an external site.

     

     

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    Bonita Leone
     (She/Her)

    Dec 28, 2022 9:49pm

    Reply from Bonita Leone

    Nurs 6050N State Comparison  Discussion Post 1

    As someone who has worked in Michigan her whole life and has never contemplated working out of state, I looked to Ohio to compare to my home state of Michigan, which is within an hour’s commute. Keep in mind I have worked with Ohio nurses in Michigan for nearly 20 years.

    Ohio currently recognizes the national mandate by the president to acknowledge nurses from outside of the state that want to practice in Ohio during the pandemic under a White House Briefing released in February 2022. Also, per the Nurse License Compact (NLC), Nurses from Ohio can practice in another one of 39  NLC states without applying for a license. Michigan nurses do not have this same luxury.

    Also, Michigan is a restricted practice state along with a minority of other states across the US; legislation is currently in Michigan’s state legislature to bring Michigan up to speed to a full practice authority state. This current weakened scope of NP practice contradicts the suggested goals of the Institute of Medicine (IOM) and the Robert Wood Johnson Foundation (RWJF) (IOM & RWJF, 2010) assessment report,  stating the future of nursing was to enhance health care in the United States by optimally utilizing the nursing workforce(Yoon et al., 2018).

    References

    Bosse, J., Simmonds, K., Hanson, C., Pulcini, J., Dunphy, L., Vanhook, P., & Poghosyan, L. (2017). Position statement: Full practice authority for advanced practice registered nurses is necessary to transform primary care. Nursing Outlook, 65(6), 761–765. Retrieved December 26, 2022, from https://doi.org/10.1016/j.outlook.2017.10.002

    House, W., & . (2022, February 18). Notice on the continuation of the national emergency concerning the coronavirus disease 2019 (covid-19) pandemic. The White House. https://www.whitehouse.gov/briefing-room/presidential-actions/2022/02/18/notice-on-the-continuation-of-the-national-emergency-concerning-the-coronavirus-disease-2019-covid-19-pandemic-2/

    Nurse licensure compact (nlc). (n.d.). NCSBN. Retrieved December 27, 2022, from https://www.ncsbn.org/compacts/nurse-licensure-compact.page

    Neff, D. F.,Yoon, S.H., Steiner, R. L.,,  Bumbach, M. D. , & Harman, J. S. (2018). The impact of nurse practitioner regulations on population access to care. 
    Nursing Outlook, 
    66(4), 379-385.

     

     

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    ER

    Essie Tani Richardson

    Dec 28, 2022 9:32pm
    | 
    Last reply Dec 31, 2022 8:25pm

    Reply from Essie Tani Richardson

    The key distinction between Texas and Louisiana is that Texas does not need APRNs to have a collaborative agreement with a physician. This means that whereas APRNs in Texas are permitted to practice without a formal, written agreement with a physician, they are not permitted to do so in Louisiana. APRNs must possess a license in order to work in both states. APRNs need to have finished an accredited APRN program and passed a national certification exam in order to obtain a license. Both states permit APRNs to prescribe drugs as part of their scope of practice. APRNs are only permitted to prescribe Schedule II–V controlled medications in Louisiana, but, if they have successfully registered as a controlled substance prescriber with the state’s board of pharmacy.

    In Texas, APRNs are permitted to prescribe any controlled substance on Schedules II through V. In order to practice, APRNs must keep their RN licenses up to date in both states. APRNs in Louisiana must also keep their APRN licenses up to date. APRNs must complete continuing education requirements in both states in order to renew their licenses. Every two years, APRNs in Louisiana are required to complete at least 15 contact hours of continuing education. Every two years, APRNs in Texas are required to complete at least 20 contact hours of continuing education. Both states’ APRNs are obligated to follow the rules established by the state in which they are licensed to practice.

    This means that in order to prescribe restricted medications in Louisiana, APRNs must have a collaboration agreement with a doctor and be registered with the Louisiana Board of Pharmacy. Although a collaborative agreement is not required in Texas for APRNs to prescribe restricted medications, they must still be registered with the Texas Board of Pharmacy.

    Both states demand that APRNs keep their RN licenses up to date and complete continuing education requirements in order to renew their credentials. Each state has its own criteria for continuing education, though. Every two years, APRNs in Louisiana are required to complete at least 15 contact hours of continuing education, while APRNs in Texas are required to complete at least 20 contact hours.

     

    References

     

    https://www.bon.texas.gov/pdfs/aprn_position_statement.pdf
    Links to an external site.

    https://www.lsbn.state.la.us/docs/default-source/publications/aprn-practice-guidelines.pdf?sfvrsn=2

    https://www.aacnnursing.org/News-Information/Fact-Sheets/Scope-of-Practice-for
    Links to an external site.
     Nurses

    https://www.ncsbn.org/Aprn_Consensus_Model.pdf

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    Kayla Holt

    Dec 28, 2022 8:28pm

    Reply from Kayla Holt

    Regulations (rules) enable reasonable implementation of the law (Milstead & Short, 2019). Note the terms regulation and rule are also used interchangeably (Milstead & Short, 2019). Whereas law is written in broad language, regulations are detailed and specify how the law will be put into practice (Milstead & Short, 2019). APRN practice is typically defined by the Nurse Practice Act and governed by the Board of Nursing, but other laws and regulations may impact practice, and other boards may play a role (American Nurses Association, n.d.).

    Arkansas is a reduced practice state which means nurse practitioners can perform some of their scope of practice without physician supervision (NurseJournal, 2022). These restrictions typically involve operating their own practices or prescribing certain types of medications (NurseJournal, 2022). They rarely involve the nurse practitioner’s ability to order tests or diagnose conditions (NurseJournal, 2022). For example, a nurse practitioner might need to be part of a practice that is supervised by a physician, rather than running their own practice, but within that practice, can operate with relative autonomy (NurseJournal, 2022).

    South Dakota is a full practice authority state (NurseJournal, 2022). Nurse practitoners can perform the full scope of practice without a supervising or collaborating physician (NurseJournal, 2022). They can diagnose a patient, order tests, prescribe medication, and operate on their own independent practices (NurseJournal, 2022). Nurse practitioner independent practice states may require a certain level of experience working under a physician’s supervision or require additional training before allowing full practice authority (NurseJournal, 2022). Because these requirements are not permanent, these states are still considered full practice authority states (NurseJournal, 2022). If a nurse practitioner practiced under a physician in Arkansas for the required amount of time and then moved to South Dakota, they could open their own practice.

     

    References

    American Medical Association. (2021). 
    State law chart: nurse practitioner practice authority. 
    American Medical Association. https://www.ama-assn.org/system/files/2020-02/ama-chart-np-practice-authority.pdf

    American Nurses Association. (n.d.). 
    State law and regulation
    . 
    https://www.nursingworld.org/practice-policy/state-law-and-regulation/
    Links to an external site.

    Milstead, J. A., & Short, N. M. (2019). 
    Health policy and politics: A nurse’s guide
     (6th ed.). Jones & Bartlett Learning.

    NurseJournal Staff. (2022, November 29). 
    Nurse practitioner practice authority: a state-by-state guide. 
    NurseJournal. 
    https://nursejournal.org/nurse-practitioner/np-practice-authority-by-state/#definition
    Links to an external site.

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    Rachel Butcher

    Dec 28, 2022 8:12pm
    | 
    Last reply Dec 31, 2022 10:31am

    Reply from Rachel Butcher

    APRN Board Nursing Regulations

    The APRN is an organization that is part of the legislation helping make policies to help keep the public safe. Six representatives help lead the organizations, and members, including the NCSBN, have made a toolkit to support the legislators and regulatory bodies in making changes to the healthcare professionals within the scope of practice. Certain states go by state-specific resources to determine the scope of practice. The states are Ohio, Oregon, New York, and Louisiana. (
    APRN State Law and Regulation
    , n.d.).

    The Ohio APRN regulations are Drug Enforcement Administration (DEA). Certain drugs are under section 4723.42, which certifies that nurse practitioners can administer certain medications. Certified nurse practitioners are allowed to prescribe scheduled II controlled substances under specific guidelines.  The guidelines state that the physician initially prescribes the substance when the patient has terminal conditions. There are several other guidelines that the certified nurse practitioner has to follow before administering a schedule II substance. The nurse practitioner can prescribe controlled substances under the direction of the physician of the practice or facility.  (
    Section 4723.481 | Authority of A.P.R.N. Designated as a Clinical Nurse Specialist, Certified Nurse-Midwife, or Certified Nurse Practitioner to Prescribe Drugs and Therapeutic Devices.
    , 2021). Another regulation that Ohio APRN has to follow is to maintain Standard Care Arrangement by collaborating with specialists such as podiatrists or physicians.  Commonly prescribed medications from certified nurse practitioners are ant-asthmatics, antibiotics, anti-hypertensives, diabetic agents, and cholesterol medication. (
    The Authority to Prescribe Medications and Therapeutic Devices
    , n.d.). The Standard Care Arrangement is to help make a guide for evaluating and planning patient healthcare.

    The Standard Care Arrangement is developed by the general physician, podiatrist, CNP, CNM, and CNS. This regulation must be renewed every two years, and the employer must keep a copy of the SCA in case the board wants to see it. (
    What Is a Standard Care Arrangement
    , n.d.).

    I work in a long-term care facility that also has a skilled unit. The skilled unit is where patients come to get rehab after they have had a knee replacement, hip replacement, open heart surgery, wound care, strokes, etc. The nurse practitioner works under a medical director who is the primary physician. The nurse practitioner addresses the needs and treats the patient, ensuring their pain is controlled. If the nurse practitioner does not treat the patient’s pain properly, then the patient will not be able to do their therapy and get better and go home. The nurse practitioner needs to be able to work under the primary care physician to prescribe the proper medications. Nurse practitioners need to go by specific guidelines to make sure the patients are getting excellent care for better outcomes and return home safely. The Standard Care Act helps nurse practitioners with guidelines on how to treat the patients they see. Each patient is different, so they need to know what direction to go to ensure they receive the proper care.

    Different states have different guidelines for APRN regulations. For example, Federal Controlled Substance and State define North Carolina guidelines when prescribing controlled substances. The nurse practitioner must have a DEA number entered when prescribing the controlled substances. The nurse practitioner must follow a primary or backup supervising physician when prescribing the controlled substances. When the nurse practitioner orders the controlled substances, the patient’s name and the nurse practitioner’s name and telephone number have to be on the prescription. (
    Prescribing Authority
    , 2021).

    For instance, NC and Ohio have similar and different controlled substance prescription regulations. Both states have their nurse practitioners working under primary care physicians when prescribed controlled substances. There are differences in that North Carolina’s regulations when prescribing controlled substances are stricter. The nurse practitioner in North Carolina goes by Federal and state guidelines. The NP has to make sure their name, patient’s name, and telephone number are where the NP can be reached by staff and primary physician. The NP must also give their DEA number each time they order a controlled substance. Ohio NP was not as strict on ensuring their DEA number was given each time a controlled substance was prescribed.

    Nurse practitioners must be able to prescribe controlled substances, even if under a primary physician. There are more NP available to assess patients. Physicians rely on and trust their NP to help treat their patients. NP should be able to prescribe controlled substances on a limited basis.

     

    References

    APRN state law and regulation. (n.d.). ANA America nurses association. Retrieved December 27, 2022, from 
    https://www.nursingworld.org/practice-policy/advocacy/state/aprn-state-law-and-regulation/
    Links to an external site.

    Prescribing authority
    . (2021, August 1). 21 NCAC 36.0809. Retrieved December 27, 2022, from 
    http://reports.oah.state.nc.us/ncac/title%2021%20-%20occupational%20licensing%20boards%20and%20commissions/chapter%2036%20-%20nursing/21%20ncac%2036%20.0809.html
    Links to an external site.

    Section 4723.481 | authority of A.P.R.N. designated as a clinical nurse specialist, certified nurse-midwife, or certified nurse practitioner to prescribe drugs and therapeutic devices. (2021, July 30). Ohio Laws & administrative rules. Retrieved December 27, 2022, from 
    https://codes.ohio.gov/ohio-revised-code/section-4723.481
    Links to an external site.

    The authority to prescribe medications and therapeutic devices. (n.d.). Ohio ARRNs providing quality, affordable healthcare in a variety of settings.. Retrieved December 28, 2022, from 
    http://www.ohioaprn.com/prescriptive-authority.html#:~:text=Learn%20more%20about%20the%20rules%20governing%20APRN%20prescribers,substances%29%20continuing%20education%20on%20a%20regular%20basis%20%28bi-annually%29
    Links to an external site.

    What is a standard care arrangement
    . (n.d.). Ohio APRNs providing quality, affordable healthcare in a variety of settings. Retrieved December 28, 2022, from 
    http://www.ohioaprn.com/sca—standard-care-arrangement.html
    Links to an external site.

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    Amandeep Kaur

    Dec 28, 2022 7:22pm
    | 
    Last reply Dec 30, 2022 10:58pm

    Reply from Amandeep Kaur

    Main Post:

    Professional Nursing and State-Level Regulations

    There are more than 50 state board nursing bodies in the country. The Board of Nursing ensures that its nurses have regulation that guides their practice in the State. For instance, in Minnesota, nurse practitioners are allowed to practice independently. The State joined eleven states in January 2015, allowing Nurse Practitioners to prescribe or practice independently (Graziano et al., 2017). The move has contributed to having a state with highly improved healthcare services. For example, the NPs have contributed to improving access to mental health services, helping Minnesota to counteract the ever-increasing primary care gap.

    Before practice, the Minnesota Board of Nursing mandates that individuals meet all educational and certification requirements. The State has made numerous adjustments to its policies to ensure that only qualified individuals can handle patients’ issues. For instance, in 2014, the State stipulated that advanced practice nurses must have separate APRN licensing in addition to the Registered Nurse license. All the process and requirement allows the healthcare providers to meet the educational requirement for rendering them competent in rendering effective healthcare services in the State.

    Each State may have its regulations and programs on how they want healthcare services to be rendered in their State. It is crucial to compare the Minnesota APRN regulations to those in California. The Nursing Practice Act (NPA) is the organization of the body for California mandating the Board on setting the scope of practice, duties, and responsibilities of Registered nurses (Lin et al., 2018). The State requires all individuals who may want to obtain certification for practicing as nurse practitioners to ensure they have an active license as a registered nurse for California. An additional requirement is that the nurse must also have a master’s degree in nursing or any clinical field that can be equated to nursing. The healthcare provider needs to complete a nurse practitioner education program.

    The State requires nurse practitioners to practice within the scope of practice described in the Nursing Practice Act of California. The roles of nurse practitioners, as stipulated by the Nurse Practice Act, are not limited to assessment, ordering, requesting, and interpreting diagnostic tests, diagnosing, treating, and prescribing medications (Smith, 2022). Nurse practitioners have the relevant skills for managing, counseling, and educating patients and their families on their health conditions.

    Nurse practitioners working in the State have the mandate of adhering to the provided policies and regulations and ensuring that they render the healthcare services highlighted in the scope of practice. It is relevant to ensure that all the education and certification requirements are met. Nurse practitioners are vital for healthcare providers as they deliver services that primary care physicians could only render. The regulations and accreditations process may be different for the two states described in this document. Still, they all aim to ensure that the public receives competent and safe services.

    The Board of Nursing for states ensures the protection and regulation of nurses and nursing practice. It ensures improvement, which contributes to having healthcare facilities that are competent in solving and meeting the patients’ healthcare needs. At times healthcare providers wanting to practice in other states may need to follow the provided requirements in the State before being accredited to practice.

     

    Reference
    s

    Smith L. B. (2022). The effect of nurse practitioner scope of practice laws on primary care delivery. 
    Health Economics
    , 
    31
    (1), 21–41. 
    https://doi.org/10.1002/hec.4438
    Links to an external site.

    Graziano, J. A., Uppman, F., Anderson, K., Johnson, L., Frosch-Erickson, S., Hill, D., Eccles, J., Beasley, L., & Kohler, S. (2017). Minnesota Alliance for Nursing Education (MANE): A Unique Multi-institutional Approach to Preparing Nurses for the Future. 
    Nursing Education Perspectives
    , 
    38
    (5), E2–E7. 
    https://doi.org/10.1097/01.NEP.0000000000000198
    Links to an external site.

    Lin, V. W., Juraschek, S. P., Xu, L., Jones, D., & Turek, J. (2018). California regional registered nurse workforce forecast. 
    Nursing Economic$
    , 
    26
    (2), 85–121. https://pubmed.ncbi.nlm.nih.gov/18524374/

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    Rafael Carlos Martinez

    Dec 28, 2022 7:20pm

    Reply from Rafael Carlos Martinez

    For this discussion post, I am comparing the APRN scope of practice regulations between New Hampshire, where I currently live, and Texas, where my extended family lives. New Hampshire is a full independent practice state, meaning that a fully licensed nurse practitioner in the state does not need to practice under the supervision of a physician. As a fully independent practitioner, a nurse practitioner within New Hampshire has full prescriptive ability, can sign POLST forms, and can work as a primary care provider within the state.  In comparison, nurse practitioners within Texas must have a written scope of practice agreement with a physician (that is renewed annually) that dictates what their scope of practice will be, and what medications and medical devices they can prescribe. Nurse practitioners in Texas may work as primary care providers, but they must practice within the scope of the practice agreement between themselves and a physician, and they cannot sign POLST forms.

    These scope of practice regulations affect nurse practitioners who have legal authority to practice within their full scope of practice of their education and experience in that Nurse practitioners in Texas, although they may have the knowledge and experience to practice independently, cannot practice as a provider without the supervision of a delegating physician, who is ultimately responsible for all the care that the nurse practitioner provides to patients. Furthermore, a nurse practitioner in Texas, would not be legally able to practice independently, and could not sign any POLST forms for their patients. The same nurse fully licensed practitioner working in New Hampshire, however, would be able to independently see their patients (without a delegating or supervising physician), and would be able to sign the POLST form without having to go to a physician for a signature.

    Bin Abdul Baten, R., & Wehby, G. L. (2022). 
    Effects of the aca medicaid expansions on access and health by nurse practitioner scope of practice laws. Nursing Outlook, 70(2), 228–237
    . https://doi.org/10.1016/j.outlook.2021.12.011

    NCSLSOP. (2022). 
    Nurse practitioners
    : scope of practice policy. Retrieved December 28. 2022, from https://scopeofpracticepolicy.org/practitioners/nurse-practitioners/?

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    Holly Anne Mayes

    Dec 28, 2022 6:35pm

    Reply from Holly Anne Mayes

    Discussion 5:

     

    Regarding licensure authority for an APRN, each state has its own set of regulations (American Association of Nurse Practitioners, 2022). Two differences between New Mexico and Florida are the ability to practice independently without restrictions or oversight and work in different specialty areas. In all 50 states, APRNs fall into one of three different levels of practice. According to the American Association of Nurse Practitioners, the three different levels are as follows:

    Full Practice

    State practice and licensure laws permit all NPs to evaluate patients; diagnose, order, and interpret diagnostic tests; and initiate and manage treatments, including prescribing medications and controlled substances, under the exclusive licensure authority of the state board of nursing. This is the model recommended by the National Academy of Medicine, formerly called the Institute of Medicine, and the National Council of State Boards of Nursing.

    Reduced Practice

    State practice and licensure laws reduce the ability of NPS to engage in at least one element of NP practice. State law requires a career-long regulated collaborative agreement with another health provider for the NP to provide patient care, or it limits the set of one or more elements of NP practice.

    Restricted Practice

    State practice and licensure laws restrict the ability of NPS to engage in at least one element of NP practice. State law requires career-long supervision, delegation, or team management by another health provider for the NP to provide patient care (American Association of Nurse Practitioners, 2022).

    New Mexico falls under the full practice, while Florida is restricted practice. The New Mexico board of nursing states that an APRN can “practice independently and make decisions regarding healthcare needs of the individual, family or community and carry out all health regimens, including the prescription and distribution of dangerous drugs and controlled substances” (
    New Mexico Board of Nursing,
     2022b). Florida is a restricted practice state where the APRN can only work under an approved protocol or a Physician.

    To comply with this regulation, the APRN must enter a supervisory protocol with at least one physician within the physician group practice. In Florida, an APRN can apply to become an “Autonomous Advanced Nurse Practitioner,” where they can practice independently but can only engage in autonomous practice in primary care practices, including family medicine, general pediatrics, and general internal medicine, as defined by board rule. They also must have completed a minimum of 3,000 hours in the specialty they are approved to work in before they can be licensed as autonomous and have to apply to the state of Florida for approval and compliance (
    Statutes & constitution: view statutes: Online sunshine,
     2022). New Mexico APRNs can work independently as soon as they are licensed and can work in all specialties. Since we are a rural state with limited access to care and specialists, our state would suffer if we had restrictions in a place like Florida. APRNs are vital to our healthcare system in New Mexico; we have a limited number of physicians and need our APRNs’ support to continue caring for our patients.

     

    References

    American Association of Nurse Practitioners. (2022). 
    State practice environment. 
    https://www.aanp.org/advocacy/state/state-practice-environment
    Links to an external site.

    New Mexico Board of Nursing. (n.d.). Retrieved December 28, 2022, from 
    https://nmbon.sks.com/nurse-practice-act
    Links to an external site.

    NursingLicensure.org (2022a). 
    Advanced Practice Nurse Requirements in New Mexico
    . 
    https://www.nursinglicensure.org/np-state/New
    Links to an external site.
     Mexico-nurse-practitioner/

    Statutes & Constitution: view statutes: Online Sunshine. (2022, December 28). Retrieved December 28, 2022, from 
    http://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Statute&URL=0400-0499%2F0464%2F0464.html
    Links to an external site.

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    Lima Vadakkedam

    Dec 28, 2022 5:43pm
    | 
    Last reply Dec 30, 2022 10:48pm

    Reply from Lima Vadakkedam

    The Board of Nursing varies between each state on how they regulate the APRNs(American Association of Nurse Practitioners, 2022). The New Jersey Board of Nursing was established in 1912 to protect the health, safety and welfare of New Jersey’s residents by ensuring that those who practice nursing are qualified and competent to do so. This board licenses registered nurses and practical nurses, and regulates the nursing profession in New Jersey. The board certifies advanced practice nurses, sexual assault forensic nurses, and certified homemaker-home health aides. The board accredits nursing schools and approves clinical affiliates. (American Association of Nurse Practitioners, 2022). The state of New Jersey has certain regulations that only pertain to the state of New Jersey. I also hold my NLC. An NLC is a nursing compact license that RN can apply for if they live in a compact state. The Nurse Licensure Compact (NLC) allows a nurse to have one multistate license with the ability to practice in the home state and other compact states. (NCBSN, 2022). This allows for nurses who are doing travel nursing to not have to apply for each state separately.

     

    APRNs in most states are able to independently treat and diagno patients. For example, in the state where I live and will obtain my license, APRNs still have to practice under the delegation of a physician. On the contrary in the State of Oregon, they have allowed for nurses to have full practice authority. This means that the APRNs in Oregon can diagnose and treat patients independently. (AANP 2022). I understand that each state follows different regulations, but sometimes it makes no sense considering we all take similar NCLEX in the beginning. There should be a standardized practice from state to state for APRNs. I understand Oregon may have more vast rural areas than New Jersey and that is why they may give APRNs more freedom with providing care. New Jersey is a metropolitan area with access to arguably some of the best healthcare in the country, which may be why they have more restrictions on APRNs they do not see the full value they bring to the healthcare system. However, if we all receive the same schooling and take very similar boards, why not just standardize the scope of practice for all APRNs. This would most likely lead to a better continuity of care from state to state. APRNs are a vital and very important part of the healthcare system and letting them work to the full extent of their scope of practice is important.

     

    Furthermore, regulations of the different states in the United States work differently between state to state. Some licenses limit nurses in some states, where as other states nurses are able to practice freely.

    References: 

    American Association of Nurse Practitioners. (2022). New Jersey: Information and Resources for New Jersey NPs. https://www.aanp.org/advocacy/new-jersey

    Nurse Licensure Compact (NLC). NCSBN. (n.d.). Retrieved December 28, 2022, from https://www.ncsbn.org/compacts/nurse-licensure-compact.page

    American Association of Nurse Practitioners. (2022). Alaska: Information and Resources for Oregon NPs. Retrieved December 28, 2022, from https://www.aanp.org/advocacy/Oregon

     

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    Anna Fortenberry Williams

    Dec 28, 2022 4:57pm
    | 
    Last reply Dec 30, 2022 1:32pm

    Reply from Anna Fortenberry Williams

    In Texas, Nurse practitioners are not allowed to sign death certificates or handicap parking permits.  They are able to sign worker’s compensation claims and be named primary care providers. (
    Nurse Practitioner Scope of Practice: Texas | ThriveAP
    , n.d.) Texas Nurse Practitioners have a limited scope of practice. Nurse practitioners practicing in Texas have laws requiring physician supervision in prescribing and practice. In Texas, the nurse practitioner must practice within 75 miles of the supervising physician. Physicians cannot supervise greater than four nurse practitioners at one time.  The supervising physician must also review at least 10 percent of the nurse practitioner’s charts each month. In Texas Nurse Practitioners are allowed to prescribe under physician supervision. They can only prescribe a 30 day supply of medications and cannot o prescribe schedule 2 drugs.

    In Arkansas unlike Texas Nurse practitioners allow full practice rights. Nurse Practitioners, like in Texas can evaluate and examine patients, diagnose, order, and interpret diagnostic tests, and initiate and manage treatments, including prescribing medications and controlled substances, under the exclusive licensure authority of the state board of nursing.

     

    The issue with restricting Nurse Practitioner’s right to practice fully is it reduces the amount of providers, especially in rural areas. All states with reduced rights for Nurse Practitioner practice are trying to move towards full authority, but it is a long and tedious process that requires much work.

     

    Arkansas
    . (n.d.). American Association of Nurse Practitioners. Retrieved December 28, 2022, from https://www.aanp.org/advocacy/arkansas

    ‌

    Important Scope of Practice Information – Texas Nurse Practitioners
    . (n.d.). Www.texasnp.org. 

    Home


    Links to an external site.

     

    Milstead, J. A., & Short, N. M. (2019). 
    Health policy and politics: A nurse’s guide
     (6th ed.). Jones & Bartlett Learning.

     

    American Nurses Association. (n.d.). 
    ANA enterprise
     Links to an external site.
    Links to an external site.
    . Retrieved September 20, 2018, from 
    http://www.nursingworld.org
    Links to an external site.

     

    Bosse, J., Simmonds, K., Hanson, C., Pulcini, J., Dunphy, L., Vanhook, P., & Poghosyan, L. (2017). 
    Position statement: Full practice authority for advanced practice registered nurses is necessary to transform primary care Links to an external site.
    Links to an external site.
    . 
    Nursing Outlook, 65
    (6), 761–765.

     

    Halm, M. A. (2018). 
    Evaluating the impact of EBP education: Development of a modified Fresno test for acute care nursing
     Download Evaluating the impact of EBP education: Development of a modified Fresno test for acute care nursing
    . 
    Worldviews on Evidence-Based Nursing, 15
    (4), 272–280. doi:10.1111/wvn.12291

     

    National Council of State Boards of Nursing (NCSBN) Links to an external site.
    Links to an external site.
    . (n.d.). Retrieved September 20, 2018, from 
    https://www.ncsbn.org/index.htm
    Links to an external site.

     

    Neff, D. F., Yoon, S. H., Steiner, R. L., Bumbach, M. D., Everhart, D., & Harman J. S. (2018). 
    The impact of nurse practitioner regulations on population access to care Links to an external site.
    Links to an external site.
    . 
    Nursing Outlook, 66
    (4), 379–385.

     

    Peterson, C., Adams, S. A., & DeMuro, P. R. (2015). 
    mHealth: Don’t forget all the stakeholders in the business case Links to an external site.
    Links to an external site.
    . 
    Medicine 2.0, 4
    (2), e4.

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    Shelly Bailey

    Dec 28, 2022 3:11pm
    | 
    Last reply Dec 29, 2022 10:45pm

    Reply from Shelly Bailey

    For my discussion, I have chosen to look at the Mississippi Board of Nursing (MSBON) and Tennessee Board of Nursing (TNBON) regulations and requirements for the Advance Practice Registered Nurse (APRN). Both states are Nurse Licensure Compact (NLC). I live in Mississippi (MS) and am licensed through the MSBON, but I currently work in Tennessee (TN). I have worked as a nurse in both states throughout my nursing career.

    As an RN or APRN in the State of MS, you must be fingerprinted along with a background check. This background check and fingerprinting must be redone every two years if you change to another employee. In Tennessee, no fingerprinting is required with one’s background check. To practice as an APRN in Mississippi, the RN must have or obtain a Mississippi BON license even though MS is an NCL state. (Mississippi Board of Nursing, n.d.). A licensed MS APRN can apply to work in TN as a practicing APRN without obtaining a TN BON license because Tennessee, as a multi-state compact license state, recognizes the MS APRN license (Tennessee Board of Nursing, n.d.).

    In the state of MS, APRNs can only practice independently if they enter into a collaborative agreement with a physician that must be sent to the MSBON (Mississippi Board of Nursing, n.d.). In TN, practicing APRNs can only practice independently in their place as long as a practicing physician represents them. The physician and APRN must have a written practice protocol outlining an acceptable standard of patient care, and a copy must be present at each practice site (Tennessee Board of Nursing, n.d.).

    As with all BON, the purpose of regulations is to provide safety for the public and allow nurses to work within their scope of practice to ensure public safety.

     

    References

    Mississippi Board of Nursing. (n.d.). Advance Practice Registered Nurse. Retrieved

    December 27, 2023. 
    https://www.msbn.ms.gov/
    Links to an external site.

    Mississippi Board of Nursing. (n.d.). Advance Practice. Retrieved December 27, 2022

    https://www.sos.ms.gov/ACProposed/00022833b.pdf
    Links to an external site.

    Tennessee Board of Nursing. (n.d.). Rules of the Tennessee Board of Nursing. Retrieved

    December 27, 2022. 
    https://publications.tnsosfiles.com/rules/1000/1000-04.20190812.pdf
    Links to an external site.

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    Madeline Reighard

    Dec 28, 2022 3:05pm
    | 
    Last reply Dec 28, 2022 3:34pm

    Reply from Madeline Reighard

    I will be comparing the regulations for Advanced Practice Registered Nurses (APRNs) in the state of Pennsylvania where I reside and the state of Minnesota. For APRNs in the state of Pennsylvania, 30 hours of continuing education (CE) must be completed every two years for license renewal (Pennsylvania Department of State, n.d.). In Minnesota, CE hours are not needed to renew your APRN license and only 24 hours of CE credits are required within two years to renew your registered nurse (RN) license (Minnesota Board of Nursing, n.d.).

    An APRN in Pennsylvania can prescribe and order medications by obtaining approval through collaboration with a physician within their specialty and must complete 45 hours in advanced pharmacology education (Pennsylvania Code, 2022). In comparison, APRNs in Minnesota may prescribe and administer medications independently including controlled substances, but prescribers must complete two hours of CE on best practices for opioid prescribing and alternative treatments for pain (Minnesota Board of Nursing, n.d.).

    Both APRNs in Pennsylvania and Minnesota can sign death certificates as well as POLST forms (Wiesen, n.d.). In Minnesota, cause of death can be provided by an APRN; however, in Pennsylvania APRNs cannot report cause of an individual’s death but can only sign the death certificate (Minnesota Board of Nursing, 2020).

    In Pennsylvania, APRNS have reduced practice which means that nurse practitioners (NPs) must have a collaborative agreement with a physician to care for patients and to carry out certain orders (American Association of Nurse Practitioners, 2022). Whereas in the state of Minnesota full practice authority (FPA) has been implemented so that Certified Nurse Practitioners (CNP) and Certified Nurse Specialists (CNS) with 2,080 practice hours after the date July 1, 2014, can manage patients independently without a collaborating physician if their previous practice hours were in a collaborative agreement (Minnesota Board of Nursing, n.d.). This significantly effects care as APRNs are trained to independently care for patients and having FPA can improve access to healthcare as well as be more cost effective for patients and hospitals (Bosse et al., 2017).

    APRNs who have FPA can manage patient’s medications in their entirety without having to be under a physician contract and research has shown that with the use of APRNs prescribing under their full scope less prescriptions linked to overdose deaths have been given to patients (Bosse et al., 2017). When FPA is in effect across the board this can enable APRNs to sign, and report causes of death without hesitation and in a respectful way for patients’ families and for postmortem care to take place in a timely manner. When APRNs in Pennsylvania, adhere to the CE hours needed for renewal in the coming year they will have to make sure they have obtained 30 hours within two years. Pennsylvania APRNs will also need to have completed their 45 hours of advanced pharmacology along with a collaboration contract with a physician in their practice to prescribe medications for patients.

     

    References

    American Association of Nurse Practitioners. (2022). Retrieved on December 27, 2022, from https://www.aanp.org/advocacy/state/state-practice-environment

    Bosse, J., Simmonds, K., Hanson, C., Pulcini, J., Dunphy, L., Vanhook, P., & Poghosyan, L. (2017). Position statement: Full practice authority for advanced practice registered nurses is necessary to transform primary care
    . Nursing Outlook, 65
    (6), 761–765.

    Minnesota Board of Nursing. (n.d.). Advanced Practice Registered Nurse (APRN) Licensed General Information. Retrieved on December 28, 2022, from https://mn.gov/boards/nursing/advanced-practice/advanced-practice-registered-nurse-(aprn)-licensure-general-information/

    Minnesota Board of Nursing. (2020). APRNS and Authority to Pronounce Death and Provide Case of Death. Retrieved December 28, 2022, from https://mn.gov/boards/assets/APRNS_Auth_Pronounce_Death_12-2020_tcm21-37245.pdf

    Pennsylvania Code. Title 49. Chapter 21. 49 Pa. Code § 21.283. Authority and qualifications for prescribing, dispensing and ordering drugs.

    Pennsylvania Department of State. (n.d.). Retrieved on December 27, 2022, from https://www.dos.pa.gov/ProfessionalLicensing/BoardsCommissions/Nursing/Pages/Certified-Registered-Nurse-Practitioner-Licensure-Requirements-Snapshot.aspx

    Wiesen, K. (n.d.). Nurse Practitioner Scope of Practice by State – 2023. Retrieved December 28, 2022, from https://www.nursingprocess.org/nurse-practitioner-scope-of-practice-by-state.html

    Expand discussion thread from Madeline Reighard

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    CS

    Cheryl Athurine Spence

    Dec 28, 2022 11:14am
    | 
    Last reply Jan 1, 2023 4:41pm

    Reply from Cheryl Athurine Spence

     

    Professional Nursing and State-Level Regulations

    Nursing regulations have the fundamental purpose of ensuring that the public is provided with safe nursing care by impacting the quality of nursing education, the relevance of academic programs, and professional practice. Regulations are government oversight measures of professional nursing practice to avoid the risk of harm to the public if they receive nursing care from an incompetent or inexperienced person. Regulations present mechanisms for safeguarding the public including continuing nursing education, competency exams, and seminars to keep up with the ever-changing nursing skills.   The presence of regulations is intended to ensure that the nurses are well-trained, competent, resilient, adaptive, and responsible for population needs (DeNisco, 2021). This paper compares nursing regulations for the State of California and the State of New York.

    Practice requirements

    Advanced Practice Registered Nurses (APRN) practice in the states of California and New York under the regulations developed by their respective state boards of nursing. In California, APRNs are under the jurisdiction of the California Board of Nursing. To be certified as an APRN, the practitioner must be licensed as a registered nurse in the state and be educated at the graduate level in advanced specialty areas of nurse anesthetist, nurse practitioner, nurse-midwife, clinical nurse specialist, and psychiatric/mental health nurse. APRNs from out of the state must receive a state registered nurse license before being allowed to practice within the state (NursingLicensure.org, 2022a). Like California, the New York Board of Nursing certifies all APRNs seeking to practice in the state, requiring them to hold a state-specific registered nurse license and certification for the specialty after completing a program registered with the New York State Education Department or its equivalent (NursingLicensure.org, 2022b).

    Although the APRN practice requirements for the states of California and New York are similar, there are significant differences in prescription authority. In the State of California, APRNs are required to complete a master’s or post-master advanced pharmacology course that meets the state board requirements after which a furnishing number is issued to allow the APRN to have the prescriptive privilege. While the course does not have to be delivered by an institution in California, a nationally accredited program must deliver it. This implies that an APRN would only be eligible for the prescriptive privilege if he/she completes an advanced pharmacology course through an approved program (NursingLicensure.org, 2022a). In contrast, an APRN can enjoy prescriptive privilege in New York State if he/she demonstrates competence in pharmacology. This involves completing a registered nursing program that has pharmacology content. Alternatively, APRNs who do not complete programs with pharmacology content can complete a stand-alone registered program presented as a three-semester course that includes pharmacology content and passes an acceptable pharmacology examination. The pharmacology coursework must follow all the criteria that the New York Board of Nursing requires.  Also, for the   APRN who completes pharmacology coursework within the state of New York, the law requires to complete a complete state-specific legal curriculum delivered by the Nurse Practitioner Association of New York State or the New York State Nurses Association (NursingLicensure.org, 2022b).

    Practice Authority

    APRNs in New York State have long enjoyed full practice authority. This implies that they are allowed to evaluate patients in terms of diagnosing, ordering, and interpreting diagnostic tests. In addition, APRNs are permitted to initiate and manage treatments including medication and controlled substances prescriptions as authorized by the exclusive licensure authority of the state board of nursing (American Association of Nurse Practitioners, 2022). In contrast, APRNs in California State are subjected to restricted practice authority. The state regulations restrict the ability of APRNs to engage in some elements of practices, requiring that APRNs who seek to provide patient care must be subjected to career-long team management, delegation, or supervision by another health provider (American Association of Nurse Practitioners, 2022).

    Still, there have been some changes in the state regulations with the changes expected to take effect on January 1, 2023. The changes allow certified APRNs to practice independently and enjoy full practice authority within the state. Assembly Bill 890 which was signed into law in 2020 by California Governor Gavin Newsom gives certified APRNs a pathway to full-practice authority after going through three years of physician supervision. The regulation clarifies that within three years, APRNs are allowed to practice independently and can consult a physician if needed. After three years of supervised practice, APRNs can gain full practice authority without any restrictions. This regulation implies that the earliest that APRNs in California state can gain full practice authority is in 2026. This will allow APRNs to practice within the complete scope of their license without supervision including performing physical exams, prescribing medication, ordering tests, and diagnosing patients. Besides that, full practice authority would still allow APRNs to collaborate with other health providers but no longer requires other providers to sign off on assessments.  The APRNs will continue to work together with other providers for the best patient outcome.

    Conclusion

    One must accept that the nursing regulations are developed by state nursing boards and are intended to ensure that the nursing workforce is well-trained, competent, resilient, adaptive, and responsible for population needs. In addition, one must acknowledge that APRNs in the states of California and New York are under the authority of the state board of nursing, educated to the level of APRN, and licensed to practice as APRNs. Besides that, APRNs in California are subjected to restricted practice authority and would begin enjoying full practice authority in 2023, while APRNs in New York enjoy full practice authority.

    References

    American Association of Nurse Practitioners (2022). 
    State Practice Environment
    . 
    https://www.aanp.org/advocacy/state/state-practice-environment
    Links to an external site.

    DeNisco, S. M. (2021). 
    Advanced Practice Nursing: Essential Knowledge for the Profession
     (4
    th
     ed.). Jones & Bartlett Learning, LLC.

    Monday, R. (2022, December 7). 
    California Expands Nurse Practitioner Practice Authority
    . 
    https://nursejournal.org/articles/california-expands-nurse-practitioner-practice-authority/
    Links to an external site.

    NursingLicensure.org (2022a). 
    Advanced Practice Nurse Requirements in California
    . 
    https://www.nursinglicensure.org/np-state/california-nurse-practitioner/
    Links to an external site.

    NursingLicensure.org (2022b). 
    Advanced Practice Nurse Requirements in New York
    . 
    https://www.nursinglicensure.org/np-state/new-york-nurse-practitioner/
    Links to an external site.

    Expand discussion thread from Cheryl Athurine Spence

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    JR

    Jestanon Ratunil

    Dec 28, 2022 2:14am
    | 
    Last reply Jan 1, 2023 6:25pm

    Reply from Jestanon Ratunil

     

    During the COVID-19 pandemic in 2020, the US healthcare system faced an unprecedented challenge in providing healthcare services to its citizens. In response to the urgent need for healthcare providers, state governmental leadership focused on removing barriers for many healthcare professions including Advance Practice Registered Nurses (APRN) (Melander, S., et al 2020).

    State Board of Nursing (BON) across the country answered the call during the pandemic. In California, Governor Gavin Newsom signed Assembly Bill 890, Chapter 265 of the CA statutes of 2020 about nurse practitioners (NP) scope of practice. NPs who practiced in licensed healthcare settings as defined in the statute, meet the education requirements, transition to practice experience (3 years full-time equivalent [FTE] or 4,600 hours), and certification requirements are authorized to practice independently under a newly defined scope of practice without standardized procedures and physician supervisions (California Board of Nursing).

    However, per the California Board of Registered Nursing, all NPs will meet these provisions outlined in AB 890 on January 1, 2023. It means, California NPs will not be able to see the changes and progress until after January 1, 2023, when NPs and Certified Nurse Midwives included, may be able to practice independently when the above requirements are met. It is funny how this law is being implemented after two years when it is needed the most.

    On the other hand, Nevada adopted the Full Practice Authority (FPA) in 2013. Nevada law authorizes NPs to evaluate, diagnose, prescribe medications and provide therapeutic measures and, it saw increased access among patients to healthcare providers especially patients in rural areas (cdc.gov).

    I compared Nevada to California for its proximity. While Nevada is also a member of the APRN compact (NCSBN), California is not for several reasons. Nursing interest groups and politicians shaped their argument in favor of FPA around the increasingly insured population because of the Affordable Care Act (ACA), provider shortages, and rural healthcare access (VanBeuge, S.S., & Walker, T. 2014).

    NPs have gained a lot recently. Since 2011-2016, 8 states adopted Full Practice Authority (FPA), a twofold increase from the previous 10 years. Institutional challenges do exist. NPs need to educate stakeholders about the value and capacity of their services to address perceptions about parity in payments for similar services by physicians (Phillips S.J., (2021).

     

    References:

     

    APRN state law and regulation
    . ANA. (2017, October 20). Retrieved December 27, 2022, from 
    https://www.nursingworld.org/practice-policy/advocacy/state/aprn-state-law-and-regulation/
    Links to an external site.

     

    How state scope-of-practice policies impact NP care
    . NursingCenter. (n.d.). Retrieved December 27, 2022, from 
    https://www.nursingcenter.com/journalarticle?Article_ID=5637152
    Links to an external site.

     

    Susanne J. Phillips is the associate dean of clinical affairs and a practicing family NP at the Sue & Bill Gross School of Nursing. (n.d.). 
    33rd annual APRN legislative update: Unprecedented changes…: The nurse practitioner
    . LWW. Retrieved December 27, 2022, from 
    https://journals.lww.com/tnpj/fulltext/2021/01000/33rd_annual_aprn_legislative_update__unprecedented.6.aspx
    Links to an external site.

     

    Melander, S., Hardin-Pierce, M., & Howard, P. B. (2020). Meeting the challenges of Expanded Practice Through Postgraduate APRN Certification. 
    The Nurse Practitioner
    , 
    45
    (6), 8–10. 
    https://doi.org/10.1097/01.npr.0000666212.83911.d3
    Links to an external site.

     

    T; V. B. S. S. W. (2014, June 26). 
    Full Practice Authority–effecting change and improving access to care: The Nevada journey
    . Journal of the American Association of Nurse Practitioners. Retrieved December 28, 2022, from 
    https://pubmed.ncbi.nlm.nih.gov/24688001/
    Links to an external site.

     

     

     

     

     

     

    Expand discussion thread from Jestanon Ratunil

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    Sarah E. Tasker

    Dec 27, 2022 12:57pm
    | 
    Last reply Jan 1, 2023 2:10pm

    Reply from Sarah E. Tasker

    APRN Board of Nursing Regulations

    Each state board of nursing regulates specific exclusive licensure authority for their APRNs (American Association of Nurse Practitioners, 2022). While each state board of nursing governs the laws, the state legislature must pass the laws (West Virginia RN Board, 2022b). I have found two differences from state to state: the ability for reduced or restricted practice and the ability to prescribe schedule II narcotics (American Association of Nurse Practitioners, 2022). These differences are shown in West Virginia and Georgia regulations.

    West Virginia is a state with reduced practice regulations, and Georgia has restricted practice regulations (American Association of Nurse Practitioners, 2022). Restricted practice guidelines require another health provider to deliver career-long supervision, delegation, or team management (American Association of Nurse Practitioners, 2022). Reduced practice regulations require career-long collaborative agreements with another provider, or it limits the setting of one or more components of nurse practitioner practice (American Association of Nurse Practitioners, 2022). For example, Georgia’s state board of nursing requires a written nurse protocol signed by the nurse and licensed physician. This agreement specifies the delegated medical acts by the physician to the nurse. It provides immediate consultation with that physician or a physician designated in the absence of the delegating physician (Rules and Regulations of the State of Georgia, 2022). However, West Virginia APRNs still need a career-long collaborative agreement with less supervision of periodic evaluation (West Virginia Legislature, 2022). Georgia APRNs must have more direct supervision by a physician, whereas West Virginia APRNs are allowed less physician supervision (West Virginia Legislature, 2022).

    Another difference between Georgia and West Virginia APRN laws is the ability to prescribe schedule II narcotics (West Virginia RN Board, 2022a; Rules and Regulations of the State of Georgia, 2022). On May 2, 2022, West Virginia’s governor signed a bill giving APRNs under specific regulations new prescriptive authority for a 3-day supply of schedule II narcotics (West Virginia RN Board, 2022a). These medications include hydromorphone, methadone, oxycodone, fentanyl, morphine, hydrocodone, and codeine (Diversion Control Division, 2022). What stands out most to me is the ability of APRNs to prescribe methadone in an attempt to combat West Virginia’s opioid epidemic. APRNs in Georgia do not have the prescriptive authority to prescribe schedule II drugs (Rules and Regulations of the State of Georgia, 2022). In Georgia, only a physician can prescribe schedule I and II medication when deemed appropriate (Rules and Regulations of the State of Georgia, 2022). These two different laws create a difference in the care APRNs can provide in West Virginia and Georgia.

    References

    American Association of Nurse Practitioners. (2022). 
    State practice environment. 
    https://www.aanp.org/advocacy/state/state-practice-environment

    Diversion Control Division. (2022). 
    Controlled substances schedules. 
    https://www.deadiversion.usdoj.gov/schedules/

    Rules and Regulations of the State of Georgia. (2022). 
    Chapter 410-11 Regulation of advanced 
    practice registered nurses.
     https://rules.sos.ga.gov/gac/410

    -11

    West Virginia Legislature. (2022). 
    West Virginia code. 
    http://www.wvlegislature.gov/WVCODE/ChapterEntire.cfm?chap=30&art=7&section=

    =15B#7

    West Virginia RN Board. (2022a). 
    Board message regarding APRN prescriptive authority. 
    https://wvrnboard.wv.gov/Pages/Board-Message-Regarding

    -APRN-Prescriptive-Authority.aspx

    West Virginia RN Board. (2022b). 
    Law/scope. 
    https://wvrnboard.wv.gov/lawandscope/pages/default.aspx#:~:text=The%20laws%20are

    %20passed%20by,are%20found%20in%20Chapter%2030

  • Daute is a 56-year-old man seeking evaluation for increasing shortness of breath

    4.
     
    Daute is a 56-year-old man seeking evaluation for increasing shortness of
    breath. He noticed difficulty catching his breath about 3 years ago. Physical
    activity increases his symptoms. He avoids activity as much as possible to
    prevent any SOB. His previous physician had placed him on
    salmeterol/fluticasone (Advair Diskus) one inhalation twice daily 2 years ago. He
    thinks his physician initiated the medication for the shortness of breath, but he is
    not entirely sure. He did not refill the prescription and has not been taking it.
    Pertinent history – Chronic bronchitis X 8 years with one exacerbation in last 12
    months of treatment with oral antibiotics. He has a 40-pack-year smoking history.
    What treatment plan would you implement for this patient?
    What medication(s)
    would you prescribe? How would you monitor the effectiveness of this plan?

    GET A HUMAN-WRITTEN PAPER HERE

    NURS_6521_Week4_Assignment_Rubric

    NURS_6521_Week4_Assignment_Rubric

    Criteria

    Ratings

    Pts

    This criterion is linked to a Learning Outcome
    Scenario 1: Appropriate medication is prescribed or changed. Rationale provided and includes current literature to support decision. All aspects of the patient history are considered in making the medication selection.

    15
     
    to >
    11.0
     pts
    Excellent
    Medication selected is appropriate and considers all of the unique patient characteristics. Rationale for selection is clear, complete, and appropriate.

    11
     
    to >
    7.0
     pts
    Good
    Medication selected might be appropriate but conflicts with the unique patient characteristics. Rationale for selection is clear but lacks discussion about potential prescribing issues.

    7
     
    to >
    3.0
     pts
    Fair
    Medication selected is not appropriate for this patient unique characteristics. Rationale provided is not correct or is flawed in applying the medication to this patient.

    3
     
    to >
    0
     pts
    Poor
    Medication selected is inappropriate or would not be provided based on patient unique characteristics.

    15
     pts

    This criterion is linked to a Learning Outcome
    Scenario 1: Written medication orders include all 5 aspects required for a valid order. The order is complete, accurate, and appropriate.

    3
     pts
    Complete
    Written medication orders includes all 5 aspects required for a valid order. The order is complete, accurate, and appropriate.

    0
     pts
    Poor
    The prescription is incomplete. Aspects of a complete order are missing. The order is either incomplete, inaccurate, or inappropriate.

    3
     pts

    This criterion is linked to a Learning Outcome
    Scenario 1: References for the scenario are within past 5 years and include the appropriate clinical practice guideline if applicable.

    4
     pts
    Excellent
    References for the scenario are within past 5 years and include the appropriate clinical practice guideline if applicable. Correct APA format is used.

    3
     pts
    Good
    References for the scenario are within past 5 years but do not include the appropriate clinical practice guideline if applicable. Contains a few (1 or 2) APA format errors.

    2
     pts
    Fair
    References for the scenario are not from within the past 5 years or do not reflect the content of this scenario and do not include the appropriate clinical practice guideline if applicable. Contains several (3 or 4) APA format errors.

    0
     pts
    Poor
    No references are included. References do not reflect the content of this scenario. Appropriate clinical practice guideline is not include. Contains many (≥ 5) APA format errors.

    4
     pts

    This criterion is linked to a Learning Outcome
    Scenario 1: Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation

    3
     pts
    Excellent
    Uses correct grammar, spelling, and punctuation with no errors.

    2
     pts
    Good
    Contains a few (1 or 2) grammar, spelling, and punctuation errors.

    1
     pts
    Fair
    Contains several (3 or 4) grammar, spelling, and punctuation errors.

    0
     pts
    Poor
    Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

    3
     pts

    This criterion is linked to a Learning Outcome
    Scenario 2: Appropriate medication is prescribed or changed. Rationale provided and includes current literature to support decision. All aspects of the patient history are considered in making the medication selection.

    15
     
    to >
    11.0
     pts
    Excellent
    Medication selected is appropriate and considers all of the unique patient characteristics. Rationale for selection is clear, complete, and appropriate.

    11
     
    to >
    7.0
     pts
    Good
    Medication selected might be appropriate but conflicts with the unique patient characteristics. Rationale for selection is clear but lacks discussion about potential prescribing issues.

    7
     
    to >
    3.0
     pts
    Fair
    Medication selected is not appropriate for this patient unique characteristics. Rationale provided is not correct or is flawed in applying the medication to this patient.

    3
     
    to >
    0
     pts
    Poor
    Medication selected is inappropriate or would not be provided based on patient unique characteristics.

    15
     pts

    This criterion is linked to a Learning Outcome
    Scenario 2: Written medication orders include all 5 aspects required for a valid order. The order is complete, accurate, and appropriate.

    3
     pts
    Complete
    Written medication orders includes all 5 aspects required for a valid order. The order is complete, accurate, and appropriate.

    0
     pts
    Poor
    The prescription is incomplete. Aspects of a complete order are missing. The order is either incomplete, inaccurate, or inappropriate.

    3
     pts

    This criterion is linked to a Learning Outcome
    Scenario 2: References for the scenario are within past 5 years and include the appropriate clinical practice guideline if applicable.

    4
     pts
    Excellent
    References for the scenario are within past 5 years and include the appropriate clinical practice guideline if applicable. Correct APA format is used.

    3
     pts
    Good
    References for the scenario are within past 5 years but do not include the appropriate clinical practice guideline if applicable. Contains a few (1 or 2) APA format errors.

    2
     pts
    Fair
    References for the scenario are not from within the past 5 years or do not reflect the content of this scenario and do not include the appropriate clinical practice guideline if applicable. Contains several (3 or 4) APA format errors.

    0
     pts
    Poor
    No references are included. References do not reflect the content of this scenario. Appropriate clinical practice guideline is not include. Contains many (≥ 5) APA format errors.

    4
     pts

    This criterion is linked to a Learning Outcome
    Scenario 2: Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation

    3
     pts
    Excellent
    Uses correct grammar, spelling, and punctuation with no errors.

    2
     pts
    Good
    Contains a few (1 or 2) grammar, spelling, and punctuation errors.

    1
     pts
    Fair
    Contains several (3 or 4) grammar, spelling, and punctuation errors.

    0
     pts
    Poor
    Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

    3
     pts

    This criterion is linked to a Learning Outcome
    Scenario 3: Appropriate medication is prescribed or changed. Rationale provided and includes current literature to support decision. All aspects of the patient history are considered in making the medication selection.
    Daute is a 56-year-old man seeking evaluation for increasing shortness of
    breath. He noticed difficulty catching his breath about 3 years ago

    15
     
    to >
    11.0
     pts
    Excellent
    Medication selected is appropriate and considers all of the unique patient characteristics. Rationale for selection is clear, complete, and appropriate.

    11
     
    to >
    7.0
     pts
    Good
    Medication selected might be appropriate but conflicts with the unique patient characteristics. Rationale for selection is clear but lacks discussion about potential prescribing issues.

    7
     
    to >
    3.0
     pts
    Fair
    Medication selected is not appropriate for this patient unique characteristics. Rationale provided is not correct or is flawed in applying the medication to this patient.

    3
     
    to >
    0
     pts
    Poor
    Medication selected is inappropriate or would not be provided based on patient unique characteristics.

    15
     pts

    This criterion is linked to a Learning Outcome
    Scenario 3: Written medication orders include all 5 aspects required for a valid order. The order is complete, accurate, and appropriate.

    3
     pts
    Complete
    Written medication orders includes all 5 aspects required for a valid order. The order is complete, accurate, and appropriate.

    0
     pts
    Poor
    The prescription is incomplete. Aspects of a complete order are missing. The order is either incomplete, inaccurate, or inappropriate.

    3
     pts

    This criterion is linked to a Learning Outcome
    Scenario 3: References for the scenario are within past 5 years and include the appropriate clinical practice guideline if applicable.

    4
     pts
    Excellent
    References for the scenario are within past 5 years and include the appropriate clinical practice guideline if applicable. Correct APA format is used.

    3
     pts
    Good
    References for the scenario are within past 5 years but do not include the appropriate clinical practice guideline if applicable. Contains a few (1 or 2) APA format errors.

    2
     pts
    Fair
    References for the scenario are not from within the past 5 years or do not reflect the content of this scenario and do not include the appropriate clinical practice guideline if applicable. Contains several (3 or 4) APA format errors.

    0
     pts
    Poor
    No references are included. References do not reflect the content of this scenario. Appropriate clinical practice guideline is not include. Contains many (≥ 5) APA format errors.

    4
     pts

    This criterion is linked to a Learning Outcome
    Scenario 3: Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation

    3
     pts
    Excellent
    Uses correct grammar, spelling, and punctuation with no errors.

    2
     pts
    Good
    Contains a few (1 or 2) grammar, spelling, and punctuation errors.

    1
     pts
    Fair
    Contains several (3 or 4) grammar, spelling, and punctuation errors.

    0
     pts
    Poor
    Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

    3
     pts

    This criterion is linked to a Learning Outcome
    Scenario 4: Appropriate medication is prescribed or changed. Rationale provided and includes current literature to support decision. All aspects of the patient history are considered in making the medication selection.

    15
     
    to >
    11.0
     pts
    Excellent
    Medication selected is appropriate and considers all of the unique patient characteristics. Rationale for selection is clear, complete, and appropriate.

    11
     
    to >
    7.0
     pts
    Good
    Medication selected might be appropriate but conflicts with the unique patient characteristics. Rationale for selection is clear but lacks discussion about potential prescribing issues.

    7
     
    to >
    3.0
     pts
    Fair
    Medication selected is not appropriate for this patient unique characteristics. Rationale provided is not correct or is flawed in applying the medication to this patient.

    3
     
    to >
    0
     pts
    Poor
    Medication selected is inappropriate or would not be provided based on patient unique characteristics.

    15
     pts

    This criterion is linked to a Learning Outcome
    Scenario 4: Written medication orders include all 5 aspects required for a valid order. The order is complete, accurate, and appropriate.

    3
     pts
    Complete
    Written medication orders includes all 5 aspects required for a valid order. The order is complete, accurate, and appropriate.

    0
     pts
    Poor
    The prescription is incomplete. Aspects of a complete order are missing. The order is either incomplete, inaccurate, or inappropriate.

    3
     pts

    This criterion is linked to a Learning Outcome
    Scenario 4: References for the scenario are within past 5 years and include the appropriate clinical practice guideline if applicable.

    4
     pts
    Excellent
    References for the scenario are within past 5 years and include the appropriate clinical practice guideline if applicable. Correct APA format is used.

    3
     pts
    Good
    References for the scenario are within past 5 years but do not include the appropriate clinical practice guideline if applicable. Contains a few (1 or 2) APA format errors.

    2
     pts
    Fair
    References for the scenario are not from within the past 5 years or do not reflect the content of this scenario and do not include the appropriate clinical practice guideline if applicable. Contains several (3 or 4) APA format errors.

    0
     pts
    Poor
    No references are included. References do not reflect the content of this scenario. Appropriate clinical practice guideline is not include. Contains many (≥ 5) APA format errors.

    4
     pts

    This criterion is linked to a Learning Outcome
    Scenario 4: Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation

    Daute is a 56-year-old man seeking evaluation for increasing shortness of
    breath. He noticed difficulty catching his breath about 3 years ago

    3
     pts
    Excellent
    Uses correct grammar, spelling, and punctuation with no errors.

    2
     pts
    Good
    Contains a few (1 or 2) grammar, spelling, and punctuation errors.

    1
     pts
    Fair
    Contains several (3 or 4) grammar, spelling, and punctuation errors.

    0
     pts
    Poor
    Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

    3
     pts

    Total Points: 
    100

  • Legislation Grid and Testimony/Advocacy Statement

    Legislation Grid and Testimony/Advocacy Statement 

    Nurses continue to play a significant role in patient advocacy. We encounter many daily experiences and challenges that encourage us to take part in advocacy roles that can impact policies and enact laws and regulations that can directly affect patient care.  Advocacy gives us a chance to shape and influence future healthcare policy. In nursing, advocacy involves preserving human dignity, promoting equality of patients, and providing freedom from suffering. This also involves ensuring that patients can make decisions concerning their medical condition, and actively participate in issues pertaining to their health. (Abbasinia et al., 2019). Advocacy is an aspect of nursing as it ensures that patient safety can be the highlight for legislation to move quickly on passing bills. This paper aims to explore the bill “Improving Access to Health Care in Rural and Underserved Areas Act” and determine its effectiveness if implemented in the advocacy statement.

    ORDER HUMAN-WRITTEN PAPER HERE

    Legislation Grid Template

    Health-related Bill Name

    Improving Access to Health Care in Rural and Underserved Areas Act.

    Bill Number

    H.R 7383

    Description

    This bill aims to establish a program that will provide access to continuing medical education programs for primary care physicians and other healthcare professionals at the federally qualified levels. The bill would provide adequate training, and support for primary care providers so that they can practice at their full scope, which would allow more access to healthcare for patients in underserved areas (Rosen, 2021). This will also provide the quality of services and enhance patients’ health outcomes in our regions. The bill also would create a five-year pilot program to support up to 100 Federally Qualified Health Centers (FQGCs) and Rural Health Clinics. The funding would boost the capacity and increase the medical need within our communities, which will enhance skills in these areas to expand access to healthcare.

    Federal or State?

    Federal

    Legislative Intent

    The bill was introduced into the House of Representatives as a House Bill (H.R 7383) by Representatives Susie Lee, Dave Joyce, Tom O’Halloran, and Brian Fitzpatrick. Bipartisan legislation aims to provide additional support for primary care providers in rural and underserved areas through accredited ongoing education and clinical support to enhance providers’ knowledge and skills. The bill can also improve access to quality care services for better patient outcomes. The bill was read twice on the second of March 2021 and referred to The Health, Education, Labour, and Pensions committee.

    Proponents/ Opponents

    Proponents
    : Apart from the representatives who introduced it, the bill is also supported by several organizations, including the Accreditation Council for Continuing Medical Education, The American Association of Colleges of Osteopathic Medicine (AACOM), The Association of Maternal and Child Health Programs, California Telehealth Network, The CME Coalition, Families USA, National Association for Rural Mental Health (NARMH), National Association of Community Health Centers (NACHC), National Association of County Behavioral Health and Developmental Disability Directors (NACBHDD), National Association of Rural Health Clinics, National Rural Health Association, Nevada Health Centers, Nevada Primary Care Association, Nevada State Office of Rural Health, Nevada Public Health Association, CHIN (formerly Oregon Community Health Information Network).

    Opponents
    : So far, there are no opponents of this bill identified yet.

    Target Population

    The bill targets people living in underserved regions. It aims to curb the doctor shortages in these areas which will ensure the healthcare needs of Americans. The bill waits to go through the acquisition of specialized medical care for providers serving these areas (Rosen, 2021). About 83 million Americans have been identified to be living in these regions designated as” The Health Professional Shortage Areas “(HPSA). If the bill passes. It will shorten the shortage of healthcare workers and put more focus on patients’ needs.

    Status of the bill (Is it in hearings or committees?)

    The bill was read twice on the second of March 2021 and referred to the Health, Education, Labour, and Pensions Committee. Currently, it is still in the committees.

    General Notes/Comments

     

     

    Evidence-based research has linked the lack of access to providers and specialized care to higher mortality rates and increased preventable hospitalizations in rural and underserved regions. In Nevada, about 17 counties have been suffering from Health Professional Shortage Areas. (HPSA). Over 83 million Americans live in areas designated as having professional health shortages; a ratio identified based on the population-to-provider ratio, the time of travel to hospital and healthcare facilities, and the poverty rates. Implementing this bill will enable more accessible quality healthcare services and reduce the rates of mortality associated with a lack of access to providers. It will also improve healthcare providers’ skills, enhancing their ability to handle more complex cases.  And significantly improves the patient’s quality of health and outcomes. The Continuing Medical Education Programs (CME) will involve education activities aimed at improving, maintaining, developing, and expanding healthcare providers’ knowledge, skills, and professional performance to enable of quality service. Legislation Grid and Testimony/Advocacy Statement

     

                                Part 2: Legislation Testimony/ Advocacy Statement               

    Access to affordable, quality healthcare service is a fundamental right of every citizen in the United States. These services should entail receiving the recommended screening and prevention services from capable, qualified, and culturally competent providers. These services should be received whenever the need arises and readily accessible, without the need to travel long distances in search of them. (Rural Health Information Hub, 2021). With the increased shortages in the healthcare workforce, including doctors, primary physicians, and nurses, the health needs of most Americans usually go unmet due to a lack of specialized medical care within their areas of residence. The research-based evidence points out a very high link between lack of provider access and increased mortality rates and preventable hospitalizations, there is a need to promote access through provider education.

    This bill will be essential in bridging the gap between providers and the patient population by providing continuing education programs to healthcare professionals to maintain, develop, or expand their knowledge.  People with low social status and income are the most affected by the lack of access to care providers, as they may find it challenging to travel long distances in search of essential care services. The bill would be crucial in linking clinicians with relevant, practice-based, and effective accredited continuing education programs that will improve the care for these patients and promote better access to essential healthcare.

    For Bill’s Opponents, I would respond by informing legislators of the increasing number of Americans that are living in underserved regions, on the importance of passing this bill as soon as possible, to decrease patient mortality rates.  I also would highlight the bill’s benefits for the patients and how it would improve healthcare access. Eighty-three million Americans are a large proportion of the public that cannot just be left out of the healthcare system. Therefore, mechanisms need to be put in place to improve the health of every American citizen.

    In conclusion, the Improving Access to Health Care in Rural and Underserved Areas Act is a crucial bill that needs to be passed into law to facilitate the training of healthcare providers and boost their clinical expertise in providing care to people in rural and underserved areas. The bill will go a long way in ensuring equitable healthcare access and improving the health outcomes of patients through the provision of quick and prompt delivery of care.  Continuous education programs will also ensure that clinicians are updated on the most current diagnostic procedures and management approaches to different illnesses.

    References

    Abbasinia, M., Ahmadi, F., & Kazemnejad, A. (2019). Patient advocacy in nursing: A concept analysis.
    Nursing Ethics
    ,
    27
    (1), 141–151.
    https://doi.org/10.1177/0969733019832950

    Rosen, J. (2021, February 3).
    Text – S.201 – 117th Congress (2021-2022): Improving Access to Health Care in Rural and Underserved Areas Act
    . Www.congress.gov.
    https://www.congress.gov/bill/117th-congress/senate-bill/201/text

    Rural Health Information Hub. (2021, August 18).
    Healthcare access in rural communities introduction
    . Ruralhealthinfo.org.
    https://www.ruralhealthinfo.org/topics/healthcare-access

     

    Legislation Grid and Testimony/Advocacy Statement

    As a nurse, how often have you thought to yourself, 
    If I had anything to do about it, things would work a little differently?
     Increasingly, nurses are beginning to realize that they do, in fact, have a role and a voice.

    Many nurses encounter daily experiences that motivate them to take on an advocacy role in hopes of impacting policies, laws, or regulations that impact healthcare issues of interest. Of course, doing so means entering the less familiar world of policy and politics. While many nurses do not initially feel prepared to operate in this space effectively, the reward is the opportunity to shape and influence future health policy.

    Resources

     

    Be sure to review the Learning Resources before completing this activity.

    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES

    To Prepare:

    Select a bill that has been proposed (not one that has been enacted) using the congressional websites provided in the Learning Resources.

    The Assignment: (1- to 2-page Legislation Grid; 1-page Legislation Testimony/Advocacy Statement)

    Be sure to add a title page, an introduction, purpose statement, and a conclusion. This is an APA paper.

    Part 1: Legislation Grid

    Based on the health-related bill (proposed, not enacted) you selected, complete the Legislation Grid Template. Be sure to address the following:

    Determine the legislative intent of the bill you have reviewed.

    Identify the proponents/opponents of the bill.

    Identify the target populations addressed by the bill.

    Where in the process is the bill currently? Is it in hearings or committees?

    Part 2: Legislation Testimony/Advocacy Statement

    Based on the health-related bill you selected, develop a 1-page Legislation Testimony/Advocacy Statement that addresses the following:

    Advocate a position for the bill you selected and write testimony in support of your position.

    Explain how the social determinants of income, age, education, or gender affect this legislation.

    Describe how you would address the opponent to your position. Be specific and provide examples.

    At least 2 outside resources and 2-3 course specific resources are used.

    By Day 7 of Week 4

    Submit
     your completed
    legislation grid and testimony/advocacy statement
    .

    submission information

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the 
    Turnitin Drafts
     from the 
    Start Here
     area.

    To submit your completed assignment, save your Assignment as 
    WK4Assgn+LastName+Firstinitial

    Then, click on 
    Start Assignment
     near the top of the page.

    Next, click on 
    Upload File
     and select 
    Submit Assignment
     for review.

    Rubric

    NURS_6050_Module02_Week04_Assignment_Rubric

    NURS_6050_Module02_Week04_Assignment_Rubric

    Criteria

    Ratings

    Pts

    This criterion is linked to a Learning Outcome
    Federal and State LegislationPart 1: Legislation GridBased on the health- related bill you selected, complete the Legislation Grid Template. Be sure to address the following:• Determine the legislative intent of the bill you have reviewed.• Identify the proponents/opponents of the bill.• Identify the target populations addressed by the bill.• Where in the process is the bill currently? Is it in hearings or committees?

    35
     
    to >
    31.0
     pts
    Excellent
    The response clearly and accurately summarizes in detail the legislative intent of the health- related bill. …The response accurately identifies in detail the proponents and opponents of the health-related bill. …The response accurately identifies in detail the populations targeted by the health-related bill. …The response clearly and thoroughly describes in detail the current status of the health- related bill.

    31
     
    to >
    27.0
     pts
    Good
    The response accurately summarizes the legislative intent of the health-related bill. …The response accurately identifies the proponents and opponents of the health-related bill. …The response accurately identifies the populations targeted by the health-related bill. …The response accurately describes the current status of the health-related bill.

    27
     
    to >
    24.0
     pts
    Fair
    The response vaguely or inaccurately summarizes the legislative intent of the health-related bill. …The response vaguely or inaccurately identifies the proponents and opponents of the health-related bill. …The response vaguely or inaccurately identifies the populations targeted by the health-related bill. …The response vaguely or inaccurately describes the current status of the health-related bill.

    24
     
    to >
    0
     pts
    Poor
    Summary of the legislative intent of the health-related bill is vague and inaccurate or is missing. …Identification of the proponents and opponents of the health-related bill are vague and inaccurate or is missing. …Identification of the populations targeted by the health-related bill is vague and inaccurate or is missing. …The description of the current status of the health- related bill is vague and inaccurate or is missing.

    35
     pts

    This criterion is linked to a Learning Outcome
    Part 2: Legislation Testimony/Advocacy Statement• Advocate a position for the bill you selected and write testimony in support of your position.• Explain how the social determinants of income, age, education, or gender affect this legislation.• Describe how you would address the opponent to your position. Be specific and provide examples.

    40
     
    to >
    35.0
     pts
    Excellent
    Testimony clearly, accurately, and thoroughly provides statements that fully justifies a position for a health-related bill…. Response provides a detailed, thorough, and logical explanation of the social determinant affecting the topic, and how to address opponents to the position for the health-related bill and includes one or more clear and accurate supporting examples.

    35
     
    to >
    31.0
     pts
    Good
    Testimony clearly and accurately provides statements that somewhat justifies a position for a health-related bill. …Response provides an accurate explanation of the social determinant affecting the topic, and how to address opponents to the position for the health-related bill and may include at least one supporting example.

    31
     
    to >
    27.0
     pts
    Fair
    Testimony used to justify a position for a health-related bill is vague or inaccurate. …Explanation of how to address the opponents and social determinant for the position for the health-related bill is vague or inaccurate, lacks logic, and/or the supporting examples are vague or inaccurate.

    27
     
    to >
    0
     pts
    Poor
    Testimony used to justify a position for a health-related bill is vague and inaccurate, incomplete, or is missing. …Explanation of how to address the opponents and social determinant for the position for the health-related bill is vague and inaccurate or is missing.

    40
     pts

    This criterion is linked to a Learning Outcome
    References

    10
     
    to >
    8.0
     pts
    Excellent
    Response includes 3 or more course resources and 2 or more outside sources.

    8
     
    to >
    7.0
     pts
    Good
    Response includes 2-3 course resources and 2 outside sources.

    7
     
    to >
    6.0
     pts
    Fair
    Response includes fewer than 2 course resources and/or fewer than 2 outside resources.

    6
     
    to >
    0
     pts
    Poor
    Response includes 2 or fewer resources.

    10
     pts

    This criterion is linked to a Learning Outcome
    Written Expression and Formatting—Paragraph Development and OrganizationParagraphs make clear points that support well developed ideas, low logically, and demonstrate continuity of ideas.Sentences are carefully focused– neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.

    5
     
    to >
    4.0
     pts
    Excellent
    Paragraphs and sentences follow writing standards for flow, continuity, and clarity…. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.

    4
     
    to >
    3.0
     pts
    Good
    Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. …Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive

    3
     
    to >
    2.0
     pts
    Fair
    Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time. …Purpose, introduction, and conclusion of the assignment is vague or off topic.

    2
     
    to >
    0
     pts
    Poor
    Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. …Purpose, introduction, and conclusion of the assignment is incomplete or missing. 5  pts This criterion is linked to a Learning Outcome Written Expression and Formatting: English Writing StandardsCorrect grammar, mechanics, and proper punctuation. 5   to >
    4.0
     pts
    Excellent
    Uses correct grammar, spelling, and punctuation with no errors.

    4
     
    to >
    3.0
     pts
    Good
    Contains a few (1-2) grammar, spelling, and punctuation errors.

    3
     
    to >
    2.0
     pts
    Fair
    Contains several (3-4) grammar, spelling, and punctuation errors.

    2
     
    to >
    0
     pts
    Poor
    Contains many (≥5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

    5
     pts

    This criterion is linked to a Learning Outcome
    Written Expression and Formatting: The paper follows correct APA format for title page, font, spacing, indentations, parenthetical/in-text citations, and reference list.

    5
     
    to >
    4.0
     pts
    Excellent
    Uses correct APA format with no errors.

    4
     
    to >
    3.0
     pts
    Good
    Contains a few (1-2) APA format errors.

    3
     
    to >
    2.0
     pts
    Fair
    Contains several (3-4) APA format errors.

    2
     
    to >
    0
     pts
    Poor
    Contains many (≥5) APA format errors.

    5
     pts

    Total Points: 
    100 Legislation Grid and Testimony/Advocacy Statement

  • Nurs 6521 week 4 assignment solved answers walden university

    Nurs 6521 week 4 assignment solved answers walden university

    Sara is a 45-year-old female presenting for her annual exam. Her blood pressure today is 160/90 HR 84 RR 16. Her height is 64 inches and her weight is 195. Her

    last visit to the clinic 3 months ago shows a BP of 156/92. She is currently taking ibuprofen 600 mg tid for back pain. She has no known allergies. What is the goal for her blood pressure? What medication would you prescribe to treat her blood pressure? What education would you prescribe?

    Case Scenario 1: Sara’s Case (Stage 1 Hypertension)

    Sara’s problem is uncontrolled hypertension, as evidenced by the current blood pressure reading of 160/90mmHg and supported by the pressure reading of 152/92mmHg. According to The American Heart Association (2023), blood pressure higher than 140/90mmHg indicates stage 2 hypertension. It requires assessing and evaluating the underlying cause with the patient and developing a treatment plan to address the specific needs. Based on the provided history, Sara’s chronic pain and the use of Ibuprofen 600mg 8 hours every day could be significant contributing factors that may cause her high blood pressure. Tabassum et al. (2023) indicate that long-term use of NSAIDs has been associated with chronic cardiovascular conditions. Therefore, Sara’s use of Ibuprofen could be one of the significant factors contributing to high blood pressure and fluid retention.

    Care aims to educate Sara on measure how to manage her blood pressure readings that will fall within her normal parameters of 120/80mmHg (American Heart Association, 2023). Maintaining Sara’s blood pressure will be a critical health promotion strategy for preventing end-stage organ dysfunctions and failure, reducing the risk of cardiovascular-related disability, and minimizing the chances of premature and preventable mortality. In this case, controlling Sara’s blood pressure will require pharmacotherapy with the recommended first-line treatment options, including a thiazide diuretic agent, ACE inhibitors, ARBs, and calcium channel blockers (American Association of Family Physicians, 2022) Nurs 6521 week 4 assignment solved answers walden university. Although any of these agents may be used, the client’s long-term use of NSAIDs predisposes her to renal failure and potential for medication toxicity due to decreased elimination (Hinkle et al., 2021). Therefore, ACE agents are preferred since they protect the renal system.  The nurse practitioner must instruct the client on appropriate and safe pain management strategies to minimize the associated health risks. The prescription for Sara will be as follows:

    Lisinopril 10mg once daily

    Take one tablet of the medication at the same time of the day by mouth.

    The quantity supplied is 30 tablets

    Refills 2

    Dietary and lifestyle medications are critical lifestyle modifications the nurse practitioner should instruct the client to advocate. These health promotion measures include increasing daily fruits, vegetables, whole grains, and omega-3 fats intake. The client should limit sodium intake to less than 2300g daily, consume fewer food choices in saturated fats, and avoid foods high in calories. In addition, the client should increase aerobic activities to at least 150 minutes every week and reduce body weight to maintain a healthy BMI; if smoking or drinking alcohol, the nurse practitioner should encourage the client to avoid such habits since they will increase the risk of complications (Hinkle et al., 2021). Furthermore, the nurse practitioner should discuss with the client the need to adhere to the recommended treatment, promote an understanding of the NSAID’s effects on blood pressure and multiple organs, and discuss options for managing back pain. The follow-up plan for this client includes a one-month visit to evaluate adherence, effectiveness of the treatment, any side effects, adjustment of the management plan, and discuss any concerns that the client may raise.

    GET A HUMAN-WRITTEN PAPER HERE

    Directions:
     
    For each of the scenarios below, answer the questions below using clinical
    practice guideline where applicable. Explain the problem and explain how you would
    address the problem. If prescribing a new drug, write out a complete medication order
    just as you would if you were completing a prescription. Use at least 3 sources for each
    scenario and cite sources using APA format.

    1.
     
    Sara is a 45-year-old female presenting for her annual exam. Her blood pressure
    today is 160/90 HR 84 RR 16. Her height is 64 inches and her weight is 195. Her
    last visit to the clinic 3 months ago shows a BP of 156/92. She is currently taking
    ibuprofen 600 mg tid for back pain. She has no known allergies. What is the goal
    for her blood pressure? What medication would you prescribe to treat her blood
    pressure? What education would you prescribe?

    2.
     
    Monty is a 52-year-old male following up on his labs that were drawn last week.
    He smokes 1 pack per day. He is currently on Lisinopril 20 mg po daily. He is
    allergic to penicillin. Fasting lipid profile shows total cholesterol 266, LDL
    cholesterol 180, HDL cholesterol 40, and Triglycerides 185. What treatment plan
    would you implement for Monty’s lipid profile? What is the goal Total Cholesterol
    (TC), HDL-C, and LDL-C level for Monty? How would you monitor the
    effectiveness of your treatment plan? How many risk factors for coronary artery
    disease does this patient have? Identify them specifically.

    Case Study 2: Monty’s Case (Dyslipidemia)

    Monty’s lipid profile indicates dyslipidemia, characterized by high total cholesterol, high low-density lipoproteins, high triglycerides, and low high-density lipoproteins. This state increases the risk of developing cardiovascular conditions such as coronary artery disease. According to the American Heart Association’s guidelines, Monty’s target lipid levels should be less than 200mg/dl for total cholesterol, less than 100mg/dl for low-density lipoprotein, more than 40mg/dl for high-density lipoprotein (Arnett et al., 2019). The target lipid profile must be achieved for Monty to maintain good health and enhance the functionality of several body organs and systems.

    Managing Dyslipidemia requires the initiation of pharmacotherapy to decrease total cholesterol and LDLs. The treatment should be initiated immediately since Dyslipidemia increases Monty’s risk for developing various chronic conditions which may result in disability. Therefore, the prescription for Monty will be as follows:

    Medication: Atorvastatin 40mg

    Instruction: Take one tablet by mouth once daily, preferably in the evening with meals

    Quantity: 30 tablets

    Refills: 2

    Other than pharmacotherapy, lifestyle modification is a critical component of his treatment plan that will ensure that his cholesterol levels are adequately and effectively managed—dietary modification through decreasing intake of saturated and trans fats and foods rich in high cholesterol content. The nurse should encourage Monty to increase his intake of fruits, vegetables, whole grains, fish, and nuts to promote a balanced diet and supply healthy high-density lipoprotein. In addition, the client should increase physical activity and participate in at least 150 minutes of vigorous activity to manage Dyslipidemia (Centers for Disease Control and Prevention, 2021). Lastly, smoking cessation should be incorporated into his plan since smoking may double the risk of cardiovascular diseases. Thus, I would also assess and offer directions, support, and instructions for achieving these goals.

    Monitoring the effectiveness of the treatment plan will require several strategies that predict the outcome of the plan. First, the nurse practitioner must repeat the lipid profile after four weeks of initiating the treatment to assess the response and adherence. If good progress is recorded, the nurse practitioner should schedule a follow-up lipid profile every three months as clinically indicated (Burchum & Rosenthal, 2022). Lastly, evaluating effectiveness will also require an assessment of the medication’s adverse effects, such as muscle pain and weakness, which may require a review of the treatment plan.

    Monty’s additional risk factors that need to be evaluated and managed include addressing the smoking behavior since it may double her risk of developing coronary artery disease. Secondly, he has Dyslipidemia, which increases the risk of developing atherosclerotic plaque that will eventually form the hallmark of coronary artery disease. Furthermore, Monty is also on Lisinopril, which indicates that he has hypertension, one of the critical risk factors for coronary artery disease and other cardiovascular conditions.

    3.
     
    Beatrice is a 17-year-old female diagnosed with mild persistent asthma since age
    7. During her visit today, she reports having to use her albuterol MDI 3 to 4 days
    per week over the past 2 months. Over the past week she has been using
    albuterol at least once per day. She reports being awakened by a cough three
    nights during the last month. She is becoming more short of breath with exercise.
    She also has a fluticasone MDI, which she uses “most days of the week.” Her
    current medications include: Flovent HFA 44 mcg, two puffs BID, Proventil HFA
    two puffs Q 4–6 H PRN shortness of breath, Yaz one PO daily, Propranolol 80
    mg PO BID. What treatment plan would you implement for this patient?
    What
    medication changes would you make
    ? How would you monitor the effectiveness
    of this plan?

    4.
     
    Daute is a 56-year-old man seeking evaluation for increasing shortness of
    breath. He noticed difficulty catching his breath about 3 years ago. Physical
    activity increases his symptoms. He avoids activity as much as possible to
    prevent any SOB. His previous physician had placed him on
    salmeterol/fluticasone (Advair Diskus) one inhalation twice daily 2 years ago. He
    thinks his physician initiated the medication for the shortness of breath, but he is
    not entirely sure Nurs 6521 week 4 assignment solved answers walden university. He did not refill the prescription and has not been taking it.
    Pertinent history – Chronic bronchitis X 8 years with one exacerbation in last 12
    months of treatment with oral antibiotics. He has a 40-pack-year smoking history.
    What treatment plan would you implement for this patient? What medication(s)
    would you prescribe? How would you monitor the effectiveness of this plan?

    Case Study 4: Daute’s Case (COPD)

    Daute’s case represents a history of chronic bronchitis, a significant history of smoking, shortness of breath, and dyspnea on exertion. These features are suggestive of worsening COPD, which should be adequately and effectively managed to improve the overall outcomes of the patient by preventing disease progression. De Matteis (2022) indicates that smoking is one of the key factors that predispose individuals to chronic obstructive pulmonary disease. Therefore, smoking cessation is one of the critical components of the treatment plan that should be initiated to prevent triggers and minimize the disease progression. Non-pharmacological and pharmacological interventions should be used to help Daute achieve smoking cessation goals. These approaches may include psychotherapy and nicotine replacement therapy, which should be combined to achieve optimal results.

    In COPD management, muscarinic antagonists and beta-2 agonists are the cornerstone of management. Therefore, given that the long-term therapeutic effects of these medications are targeted, long-acting treatment options may be used in this case. The client previously used inhaled corticosteroids because of the previous history of chronic bronchitis; thus, reintroducing the ICS/LABA combination may benefit the patient. In this case, the client should start with Salmeterol/fluticasone once inhalation twice daily (Global Initiative for Asthma, 2023). This prescription should be adequate to control the features. However, if the symptoms are not adequately controlled, the provider may consider adding a long-acting muscarinic antagonist such as tiotropium. The prescription should be as follows:

    Continue Salmeterol/Fluticasone (Advair Diskus) with one inhalation twice daily.

    Add: Tiotropium (Spiriva) one inhalation daily

    Albuterol one puff as needed for rescue (Exacerbations)

    Nurs 6521 week 4 assignment solved answers walden university

    Other strategies that should be included in the management plan include vaccinations for common pulmonary and respiratory tract infections such as influenza and pneumococcal vaccines, which can be vital for reducing infectious agents. The pulmonary rehabilitation program is vital for progressively increasing Daute’s tolerance to exercise and activities and improving independence. The follow-up plan should include a follow-up review every 3-6 months or more frequently, depending on the degree of control of the features. At each visit, assessment of the administration technique, adherence, and control of symptoms may offer effective measures for analyzing the underlying symptoms. Patient education may involve adherence to smoking cessation, avoiding trigger agents, and timely management of respiratory infections (Hinkle et al., 2021). The provider must demonstrate the correct technique for administering medication, the early features of exacerbations, and when to seek immediate medical management for the underlying features.
    Nurs 6521 week 7 assignment solved
    answers walden university

    References

    American Association of Family Physicians. (2022).
    Management of High Blood Pressure in Adults
    .
    https://www.aafp.org/family-physician/patient-care/clinical-recommendations/all-clinical-recommendations/highbloodpressure.html

    American Heart Association. (2023, May 25).
    The facts about high blood pressure
    . Www.heart.org.
    https://www.heart.org/en/health-topics/high-blood-pressure/the-facts-about-high-blood-pressure

    Arnett, D. K., Blumenthal, R. S., Albert, M. A., Buroker, A. B., Goldberger, Z. D., Hahn, E. J., Himmelfarb, C. D., Khera, A., Lloyd-Jones, D., McEvoy, J. W., Michos, E. D., Miedema, M. D., Muñoz, D., Smith, S. C., Virani, S. S., Williams, K. A., Yeboah, J., & Ziaeian, B. (2019). 2019 ACC/AHA guideline on the primary prevention of cardiovascular disease.
    Circulation
    ,
    140
    (11), e596–e646.
    https://doi.org/10.1161/cir.0000000000000678

    Burchum, J., & Rosenthal, L. (2022).
    Lehne’s pharmacology for nursing care
    (11th ed.). Saunders.

    Centers for Disease Control and Prevention. (2021, July 29).
    How much physical activity do you need?
    Centers for Disease Control and Prevention.
    https://www.cdc.gov/physicalactivity/basics/age-chart.html#:~:text=Adults%20(18%2D64%20years)

    De Matteis, S. (2022). Occupational causes of chronic obstructive pulmonary disease: an update.
    Current Opinion in Allergy & Clinical Immunology
    ,
    22
    (2), 73–79.
    https://doi.org/10.1097/aci.0000000000000817

    Global Initiative for Asthma. (2023).
    Global Initiative for Asthma – GINA
    . Global Initiative for Asthma – GINA.

    Global Initiative for Asthma

    Hinkle, J. L., Cheever, K. H., Overbaugh, K., & Brunner, L. S. (2021).
    Brunner & Suddarth’s Textbook of medical-surgical nursing.
    Lippincott Williams & Wilkins.

    Tabassum, S., Naeem, A., Uzzam Ahmed Khawaja, & Nashwan, A. J. (2023). Can nonsteroidal anti-inflammatory drugs lead to first-time heart failure in patients with diabetes mellitus type-2? Is there a link?
    Pharmacology
    ,
    108
    (5), 492–494.
    https://doi.org/10.1159/000531604 
      Nurs 6521 week 4 assignment solved answers walden university

  • Beatrice is a 17-year-old female diagnosed with mild persistent asthma since age 7

    3.
     
    Beatrice is a 17-year-old female diagnosed with mild persistent asthma since age
    7. During her visit today, she reports having to use her albuterol MDI 3 to 4 days
    per week over the past 2 months. Over the past week she has been using
    albuterol at least once per day. She reports being awakened by a cough three
    nights during the last month. She is becoming more short of breath with exercise.
    She also has a fluticasone MDI, which she uses “most days of the week.” Her
    current medications include: Flovent HFA 44 mcg, two puffs BID, Proventil HFA
    two puffs Q 4–6 H PRN shortness of breath, Yaz one PO daily, Propranolol 80
    mg PO BID. What treatment plan would you implement for this patient? What
    medication changes would you make? How would you monitor the effectiveness
    of this plan?

     

    Case Study 3: Beatrice Case (Uncontrolled Asthma)

    Beatrice’s presentation indicates uncontrolled asthma, given the frequency with which she uses short-acting beta agonist (SABA), nighttime awakenings, and dyspnea on exertion. Therefore, the goal of her management is to control her asthma attacks, minimize side effects associated with asthma medications, and improve her general quality of life. Therefore, the treatment plan includes reviewing her medications and determining dose adjustments necessary for managing her asthma. Since Beatrice is on low-dose inhaled corticosteroids (ICS, Flovent HFA 44mcg 2 puffs), the guidelines indicate the need to increase the dose or add a long-acting beta-agonist to minimize the frequency of her asthma exacerbation features (Global Initiative for Asthma, 2023). The approach will prevent the frequency of asthma attacks and allow her to engage in activities without experiencing dyspnea.  Propanol is a non-selective beta blocker that increases bronchospasms and increases the frequency of asthma attacks. The initial treatment approach is to change a selective beta-1 blocker such as atenolol. Therefore, in this case, it would be recommended to use an inhaled corticosteroid and a long-acting beta-2 agonist. The recommended treatment plan will be as follows:

    Medication change: Switch Flovent HFA to Fluticasone/Salmeterol 250/50mcg

    Direction: 1 Puff twice daily; rinse the mouth with warm saline water after use.

    BUY A HUMAN-WRITTEN PAPER HERE

    The nurse practitioner should monitor adherence and the administration techniques that contribute to the gaps in management before discharging the patient. However, the patient should be followed up after 4-6 weeks to determine if there is any improvement to the adjusted treatment. Pulmonary function tests such as peak flow monitoring spirometry may be used to assess asthma control objectively. It is necessary to provide an asthma action plan, such as how to use maintenance drugs, quick relief agents, and the emergency department consultation if features are not timely. Hinkle et al. (2021) indicate that the nurse practitioner should review potential triggers such as allergens, irritants, infections, and exercise and discuss appropriate measures for minimizing patient exposures. Therefore, after several weeks of adherence to the recommended treatment, the client is encouraged to exercise moderately per tolerance to prevent exertion. and provide rest periods between activities to prevent exacerbations. Beatrice is a 17-year-old female diagnosed with mild persistent asthma since age 7

  • NURS 6501 Concept Map Template Hypertension Example

    NURS 6501 Concept Map Template Hypertension Example

    Primary Diagnosis: Hypertension

    Describe the pathophysiology of the primary diagnosis in your own words. What are the patient’s risk factors for this diagnosis?

    Pathophysiology of Primary Diagnosis

    Hypertension, or high blood pressure, is a cardiovascular condition characterized by elevated blood pressure levels consistently exceeding the normal range (Romano et al., 2018). The pathophysiology of hypertension involves complex interactions between various physiological systems, including the heart, blood vessels, and the kidneys. Vasoconstriction, which is the increased resistance to blood flow in the peripheral arteries, is one of the critical mechanisms contributing to hypertension. This resistance is often caused by the narrowing (vasoconstriction) of the arterioles, the small branches of arteries. An increased blood volume pumped by the heart (cardiac output) can contribute to elevated blood pressure. This can result from various factors, including an overactive sympathetic nervous system or conditions that increase the heart’s workload. Abnormalities in the renal system, such as an imbalance in salt and water retention, can increase blood volume, which, in turn, contributes to higher blood pressure.

    Causes

    Risk Factors (genetic/ethnic/physical)

    (i)Unhealthy Diet:
    Consuming a diet high in salt, saturated fats, and cholesterol can contribute to hypertension (Hassana et al., 2019).

    (ii)Lack of Physical Activity:
    Sedentary lifestyles are associated with a higher risk of hypertension.

    (iii)Obesity:
    Being overweight or obese increases the risk of hypertension.

    (iv)Smoking:
    Tobacco smoke contains chemicals that can damage blood vessels and raise blood pressure. Additionally, nicotine in tobacco products can lead to vasoconstriction.

    (v)Endocrine Disorders:
    Hormonal imbalances, such as those associated with primary aldosteronism or Cushing’s syndrome, can contribute to high blood pressure. NURS 6501 Concept Map Template Hypertension Example

     

     

     

    Genetic Factors

    (i)Individuals with a family history of hypertension are at an increased risk.

    (ii)Certain genetic variations are associated with an increased likelihood of developing hypertension.

    Ethnic Factors

    Race:
    Hypertension prevalence varies among different racial and ethnic groups.

    Physical Factors

    Age:
    The risk of hypertension increases with age.

    Obesity:
    Excess body weight, especially abdominal obesity, is a significant risk factor for hypertension.

    Lack of Physical Activity
    contributes to weight gain and can directly impact blood pressure.

    Poor Diet:
    Diets high in sodium, low in potassium, and lacking in fruits and vegetables can contribute to hypertension.

    ORDER A HUMAN-WRITTEN PAPER HERE

    What are the patient’s signs and symptoms for this diagnosis? How does the diagnosis impact other body systems, and what are the possible complications?

    Signs and Symptoms – Common presentation

    How does the diagnosis impact each body system?  Complications?

    (i) Persistent headaches, especially in the back of the head, can be a symptom of hypertension.

    (ii)Feeling dizzy or lightheaded may occur, especially when standing up quickly.

    (iii)some people with hypertension may experience frequent nosebleeds.

    (iv)Difficulty breathing or shortness of breath may be present, especially during physical activity.

    Cardiovascular System
    : Hypertension strains the heart, increasing the risk of coronary artery disease.

    Kidneys:
    Hypertension can damage the kidneys, leading to chronic kidney disease.

    Eyes:
    Hypertension can damage the blood vessels in the eyes, leading to vision problems and, sometimes, blindness.

    Possible Complications

    (i) Hypertension contributes to the development of atherosclerosis, where arteries become narrowed and hardened.

    (ii)Weakened and enlarged arteries, known as aneurysms, can develop, especially in the aorta, and may rupture, causing life-threatening complications.

     

     

    What other potential diagnoses present similarly to this diagnosis (differentials)?

    Chronic Kidney Disease (CKD):
    Kidney dysfunction can lead to fluid and electrolyte imbalances and elevated blood pressure (Zhou & Yang, 2020).

    Thyroid Disorders:
    Both hyperthyroidism (overactive thyroid) and hypothyroidism (underactive thyroid) can affect blood pressure regulation and may present with symptoms similar to hypertension.

    White Coat Hypertension
    occurs when a person’s blood pressure is elevated in a medical setting but remains normal in everyday life. Anxiety or stress related to the healthcare environment can lead to temporarily elevated readings. NURS 6501 Concept Map Template Hypertension Example

     

     

    What diagnostic tests or labs would you order to rule out the differentials for this patient or confirm the primary diagnosis?

    Blood Pressure Measurement:
    Multiple blood pressure readings are taken on different occasions to confirm the diagnosis. Ambulatory blood pressure monitoring may assess blood pressure over 24 hours.

    Blood Tests:
    Renal Function Tests: To assess kidney function and rule out chronic kidney disease.

    Electrolyte Levels:
    Checking sodium and potassium levels to evaluate for any imbalances.

    Thyroid Function Tests:
    To assess thyroid function, TSH, T3, and T4 levels.

    Urinalysis:
    To check for the presence of protein and assess kidney function.

    Chest X-ray:
    To check for signs of heart failure or other cardiac abnormalities.

     

     

    What treatment options would you consider? Include possible referrals and medications.

    Lifestyle Modifications

    (i)DASH Diet:
    Emphasizing fruits and vegetables and reducing sodium intake.

    (ii)Maintaining a healthy weight through a balanced diet and regular physical activity.

    (iii)Regular aerobic exercise, such as swimming or cycling, for at least 150 minutes per week.

    Medications

    Thiazide Diuretics:
    Examples include hydrochlorothiazide, which helps the kidneys eliminate sodium and water.

    Angiotensin-Converting Enzyme (ACE) Inhibitors:
    Examples include enalapril and lisinopril.

    Angiotensin II Receptor Blockers (ARBs):
    These medications block the effects of angiotensin II, promoting vasodilation.

    Referrals

    Cardiologist:
    For cases of resistant hypertension, complex cardiovascular issues, or the need for specialized diagnostic procedures.

    Endocrinologist:
    For cases related to hormonal disorders, such as primary aldosteronism or Cushing’s syndrome.

    Registered Dietitian:
    For nutritional counseling and support in implementing dietary changes.

     

    References

    Hassana, N. E., El Shebinib, S. M., El-Masrya, S. A., Ahmedb, N. H., Alia, M. M., El-Saeedc, G. S., & El-Lebedyd, D. (2019). Association between dietary sodium, calcium, saturated fat, and blood pressure in obese Egyptian adolescents. 
    Egyptian Pediatric Association Gazette
    , 
    67
    , 1-6.
    https://doi.org/10.1186/s43054-019-0007-5

    Romano, S., Idolazzi, C., Fava, C., Fondrieschi, L., Celebrano, M., Delva, P., … & Minuz, P. (2018). Prevalence and comorbidities of resistant hypertension: a collaborative population-based observational study. 
    High Blood Pressure & Cardiovascular Prevention
    , 
    25
    , 295-301.
    https://doi.org/10.1007/s40292-018-0268-x

    Zhou, Y., & Yang, J. (2020). Chronic kidney disease: overview. 
    Chronic Kidney Disease: Diagnosis and Treatment
    , 3-12.
    https://doi.org/10.1007/978-981-32-9131-7_1

     

    NURS-6501N-
    Week 3: Assignment- NURS 6501 Concept Map Template Hypertension Example

    Week 3: Assignment

    Cardiovascular Disorders

    In this exercise, you will complete a MindMap Template to gauge your understanding of this week’s content. Select one of the possible topics provided to complete your MindMap Template.

    myocardial infarction

    endocarditis

    myocarditis

    valvular disorders

    lipid panels

    coagulation

    clotting cascade

    deep vein thrombosis

    hypertension

    heart failure

    Resources

     

    Be sure to review the Learning Resources before completing this activity.

    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES

    By Day 7 of Week 3

    Submit 
    your MindMap Template by Day 7 of Week 3.

     

     

    Rubric – NURS 6501 Concept Map Template Hypertension Example

    NURS_6501
    _Week 3, 5, 7, 9_Mind Map Assignment_Rubric

    NURS_6501_Week 3, 5, 7, 9_Mind Map Assignment_Rubric

    Criteria

    Ratings

    Pts

    This criterion is linked to a Learning Outcome
    Select one of the possible topics provided and complete the MindMap Template.

    1) Describe the pathophysiology of the primary diagnosis in your own words. What are the patient’s risk factors for this diagnosis? NURS 6501 Concept Map Template Hypertension Example

    20
     
    to >
    17.0
     pts
    Excellent
    A thoroughly completed MindMap Template with a selected topic was submitted. The response accurately and thoroughly describes in detail the pathophysiology of the primary diagnosis in the student’s own words. The response accurately and thoroughly explains in detail the patient’s risk factors for this diagnosis.

    17
     
    to >
    14.0
     pts
    Good
    A completed MindMap Template with a selected topic was submitted. The response describes the pathophysiology of the primary diagnosis in the student’s own words. The response explains the patient’s risk factors for this diagnosis.

    14
     
    to >
    12.0
     pts
    Fair
    An inaccurately complete or vague MindMap Template with a selected topic was submitted. The response inaccurately or vaguely describes the pathophysiology of the primary diagnosis in the student’s own words. The response inaccurately or vaguely explains the patient’s risk factors for this diagnosis. NURS 6501 Concept Map Template Hypertension Example

    12
     
    to >
    0
     pts
    Poor
    An incomplete MindMap Template with a selected topic was submitted, or is missing. The response inaccurately and vaguely describes the pathophysiology of the primary diagnosis in the student’s own words, or is missing. The response inaccurately and vaguely describes the patient’s risk factors for this diagnosis, or is missing.

    20
     pts

    This criterion is linked to a Learning Outcome
    2) What are the patient’s signs and symptoms for this diagnosis? How does the diagnosis impact other body systems and what are the possible complications?

    20
     
    to >
    17.0
     pts
    Excellent
    The response accurately and thoroughly describes in detail the patient’s signs and symptoms for this diagnosis. The response accurately and thoroughly describes in detail how this diagnosis might impact other body systems and their possible complications.

    17
     
    to >
    14.0
     pts
    Good
    The response accurately describes the patient’s signs and symptoms for this diagnosis. The response accurately describes how this diagnosis might impact other body systems and their possible complications.

    14
     
    to >
    12.0
     pts
    Fair
    The response inaccurately or vaguely describes the patient’s signs and symptoms for this diagnosis. The response inaccurately or vaguely describes how this diagnosis might impact other body systems and their possible complications.

    12
     
    to >
    0
     pts
    Poor
    The response inaccurately and vaguely describes the patient’s signs and symptoms for this diagnosis, or is missing. The response inaccurately and vaguely describes how the diagnosis might impact other body systems and their possible complications, or is missing.

    20
     pts

    This criterion is linked to a Learning Outcome
    3) What are other potential diagnosis that present in a similar way to this diagnosis (differentials)?

    20
     
    to >
    17.0
     pts
    Excellent
    The response accurately and completely describes in detail the potential diagnoses that present in a similar way to the diagnosis provided.

    17
     
    to >
    14.0
     pts
    Good
    The response accurately describes the potential diagnoses that present in a similar way to the diagnosis provided.

    14
     
    to >
    12.0
     pts
    Fair
    The response inaccurately or vaguely describes the potential diagnoses that present in a similar way to the diagnosis provided.

    12
     
    to >
    0
     pts
    Poor
    The response inaccurately and vaguely describes the potential diagnoses that present in a similar way to the diagnosis provided, or is missing.

    20
     pts

    This criterion is linked to a Learning Outcome
    4) What diagnostic tests or labs would you order to rule out the differentials for this patient or confirm the primary diagnosis?

    20
     
    to >
    17.0
     pts
    Excellent
    The response accurately and thoroughly describes in detail the diagnostic tests and labs they would order to rule out the differentials for this patient, and in confirming the primary diagnosis.

    17
     
    to >
    14.0
     pts
    Good
    The response accurately describes the diagnostic tests and labs they would order to rule out the differentials for this patient, and in confirming the primary diagnosis.

    14
     
    to >
    12.0
     pts
    Fair
    The response inaccurately or vaguely describes the diagnostic tests and labs they would order to rule out the differentials for this patient, and in confirming the primary diagnosis.

    12
     
    to >
    0
     pts
    Poor
    The response inaccurately and vaguely describes the diagnostic tests and labs they would order to rule out the differentials for this patient, and in confirming the primary diagnosis, or is missing.

    20
     pts

    This criterion is linked to a Learning Outcome
    5) What treatment options would you consider? Include possible referrals and medications. NURS 6501 Concept Map Template Hypertension Example

    20
     
    to >
    17.0
     pts
    Excellent
    The response accurately and thoroughly describes in detail the treatment options they would consider. The response accurately and thoroughly describes potential referrals and medications.

    17
     
    to >
    14.0
     pts
    Good
    The response accurately describes the treatment options they would consider. They response accurately describes potential referrals and medications.

    14
     
    to >
    12.0
     pts
    Fair
    The response inaccurately or vaguely describes the treatment options they would consider. The response inaccurately or vaguely describes potential referrals and medications.

    12
     
    to >
    0
     pts
    Poor
    The response inaccurately and vaguely describes the treatment options they would consider, or is missing. The response inaccurately and vaguely describes possible referrals and medications, or is missing.

    20
     pts

    Total Points: 
    100