Tag: Clinical-Nursing

Chapter 6, Antiinfectives: Antibacterial Drugs

1. Which bacteria is most likely found in the microbiome?

Toxic

Pathogenic

Opportunistic

Nonpathogenic

Rationale

Nonpathogenic bacteria can exist as normal flora in a person’s microbiome and do not cause disease unless overgrown or in a susceptible area. Tesl bacteria are synonymous with pathogenic bacteria. Pathogenic bacteria are harmful and can cause disease; therefore they are not common in one’s microbiome. Opportunistic bacteria cause disease in patients who are immunocompromised, and therefore are not common in one’s microbione

5 pp. 85-86

 

 

2. Which finding refers to antibiotic resistance?

Rationale

Antibiotic resistance refers to a bacteria’s ability to resist the effects of the antibacterial drug therapy. Antibiotic resistance does not refer to the antibiotic’s mechanism of action. It also does not indicate a health care provider’s intent to treat nor a patient’s right to refuse treatment.

p.86

 

3. Which side effect commonly occurs while taking antibacterial agents?

Hives

Facial Swelling

Heart Palpitations

Gastrointestinal Disturbances

Rationale

Common side effects when taking antibacterial agents include gastrointestinal disturbances as well as oral and vaginal infections. Hives, facial swelling, and heart palpitations could indicate a more serious reaction of anaphylaxis, which is not considered common.

6 p. 89

4. Which
lab is a priority
for the nurse to check before administering an antibacterial agent?

5. Which
antibacterial agent
may cause red man syndrome?

6. Which
beverage
will the nurse encourage the patient to use for administration of tetracycline?

Chapter 6, Antiinfectives: Antibacterial Drugs

NURS 4212: Population Health Nursing Annotated Bibliography Template: Health Equity in Ethical Population Health Policies Paper

NURS 4212:
Population Health Nursing

Annotated Bibliography Template
:

Health Equity in Ethical Population Health Policies Paper

 

Student Name Here

Program Name or Degree Name, Walden University

Course Number, Section, and
Title

(Example: NURS 0000 Section 01,
Title of Course
)

Instructor Name

Month, Day, Year

(Enter the date submitted to Instructor.)

 

Annotated Bibliography Template

Dickerson, D. L., D’Amico, E. J., Palimaru, A., Brown, R., Kennedy, D., Johnson, C. L., & Schweigman, K. (2022). Traditions and Connections for Urban Native Americans (TACUNA): Utilizing community-based input to develop an opioid prevention intervention for urban American Indian/Alaska native emerging adults.
Journal of Substance Abuse Treatment
,
139
, 108764.
https://doi.org/10.1016/j.jsat.2022.108764

The present article by Dickerson et al. (2022) aims to present the process that the research team followed to develop the TACUNA intervention. The team created a culturally specific opioid and substance use prevention intervention that focuses on emerging adults within the context of the American Indian/Alaska Native community. The research team followed a community-based participatory research approach. They involved the community members, the elder generation, and the service providers. The research team aimed to develop the intervention that would reflect the culture and traditions that the American Indian/Alaska Native community has. The research article focuses on the role that culture plays in the prevention of opioid use.

PLACE ORDER HERE

The source is very relevant, trustworthy, and of high scholarly quality. The journal that published this article, Journal of Substance Abuse Treatment, is very reputable and that the journal only publishes studies that involve evidence-based treatments for substance abuse. Also, the research methodology used was very rigorous and the authors also show cultural competence by emphasizing the Indigenous voice. Additionally, the input that was given by the community also makes this intervention more valid and ethical, therefore, this intervention would most probably work. Also, the topic that Dickerson et al. (2022) chose was very important because most substance abuse studies do not involve urban AI/AN populations.

This source will be utilized in the project to illustrate the need to include culturally sensitive opioid prevention methods for American Indians. It will be used as an example of how prevention methods can be created through an indigenous epistemology. The TACUNA model will be used to develop guidelines on culturally sensitive methods to address the opioid problem, as well as illustrate how traditional methods can be applied to address the problem of opioid addiction in the AI/AN community.

Komro, K. A., D ‘Amico, E. J., Dickerson, D. L., Skinner, J. R., Johnson, C. L., Kominsky, T. K., & Etz, K. (2022). Culturally responsive opioid and other drug prevention for American Indian/Alaska native people: A comparison of reservation- and urban-based approaches.
Prevention Science
,
24
.
https://doi.org/10.1007/s11121-022-01396-y

The focus here is on the culturally responsive nature of substance use prevention. That is specifically, the comparison will be made on how it’s done on Native Reservations and the city for American Indian and Alaska Native communities. As well, the research paper focuses on how the community setting affects the implementation and how effective the prevention programs are. In that case, the bottom line here is that the community settings, both Native Reservations and the city benefit from the programs that are deeply rooted in their culture. However, the availability or accessibility of culture resources and the community itself plays a part in how the programs are implemented.

The credibility of the resource is high due to its peer-reviewed status within the esteemed journal
Prevention Science
and its focus on evidence-based prevention research. Additionally, the research was conducted by well-known experts in the field of Indigenous health and drug prevention, making the study credible. It is an applied research resource because it is based on actual research analysis and real-life programs. It is beneficial because of its comparative perspective, allowing for an increased understanding of the changes that are necessary for AI/AN communities regarding opioid prevention.

For Komro et al. (2022) article, the anticipation is that it will be used to support the argument that it is not possible to have one single, universal model of opioid prevention that works for American Indians. The article will also be used to support the need to be responsive to whether individuals live in cities or on reservations. As well, the article will be used to support the need to consider culture in relation to reducing opioid addiction.

Soto, C., West, A. E., Ramos, G. G., & Unger, J. B. (2022). Substance and behavioral addictions among American Indian and Alaska Native populations.
International Journal of Environmental Research and Public Health
,
19
(5), 2974.
https://doi.org/10.3390/ijerph19052974

The article by Soto et al. (2022) is a comprehensive overview of substance use and behavioral addictions, including opioid addiction, within the American Indian and Alaska Native populations. It covers various aspects, including the rates of opioid addiction, the factors that contribute to opioid addiction, and how cultural identity can play a protective role against opioid addiction. The authors of this article highlight how, due to colonization, discrimination, and historical trauma, substance use is a social and cultural issue, not only a medical one, for this population.

The information in the source appears to be very pertinent and trustworthy, especially since it was published in a peer-reviewed journal of public health, which has considerable international visibility. The fact that it presents information from various research works also adds to its quality which includes its presents information from various disciplines, such as psychology, public health, and social determinants of health, which also makes it of considerable academic quality. Also, the information in the article is important since it relates to addiction, wellness, and AI/AN populations.

Soto et al. (2022) article can also be used to give background and contextual support to the topic of American Indians and opioid addiction. It can also be used to support the argument that any effective approach to the problem of opioid addiction must also consider the historical trauma experienced by the group and the need for cultural strength and the use of holistic and community-based interventions.

References

Dickerson, D. L., D’Amico, E. J., Palimaru, A., Brown, R., Kennedy, D., Johnson, C. L., & Schweigman, K. (2022). Traditions and Connections for Urban Native Americans (TACUNA): Utilizing community-based input to develop an opioid prevention intervention for urban American Indian/Alaska native emerging adults.
Journal of Substance Abuse Treatment
,
139
, 108764. https://doi.org/10.1016/j.jsat.2022.108764

Komro, K. A., D‘Amico, E. J., Dickerson, D. L., Skinner, J. R., Johnson, C. L., Kominsky, T. K., & Etz, K. (2022). Culturally Responsive Opioid and Other Drug Prevention for American Indian/Alaska Native People: a Comparison of Reservation- and Urban-Based Approaches.
Prevention Science
,
24
. https://doi.org/10.1007/s11121-022-01396-y

Soto, C., West, A. E., Ramos, G. G., & Unger, J. B. (2022). Substance and Behavioral Addictions among American Indian and Alaska Native Populations.
International Journal of Environmental Research and Public Health
,
19
(5), 2974. https://doi.org/10.3390/ijerph19052974

NURS 4212: Population Health Nursing Annotated Bibliography Template: Health Equity in Ethical Population Health Policies Paper

6. Which beverage will the nurse encourage the patient to use for administration of tetracycline?

Tea

Milk

Water

Orange juice

Rationale

Tetracyclines must be taken with a full glass of water to prevent irritation to the esophagus. Milk can impact the absorption of tetracycline. Orange juice and tea would not be preferred beverages as both contain acid, which could irritate the esophagus when taken with tetracycline.

KTIP Lesson-Plan-Template

Source of Evidence: Lesson Plan

Your committee will use this evidence to evaluate your performance on the followin2:

Kentucky Framework  for  Teaching Components

I A – Demonstrating Knowledge of Content and Pedagogy

I B – Demonstrating Knowledge of Students

I C -Setting Instructional Outcomes

I D -Demonstrating Knowledge of Resources

I E -Developing Coherent Instruction

I F- Designing Student Assessment

Kentucky

Teacher Standards

1 -The Teacher Demonstrates Applied Content Knowledge

2 – The Teacher Designs and Plans Instruction

3 – The Teacher Creates and Maintains Learning Climate

4 – The Teacher Implements and Manages Instruction

5
-Assesses and Communicates  Learning Results

6 – The Teacher Demonstrates the Implementation of Technology

8 – Collaborates with Collea1mes/Parents/Others

 

Guidelines for Developing the Source of Evidence: Lesson Plan

 

Effectively planning and implementing instruction requires that you first have knowledge of the content to be addressed and the appropriate strategies for presenting the content.  Second, you must have a clear knowledge/understanding of your students   and

what they bring to the learning environment.  Finally, you must have knowledge of the resources available to support instruction and facilitate student learning.

 

The development of your lesson plans should allow you to demonstrate your knowledge of your students, subject matter, and resources.  Your lesson plan will provide the foundation upon which you will create the classroom environment and implement instruction.  The lesson plan template should be used in planning all lessons to be observed by your KTIP committee members.  Each lesson plan should be sent to the appropriate committee member 2 -3 days before the scheduled observation to allow for review and feedback KTIP Lesson-Plan-Template.

 

1. Describe the Students for which this Lesson is Designed

Identify your students’ backgrounds, special needs, cultural differences, interests, and language proficiencies that were considered in designing this lesson.

 

2. Lesson Learning Target(s)/Objectives

To establish the context for the lesson to be observed, list the previous lesson’s learning targets/objectives, the current lesson’s learning targets/objectives and the next lesson’s learning targets/objectives.  The connections to the state curriculum/content area standards should be focused on the knowledge, skills, and/or processes identified in the learning targets/objectives.  Be sure that all learning targets/objectives are student-centered, observable, and measurable.

GET WRITING HELP 

3. Students’ Baseline Knowledge and Skills

Briefly describe the pre-assessment(s) you used to identify your students’ baseline knowledge and skills relative to the learning targets/objectives for this lesson. 
Attach copies of baseline data and all assessments   used.

 

4. Formative Assessment(s)

Identify the type of formative assessments and data that will be used to determine student progress in achieving the learning targets/objectives.  If needed, identify how these assessments will be differentiated to address the needs of your students.  In addition to the formative assessments you will use, describe how you will provide opportunities for your students to self-assess their learning progress. 
Attach copies of the formative assessments and student self-assessments to be used.

 

5.  Resources

Identify the resources and assistance that will be needed for the lesson.  During the course of your internship you should make use of available technology when the technology will facilitate planning, implementing, assessing of instruction, and facilitating your students’ learning.

 

6. Lesson Procedures

Describe the sequence of strategies, activities, and assessments you will use to engage students and accomplish your learning targets/objectives.  Within this sequence be sure   to:

Describe how your instruction will be differentiated to meet the needs, interests, and abilities of your

Identify the questions you will use to promote higher order thinking and encourage  discussion.

7. Watch For——-

Are there specific indicators for the components of Domain 2 – Classroom Environment and/or Domain 3 – Instruction that you would like specifically observed during this lesson?  If there are, please note these on your plan to alert the observer.

 

Source of Evidence:  Lesson
Plan

 

Name:                                                                         Date of Observation :                         Cycle: Ages/Grades of Students
                          
                  # of Students in Class

# of Students having IEP/504
           
        # of Gifted Students                   # of Students having LEP Lesson Title:
                                                                                                                 

1. Context: Describe the Students for which this Lesson is Designed  (lB):

Identify your students’ backgrounds, special needs, cultural differences, interests, and language proficiencies
KTIP Lesson-Plan
-Template.
 

 

 

2.   Lesson  Learning Targets/Objectives   (lA) (lC)

a.    Previous lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content area standards.)

     Learning target/objective: 
  

          Connection to Standard
:

 

 

 

b.    Current lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content area standards.)

Learning target:

Connection to Standard:

 

c.    Next lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content area standards.)

Learning target:

Connection to Standard:

3. Students’ Baseline Knowledge and Skills (lB) (lF)

Describe  and include  the pre-assessment(s)  used  to establish  students’  baseline  knowledge  and  skills for this  lesson.

(1. The specific use of data   2.  Data represents objectives for lesson     3.  There is a brief summary of “what the data tells me” in

regard to this lesson.)  Attach a copy of the baseline data and all assessments used.

4.  Formative Assessment  (lF)

Describe and include the formative assessment(s) to be used to measure student progress during this    lesson.

(Attach copies of the formative assessments and student self-assessments to be used.) 

Formative Assessment:

·        
Activity #1:

·        
Activity #2:

Self-Assessment:

·        
Activity #1:

·        
Activity #2:

 

5.  Resources  (lD)
(Include technology used)

Identify the resources and assistance available to support your instruction and facilitate students’ learning.

 

 

       To avoid the appearance of plagiarism, include sources for any materials borrowed from text and/or the internet. 

·

6.Lesson Procedures (lE)

Describe  the sequence  of strategies/activities/assessments  that  will  be used  to scaffold  instruction,  engage your  students,

facilitate attainment of the lesson objective(s),
connect to real-life,
and promote higher order thinking.  Within  this sequence,  be sure to describe  how  the instruction  will  be differentiated  to  meet  your students’  needs,  interests, and abilities.

Opening of the Lesson:

·        
Review:
  

·        
Hook or Attention Getter
:

 

Activity #1

·        
Objective: 
 

·        
Activity Description:

·        
Critical Vocabulary:

Differentiation of instruction (Extension): 

Differentiation of instruction (Remediation/Gap Group):

Assessment:

Differentiation of assessment (Extension):

Differentiation of assessment (Remediation):

Question #1 (Bloom’s Level 3 or 4):

Question #2 (Bloom’s Level 5 or 6):

Activity #2 

·        
Objective: 

·        
Activity Description:

·        
Critical Vocabulary:
 

Differentiation of instruction (Extension):

Differentiation  of instruction (Remediation/Gap Group):

Assessment:

Differentiation  of assessment (Extension):

Differentiation of assessment (Remediation):

Question #1 (Bloom’s Level 3 or 4):

Question #2: (Bloom’s Level 5 or 6):

 

Closing of the Lesson:

 

Real-life Connection: 

Activities for Multiple Intelligences:
Another way to differentiate

Marzano’s High-Yield Strategies:
Using research-based practices

 

7. Watch For——-

Identify anything that you would like specifically observed during this lesson. KTIP Lesson-Plan-Template

5. Which antibacterial agent may cause red man syndrome?

Amoxicillin

Cephalexin

Vancomycin

Cefazolin

Rationale

Vancomycin is a glycopeptide of the cell wall synthesis inhibitor classification. It is known to cause red man syndrome (with rash and redness of the face, neck, upper chest, upper back, and arms). This is related to the infusion rate of vancomycin. While amoxicillin, cephalexin, and cefazolin are also cell wall synthesis inhibitors and may cause allergic reactions, they do not present in the same way as red man syndrome.

p93

Which antibacterial agent may cause red man syndrome?

KTIP Lesson Plan Example

Directions: Using the KTIP lesson plan template (electronic copy on iLearn), develop a lesson plan. You should develop one lesson towards the grade of your choice (elementary grades P-5, middle school grades 6-8, or high school grades 9-12). Remember to cite all resources used, and to use corresponding standards per the appropriate grade level. Remember that you have resources to assist you in writing these plans, that can be found under “Content” in Blackboard iLearn. Lesson plans will be due electronically via iLearn by the end of week 3 (Sunday @ 11:59 PM) . This assignment is worth 100 points. Each lesson plan should be for a full 30 min. lesson. Later this term, you will submit this lesson again, with additional edits to improve your lesson and will also be asked to teach the lesson to others. Your lesson plan teaching experience will be videoed for the class and submitted in a DB. You will use this lesson, so while designing the assignments in this class, consider every detail, including any equipment or resources that you may have available. Do this on Drug abuse and addiction. Just fill out uploaded template.

 

KTIP Lesson Plan Example

Source of Evidence: Lesson Plan

Your committee will use this evidence to evaluate your performance on the followin2:

xxxx Framework for Teaching Components

I A – Demonstrating Knowledge of Content and Pedagogy

I B – Demonstrating Knowledge of Students

I C -Setting Instructional Outcomes

I D Demonstrating Knowledge of Resources

I E -Developing Coherent Instruction

I F- Designing Student Assessment

KTIP Lesson Plan Example

Xxxx Teacher Standards

1 -The Teacher Demonstrates Applied Content Knowledge

2 – The Teacher Designs and Plans Instruction

3 – The Teacher Creates and Maintains Learning Climate

4 – The Teacher Implements and Manages Instruction

5
-Assesses and Communicates  Learning Results

6 – The Teacher Demonstrates the Implementation of Technology

8 – Collaborates with Collea1mes/Parents/Others

GET HELP HERE

Source of Evidence:  Lesson

Plan

 

Name:

Date of Observation:
xxx, 2025

Cycle:
xxx 1

Grades/Ages of Students:
9
th
-12th Grade / Ages 15-19

Number of Students:
xx

Number of Students with IEP/504:

xx

Number of Gifted Students
: xx

Number of Students with LEP
:
xx

 

1. Context: Description of Students (IB)

The lesson plan has been designed keeping in mind the needs of the health class taught by Name of the teacher at Name of the high school, which has a high number of students from a low socioeconomic background, that is, 68% free lunch eligibility. Our total number of students in the health class is 28,
with three IEPs and one gifted student and 2 LEP students
in place. Students may require verbal prompts, extra time, a scribe to write, or a reader to read the text.

The student demographics are mostly Caucasian, with one Latin American student. There are no ELL students currently. The learning styles include kinesthetic, interpersonal, intrapersonal, and auditory. This student population could benefit from activities that promote critical thinking in relation to their responsibility to the individual, the group, the environment, and the future as it relates to their career choices KTIP Lesson Plan Example.

2.   Lesson Learning Targets/Objectives (lA) (lC)

Learning Target:

Students know ways to prevent transmission of communicable diseases.

Connection to Standard:

4.1.7- Describe the methods of preventing the spread of the germs of infectious diseases.

Learning Target: Students will understand and be able to explain the need for raising awareness about communicable diseases and how this helps prevent and control the spread of communicable diseases within communities.

Expected Demonstration of Understanding: Students are expected to demonstrate their understanding during class discussions, analysis of real-life health situations, and making connections between health-related information and personal behaviors.

Assessment of Understanding: Students’ understanding will be assessed through written responses, scenario-based questions, exit tickets, and participation in class discussions or projects related to disease prevention and awareness.

Lesson Objectives:

Cognitive: Students will be able to describe how communicable diseases are transmitted and analyze how public awareness helps prevent and control communicable diseases.

Affective: Students will value personal and social responsibility and demonstrate concern for personal and social health.

Relationship to Standard:

• Kentucky Health Education Standard 4.2.1 (Grade 9-12): Describe how the community can support personal health decisions and behaviors- including school, local services, cultural norms, and community resources that impact personal health choices
(
Kentucky Department of Education, 2025).

• National Health Education Standard 2.12.4: Evaluate how the school and community can impact personal health practices and behaviors- students will identify how community environments impact personal health choices

(Home of Bob, 2026).

• National Health Education Standard 1.12.6: Analyze the relationship between access to health care and health status- students will identify how community health services impact personal health choices

(LibreTexts, 2020).

• National Health Education Standard 3.12.2: Use resources from home, school, and community that provide valid health information- students will identify community resources that provide valid information for making personal health choices

(Home of Bob, 2026).

• National Health Education Standard 8.12.2: Demonstrate how to influence and support others to make positive health choices- students will use community environments to practice influencing and supporting others in making positive health choices

(Shape America, 2024).

b. Current Lesson Learning Targets (IA, IC)

Learning Target

Students will use preventative measures to guard themselves and others against communicable diseases.

Relation to Standard:

4.1.7 – Describe ways to prevent the spread of germs that cause infectious disease.

Learning Target:

Students are to develop strategies to raise awareness regarding communicable diseases in their own school community KTIP Lesson Plan Example.

Connection to Standard:

4.7.2 – Describe practices and behaviors that reduce or prevent health risks associated with diseases and injuries.

c. Next Lesson Learning Targets (IA, IC)

Learning Target:

The students will use strategies for setting goals to promote healthy behaviors that prevent diseases.

Learning Target:

The students will be able to design and promote initiatives that will help prevent communicable diseases in their local community. Connection to Standard:

HS.6.2- Utilize goal-setting strategies to establish realistic short- and long-term personal objectives to promote personal well-being, decrease disease risk, and enhance emotional health (UT SouthWesternMedicalCenter, 2023).

3. Students’ Baseline Knowledge and Skills (lB) (lF)

A pre-assessment consisting of true/false questions regarding methods of disease prevention was administered before the beginning of the unit. It revealed that about 50% of students had a strong knowledge of basic disease prevention methods, while others had gaps in their knowledge.

The data reveals that while some students have some fundamental knowledge, the entire class requires further instructional guidance to ensure that all students understand and apply the knowledge regarding the prevention of diseases. The data guides instructional design by highlighting the need for reinforcement, discussion, and application of knowledge for students. (
See Appendix A)

 

 

4.  Formative Assessment (lF)

Formative assessment methods:

–
Activity 1:
The teacher circulates around the room, eavesdropping on pairs’ conversation and scanning their written answers as they group together to think of prevention ideas. Students’ level of understanding can be demonstrated by their level of engagement in class conversation and strength of ideas expressed in written answers.

–
Activity 2:
Students view an instructive video and write down new ideas on prevention. Their level of understanding is gauged on the basis of the quality of their notes and the class discussion that ensues.

Student Self-Assessment

– In small groups, students will collaboratively develop a Public Service Announcement (PSA) that encourages disease prevention.

– Each group shows their PSA, after which the class votes on which one they want to use during morning announcements KTIP Lesson Plan Example.

– Students are encouraged to reflect on their own learning by stopping to think and writing down their understanding with a different colored pen.

(See Appendix B)

 

5.  Resources (lD)

 

Instructional Resources:

Paper

Pencils

Scenario handouts

Smartboard

YouTube video on communicable disease prevention

Speaker system

Source Acknowledgment:

Professional consultation with health professionals

Educational video content from YouTube

6.Lesson Procedures (lE)

Opening of the Lesson

Review

–          A brief true/false exercise on prevention strategies is done as a warm-up activity. Students then self-check in another colored pen as the teacher checks the answers and encourages group discussion.

–          Real-world examples of situations like an illness outbreak in a school setting and health requirements in a workplace setting may be presented by the teacher.

Activity 1

Objectives

–          The students will be able to analyze real-life situations to identify the most effective methods for preventing diseases.

Description:

Students are asked to read a scenario about flu prevention in the school setting. Students are then asked to think about the preventative measures that can be taken. This is done in pairs, where students write down the measures. Then, the class comes together as a whole.

Critical Vocabulary:

Communicable, Awareness, Strategy, Precaution

Differentiation – Extension:

·        
Research current public health issues and community impact.

·        
Design community health initiative promoting positive behaviors.

·        
Create advocacy message supporting healthy decision-making.

Differentiation – Remediation:

Teacher modeling, verbal instructions, support for the reader, and a scribe.

Assessment

Teacher observations and feedback during pair and group work.

Bloom’s Questions

• Why is preventing communicable disease essential for community health? (Level 4)

• How effective are your own habits in preventing illness? (Level 5)

Activity 2

Objective:

–          The students will create their own Public Service Announcement to encourage disease prevention.

Description

–          In pairs, the students write a PSA that educates other students about the prevention of disease transmission.

–          A selected PSA is distributed school-wide.

Critical Vocabulary:

Public Service Announcement, Health Behaviors, Prevention, Responsibility

Differentiation – Extension:

•             
Evaluate community health programs and propose improvements.

•              Choose creative format to demonstrate health understanding.

Differentiation – Remediation

Instructions, modeling examples, extra time, and the use of a scribe.

Assessment

–          Completed PSAs and teacher observation.

Bloom’s Questions

• What is a Public Service Announcement? (Level 3)

• How can a PSA influence health behaviors in a school community? (Level 5)

Closing of the Lesson

·        
Connect prevention strategies to real-life health decisions

·        
Post-test measures learning growth (Marzano: tracking progress)

·        
Multiple intelligences: discussion, reflection, visual recall

·        
Address student questions using feedback and clarification

·        
Reflect on pacing, questioning strategies, and student engagement

 

Real-Life Connections

Students evaluate personal health habits.

Instruction emphasizes lifelong health responsibility.

Scenarios and PSAs connect learning to school and community settings.

Multiple Intelligences

Verbal/Linguistic- Discussions and PSA writing

Logical- Analyzing scenarios

Visual -Smartboard and video

Musical-Background music during independent work

Interpersonal-Partner collaboration

Intrapersonal- Self-reflection

Marzano’s Strategies

Setting objectives and feedback

Cooperative learning

Summarizing and note-taking

Generating and testing hypotheses

Nonlinguistic representations

Questioning strategies

 

 

References

Home of Bob. (2026).
The National Health Education Standards
. Homeofbob.com. https://www.homeofbob.com/standards/nationalHealthStandards19952004.htm

Kentucky Department of Education (2025). Kentucky academic standards health education june 2025. Kentucky Department of Education (.gov).
https://www.education.ky.gov/curriculum/standards/kyacadstand/Documents/Kentucky_Academic_Standards_for_Health_Education_2025.pdf

LibreTexts. (2020, July 21).
9.2: National Health Education Standards
. K12 LibreTexts. https://k12.libretexts.org/Bookshelves/Health_-_Skills_For_A_Healthy_Me/09%3A_Appendices/9.02%3A_Section_2-?utm

Shape America. (2024).
New National Health Education Standards
. Shapeamerica.org. https://www.shapeamerica.org/MemberPortal/standards/health/new-he-standards.aspx?utm

UT SouthWesternMedicalCenter. (2023).
Be SMART about setting health-related goals | Aging | Diet and Nutrition | Prevention | UT Southwestern Medical Center
. Utswmed.org. https://utswmed.org/medblog/smart-goals-health-wellness/ KTIP Lesson Plan Example

 

 

Appendices

 

Appendix A: Pre-Assessment Data Summary Table: Disease Prevention Knowledge

 

Student Group

Number of Students

Percentage of Class

Average Score (out of 10)

Strengths Identified

Gaps Identified

High Mastery

14

50%

8-10

Correctly identified;

handwashing,

healthy diet,

and exercise as prevention methods

–          Limited explanation of why vaccines prevent disease

Moderate

10

33%

5-7

Recognized some prevention strategies

–          Confusion about germ transmission and inconsistent hand hygiene

Low Mastery

4

17%

0-4

Minimal correct responses KTIP Lesson Plan Example

–          Misconceptions about vaccines, nutrition, and disease spread

Class Total

28

100%

6.4 (mean)

Basic awareness of disease prevention exists

–          Need for reinforcement, discussion, and real-life application

 

Appendix B: Public Service Announcement (PSA) Rubric: Disease Prevention

Criteria

4- Exceeds Expectations

3-Meets Expectations

2- Approaching Expectations

1-Needs Improvement

Accuracy of Content

-All information is accurate and clearly explains multiple disease prevention strategies like hygiene, vaccination, nutrition).

-Information is accurate and explains at least two disease prevention strategies KTIP Lesson Plan Example.

-Some information is accurate, but one or more prevention strategies are unclear or partially incorrect.

-Information is mostly inaccurate or shows little understanding of disease prevention.

Clarity of Message

-Message is exceptionally clear, focused, and easy to understand; strong call to action included.

-Message is clear and focused; includes a call to action.

-Message is somewhat unclear or unfocused; call to action is weak or missing.

-Message is confusing or lacks a clear purpose; no call to action.

Use of Persuasive Techniques

-Effectively uses persuasive language, tone, and visuals to motivate audience action.

-Uses persuasive language and tone appropriately.

-Limited use of persuasive techniques; message is more informational than persuasive.

– No persuasive techniques evident.

Creativity and Engagement

-PSA is highly creative, original, and engaging; captures and maintains audience attention.

-PSA is creative and engaging.

-PSA shows limited creativity or is only somewhat engaging.

-PSA lacks creativity and does not engage the audience.

Organization and Flow

-PSA is well-organized with a strong introduction, logical sequence, and effective conclusion.

-PSA is organized with a clear beginning, middle, and end.

-PSA shows some organization but ideas may be loosely connected.

-PSA is disorganized and difficult to follow.

Collaboration and Participation

-All group members contribute equally and demonstrate strong teamwork.

-Most group members contribute and work cooperatively.

-Uneven participation; some group members contribute minimally.

-Little evidence of collaboration; one or two members do most of the work.

Presentation Skills

Speakers are confident, clear, and expressive; strong eye contact and volume.

Speakers are clear and audible with appropriate expression.

Speakers are sometimes unclear or too quiet; limited eye contact.

– Speakers are difficult to hear or understand; little eye contact.

Accuracy of Content

– All information is accurate and clearly explains multiple disease prevention strategies (e.g., hygiene, vaccination, nutrition).

– Information is accurate and explains at least two disease prevention strategies.

– Some information is accurate, but one or more prevention strategies are unclear or partially incorrect.

– Information is mostly inaccurate or shows little understanding of disease prevention.

Clarity of Message KTIP Lesson Plan Example

-Message is exceptionally clear, focused, and easy to understand;

-Strong call to action included.

– Message is clear and focused; includes a call to action.

– Message is somewhat unclear or unfocused; call to action is weak or missing.

– Message is confusing or lacks a clear purpose; no call to action KTIP Lesson Plan Example.

4. Which lab is a priority for the nurse to check before administering an antibacterial agent?

Blood glucose

Liver enzymes

Potassium level

White Blood Cell (WBC) count

Rationale

Before administering any antibacterial agent, it is important to check a patient’s WBC count. Monitoring the white blood cell count before and throughout therapy provides the nurse with information on the drug’s effectiveness. Although a patient may have other conditions that require monitoring blood glucose, liver enzymes, or potassium level, these would not be the priority for antibacterial therapy.

Test-Taking Tip:
Choose the best answer for questions asking for a single answer. More than one answer may be correct, but one answer may contain more information or more important information than another answer.

5 p. 101

PMHNP Leadership Competencies Essay Example

Competencies

           
Multiple bodies, including International Council of Nurses (ICN), NONPF, and AACN influence education programs for Advanced Nurse Practitioners (NPs) students. These organizations have established various competencies that NPs must acquire to provide comprehensive, quality, effective, evidence-based (EB), and ethical patient care in different clinical settings. These core competencies are usually integrated attitude, skills, knowledge, and professional behaviors. Although these competencies are applicable in most clinical settings, they are prioritized based on an PN’s role in a specific area. This paper presents core competencies beneficial to a PMHNP working in long-term care (LTC) facilities as a leader, including appropriate leadership strategies and analysis of current skills.

The most Important and Beneficial Competencies for PMHNP Leadership Role in Long-Term Care Facilities

A combination of advanced leadership skills and clinical competence would enhance role performance for a PMHNP practicing in a LTC facility as a leader. The first competence that this NP must demonstrate is team building skill. Most older residents of LTC facilities have more than two diagnoses, including physical issues and mental health disorders (Čížková et al., 2024). For instance, an individual can be living with type 2 diabetes Mellitus (T2DM), arthritis, and depression. Such an individual requires holistic care to meet her diverse health needs, which would improve her treatment outcomes and quality of life. In this case, the PMHNP should leverage his team building skill to lead interdisciplinary teams involved in the patient’s care. As a result, nursing staff, social workers, primary care provider, dietician, and orthopedist would collaborate in formulating the most effective treatment plan, aligning with patient’s needs. In addition to team building, the PMHNP should possess excellence conflict resolution skill. This competence will allow the PMHNP to resolve conflicts that might arise among team members, creating a conducive working environment, essential in providing quality and safe patient care.

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Another vital competence is emotional intelligence and empathy. LTC facilities often expose staff to burnout and emotional distress. This trend attributed to high workload caused by growing demand for end-of-life care and staffing shortages in these settings (Awosoga et al., 2023). These unconducive working environment conditions often trigger staff to quiet, worsening staffing shortages. Consequently, some residents are left unattended, leading to poor treatment outcomes. In such case, the PMHNP must respond to this issue with empathy. For instance, the leader should remain calm despite current turbulent. The leader should show concern for the challenges staffs are currently facing, while promising them to come up with a lasting solution. These staff would be convinced to continue working in the LTC facility, improving staff retention. The number of staff would be adequate to address residents’ needs, preventing potential health crises or death.

The Leadership Strategies Appraisal

           
First, culture that supports new information technology initiatives can be achieved through transformational leadership. In clinical settings, transformational leaders focus on boosting patient care and overall treatment outcomes (Ystaas et al., 2023). They achieve this goal by inspiring staff and building strong relationships among team members. These leaders also create a shared vision and fostering innovation within a healthcare organization. In this case, transformational leadership would allow the leader to convince and lead other staff members in adopting informatics-driven innovations. For instance, the leader would collaborate with other team members in developing an interoperable clinical decision support system (CDSS) that would be integrated into the current system. The new system would enhance access to patient’s digital medical data, supporting timely clinical decisions PMHNP Leadership Competencies Essay Example.

Collaborative and systems-based leadership strategy would also support the new culture. In clinical settings, informatics solutions are developed based on current practice gaps that needs improvement to achieve desired organizational goal (Ștefan et al., 2024). For this reason, the leader should engage other team members, including clinicians, nursing staff, and IT experts during system development. These professionals would collaborate in designing an interoperable clinical system that would effectively address end-user needs. This new system would bridge a gap in the current practice and enhance workflow efficiency, leading to better treatment outcomes.

An informatic leaders should also consider ethical and professional leadership strategy. Data security and patient privacy remains major concern in the modern healthcare sector characterized by rapid adoption of technology-based solution (Wenhua et al., 2023). Informatic leaders must focus on promoting data integrity to enhance patient privacy. Additionally, these NPS ensure compliance with data protection regulatory measures. This nursing informatics prevent potential legal and ethical implication associated with data breach through strict compliance, while improving patient outcomes through use of technology-based solutions.

The last strategy is change management and strategic planning. Healthcare organizations undergo through drastic changes to align with current evidence-based practices (Engle et al., 2021). The complex changes are implemented based on structured change models. For instance, key stakeholders are usually involved during change formulation and implementation to ensure that the new intervention address their needs effectively, while aligning with organizational goals. Additionally, stakeholders’ engagement during change implementation, prevents potential resistance. Hence, stakeholders should be consulted when implementing informatics solution within a healthcare organization, which would result in successful adoption of the most appropriate technology-based intervention.

Analysis of Current Skills and Strategies for becoming more Proficient

First, I understand recommended ethical practice. As an NP student, am conversant with ethical frameworks that guide nursing practice and implementation of technology-based solution (Johnson & Galatzan, 2025). For instance, I understand the HIPAA’s data security and patient privacy requirements. Thus, I would ensure that these requirements are met while leveraging technologies and digital tools to improve patient outcomes, thereby demonstrating ethical practice. I also possess data analysis skill. I can leverage on vast amount of healthcare facility’s data accessible in its dashboard/clinical systems to identify a gap in current practice. I would leverage current trends and statistics in developing an appropriate informatics solution, improving safety and efficacy of patient care.

However, strategic and transformational leadership skills require improvement. I can identify a gap in the current practice and design the best technology-based solution. Nonetheless, I am not competent in convincing other team members to support a specific shared vision/organizational goal. As a result, I might experience challenges in ensuring successful implementation of this solution within a healthcare organization due to stakeholders’ resistance for change. My goal is to become more proficient in strategic and transformational leadership by enrolling in formal education programs specifying on corporate governance, systems thinking, and informatics leadership. PMHNP Leadership Competencies Essay Example.

Conclusion

Competencies and skills determine NP’s job performance capacity in various clinical settings. A PMHNP leading team members in LTC facility must demonstrate a strong team building skill to guide other professionals during collaborative approach to care. Another vital skill is conflict resolution, which would allow the PMHNP to unit team members in case of disagree, creating a conducive work environment. This NP must also possess emotional intelligence and empathy. This skill will enable the leaders to acknowledge and resolve challenges facing staff in LTC facilities, including emotional distress and burnout, which would lower turnover rates. Additionally, the implementation of technology-based initiatives can be supported by leadership strategies captured in “Informatics Leadership Standard 11,” including transformational leadership, collaborative and systems-based leadership, ethical and professional leadership strategy, and change management and strategic planning.

References

Awosoga, O. A., Odole, A. C., Onyeso, O. K., Doan, J., Nord, C., Nwosu, I. B., … & Murphy, S. (2023). Well-being of professional older adults’ caregivers in Alberta’s assisted living and long-term care facilities: a cross-sectional study. 
BMC geriatrics
, 
23
(1), 85.
https://link.springer.com/article/10.1186/s12877-023-03801-9

Čížková, J., Dostálová, V., Bártová, A., Holmerová, I., & Jelínková, P. V. (2024). Care of Older Adults with mental illness in long-term care residential facility: a scoping review. 
Journal of the American Medical Directors Association
, 
25
(10), 105218.
https://doi.org/10.1016/j.jamda.2024.105218

Engle, R. L., Mohr, D. C., Holmes, S. K., Seibert, M. N., Afable, M., Leyson, J., & Meterko, M. (2021). Evidence-based practice and patient-centered care: doing both well. 
Health care management review
, 
46
(3), 174-184.
https://journals.lww.com/hcmrjournal/fulltext/2021/07000/Evidence_based_practice_and_patient_centered_care_.2.aspx

Johnson, E. A., & Galatzan, B. J. (2025). A critical juncture: Reimagining nursing professional identity and regulation in the ethical integration of innovation and technology in healthcare. 
Journal of Nursing Regulation
, 
16
(1), 10-16.
https://www.sciencedirect.com/science/article/abs/pii/S2155825625000493

Ștefan, A. M., Rusu, N. R., Ovreiu, E., & Ciuc, M. (2024). Empowering healthcare: A comprehensive guide to Implementing a robust medical information system—components, benefits, objectives, evaluation criteria, and seamless deployment strategies. 
Applied System Innovation
, 
7
(3), 51.
https://www.mdpi.com/2571-5577/7/3/51

Wenhua, Z., Qamar, F., Abdali, T. A. N., Hassan, R., Jafri, S. T. A., & Nguyen, Q. N. (2023). Blockchain technology: security issues, healthcare applications, challenges and future trends. 
Electronics
, 
12
(3), 546.
https://www.mdpi.com/2079-9292/12/3/546

Ystaas, L. M. K., Nikitara, M., Ghobrial, S., Latzourakis, E., Polychronis, G., & Constantinou, C. S. (2023). The impact of transformational leadership in the nursing work environment and patients’ outcomes: a systematic review. 
Nursing Reports
, 
13
(3), 1271-1290.
https://doi.org/10.3390/nursrep13030108

 

 

Competencies

How do you determine what skills or qualities will benefit you as a leader in your healthcare organization or nursing practice?

This question might be answered through the analysis of nursing informatics competencies. The analysis of these competencies provides a context for the qualities needed to effectively lead and implement projects in your healthcare organization or nursing practice.

Appraise the Standards for Nursing Informatics Practice (Standard 1-6) and the leadership strategies addressed in Informatics leadership Standard 11, that you might employ to establish a culture that supports new information technology initiatives. Consider the competences that we have discussed during this course PMHNP Leadership Competencies Essay Example.

WEEKLY RESOURCES

To Prepare

Review the “Nursing Informatics: Scope and Standards of Practice” learning resource to explore competencies related to nursing practice.

American Nurses Association. (2022). 
Nursing informatics: Scope and standards of practice
Links to an external site.
 (3rd ed.).

“Preparation and Certification for Nursing Informatics Specialty Practice” (pp. 52–55)

“Standard 1-6” (pp. 80-90)

“Standard 11” (pp. 97-98)

Consider the role of competencies in nursing practice. Which competencies may be the most beneficial for project management and nursing informatics?

Reflect on which skills you might currently possess and how you might become competent in others.

The Assignment: (4–5 pages)

Explain what competencies are most important and beneficial for your success as a leader in your practice as a PMHNP in long-term care facilities. Be specific and provide examples.

Appraise the leadership strategies, addressed in Informatics Leadership Standard 11(reference provided above under references), that you might employ to establish a culture that supports new information technology initiatives. Be specific.

Analyze whether or not you currently have these skills. Then, explain approaches you might recommend implementing to become competent or more proficient in this skill.

Reminder
: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references

_Assignment_Rubric

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeExplain what competencies are most important and beneficial for your success as a leader in your practice. Be specific and provide examples PMHNP Leadership Competencies Essay Example

40 to >35.0 ptsExcellent
The response accurately and clearly explains in detail what competencies are most important and beneficial for success as a leader in practice. The response includes relevant, specific, and appropriate examples that fully support the responses provided.

35 to >31.0 ptsGood
The response accurately explains what competencies are most beneficial and important for success as a leader in practice. The response includes relevant, specific, and accurate examples that support the responses provided.

31 to >27.0 ptsFair
The response inaccurately or vaguely explains what competencies are most beneficial and important for success as a leader in practice. The response includes inaccurate and irrelevant examples that may support the responses provided.

27 to >0 ptsPoor
The response inaccurately and vaguely explains what competencies are most beneficial and important for success as a leader in practice, or it is missing. The response includes inaccurate and vague examples that do not support the responses provided, or it is missing.

40 pts

This criterion is linked to a Learning OutcomeAppraise the leadership strategies, addressed in Standard 11, that you might employ to establish a culture that supports new information technology initiatives. Be specific.

25 to >21.0 ptsExcellent
The response accurately and clearly explains in detail the leadership strategies recommended to establish a culture that supports new information technology initiatives. … The response accurately and fully aligns with Standard 11 with sufficient detail to support the recommended strategies. … The response includes relevant, specific, and appropriate examples that fully support the responses provided.

21 to >19.0 ptsGood
The response accurately explains the leadership strategies recommended to establish a culture that supports new information technology initiatives. … The response accurately aligns with Standard 11 and may support the recommended strategies. … The response includes relevant, specific, and accurate examples that support the responses provided.

19 to >16.0 ptsFair
The response inaccurately or vaguely explains the leadership strategies recommended to establish a culture that supports new information technology initiatives. … The response inaccurately or vaguely aligns with Standard 11 and may support the recommend strategies. … The response includes inaccurate and irrelevant examples that may support the responses provided.

16 to >0 ptsPoor
The response inaccurately and vaguely explains the leadership strategies recommended to establish a culture that supports new information technology initiatives, or it is missing. … The response inaccurately and vaguely aligns with Standard 11 and does not support the recommended strategies, or it is missing. … The response includes inaccurate and vague examples that do not support the responses provided, or it is missing.

25 pts

This criterion is linked to a Learning OutcomeAnalyze whether or not you currently have these skills. Then, explain approaches you might recommend implementing to become competent or more proficient in this skill.

20 to >17.0 ptsExcellent
The response accurately and clearly explains in detail whether the student already has working knowledge of and use of the skills identified. … The response accurately and clearly explains in detail approaches recommended to become more proficient in this skill.

17 to >15.0 ptsGood
The response accurately explains whether the student already has working knowledge and use of the skills identified. … The response accurately explains approaches recommended to become more proficient in this skill.

15 to >13.0 ptsFair
The response inaccurately or vaguely explains whether the student already has working knowledge and use of the skills identified. … The response inaccurately or vaguely explains approaches recommended to become more proficient in this skill.

13 to >0 ptsPoor
The response inaccurately and vaguely explains whether the student already has working knowledge and use of the skills identified, or it is missing. … The response inaccurately and vaguely explains approaches recommended to become more proficient in this skill, or it is missing.

20 pts

This criterion is linked to a Learning OutcomeWritten 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. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.

5 to >4.0 ptsExcellent
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 >3.5 ptsGood
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.

3.5 to >3.0 ptsFair
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.

3 to >0 ptsPoor
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. … No purpose statement, introduction, or conclusion was provided. 5 pts This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation 5 to >4.0 ptsExcellent
Uses correct grammar, spelling, and punctuation with no errors.

4 to >3.5 ptsGood
Contains a few (1 or 2) grammar, spelling, and punctuation errors.

3.5 to >3.0 ptsFair
Contains several (3 or 4) grammar, spelling, and punctuation errors.

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

5 pts

This criterion is linked to a Learning OutcomeWritten Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list PMHNP Leadership Competencies Essay Example.

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

4 to >3.5 ptsGood
Contains a few (1 or 2) APA format errors.

3.5 to >3.0 ptsFair
Contains several (3 or 4) APA format errors.

3 to >0 ptsPoor
Contains many (≥ 5) APA format errors.

5 pts

Total Points: 100

Safety and Quality NSG 633- Chapter 8, Legal Issues in Nursing and Health Care Intentional Torts in Nursing Practice and the Law and Client Rights

Correct

Question 1 of 10

 Report content error

Which act would cause a nurse to be charged with a misdemeanor?

Using a patient’s identity to open a credit account

Stealing a patient’s identity to open a credit account is a felony because it constitutes identity theft and financial fraud, which are serious crimes punishable under criminal law.

Signing out narcotics and selling them to a friend outside of work

Signing out narcotics and selling them to someone else is considered drug trafficking. This is categorized as a felony.

Correct

Documenting medication was given to a client who refused the dose

Documenting that a client received a medication that the client refused to take is falsifying a client’s medical record. This is categorized as a misdemeanor.

Billing Medicare for an office procedure that an older client refused to have done

Billing Medicare for a service that was not performed is Medicare fraud. This is categorized as a felony.

Question 2 of 10

 Report content error

Which action would indicate that a nurse is falsely imprisoning a client?

Correct

Preventing the client from changing into street clothes

False imprisonment is restraining or detaining a person against their wishes. Actual force does not need to be done; however, preventing the client from changing into personal clothes to leave the facility would be false imprisonment.

Suggesting the client call for transportation before leaving the room

Suggesting that the client call for transportation before leaving the room is a safety measure and would not be false imprisonment.

Asking the client to wait until the health care provider writes the client’s prescriptions

Asking the client to wait until the health care provider writes the client’s prescriptions is ensuring that the client has access to medications and would not be false imprisonment.

Applying pressure to the skin after removing an intermittent intravenous device from the client’s forearm

Applying pressure to the skin after removing an intermittent intravenous device from the client’s forearm is a safety measure and would not be false imprisonment.

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Question 3 of 10

 Report content error

The nurse providing care discloses that a celebrity is HIV-positive to the media. Which intentional tort is the nurse guilty of based on this clinical scenario?

False imprisonment

This clinical scenario does not indicate false imprisonment.

Correct

Invasion of privacy

An invasion of privacy occurs when a person’s private affairs (including health history and status) are made public without consent. The nurse has a legal and ethical duty to maintain client confidentiality. There may be serious repercussions when the nurse breaches this duty and violates this fundamental client right; therefore, this clinical scenario indicates the intentional tort of invasion of privacy.

Assault and battery

The nurse is not guilty of assault or battery in this scenario.

Defamation of character

The nurse is not defaming the celebrity in this scenario but invading privacy.

Question 4 of 10

 Report content error

Which action would the nurse take when a news reporter asks for information about a client who is a local celebrity?

Print sections of the medical record for the reporter

An invasion of privacy is when a person’s private affairs, including health history and status, are made public without consent. Under no circumstances should information or copies of client records be provided to another person or agency.

Text the reporter with responses to specific questions

An invasion of privacy is when a person’s private affairs, including health history and status, are made public without consent. Texting information to the reporter is an invasion of the client’s privacy and should not be done.

Talk with the reporter privately in the conference room

An invasion of privacy is when a person’s private affairs, including health history and status, are made public without consent. Talking with the reporter should not be done as this is an invasion of the client’s privacy.

Correct

Refer the reporter to the administrator to answer questions

An invasion of privacy is when a person’s private affairs, including health history and status, are made public without consent. Any requests for information should be referred to the facility administrator or risk manager.

Question 5 of 10

 Report content error

For which client would the nurse anticipate the stipulations in a living will be overturned?

Living will written 5 years ago requesting organs to be donated upon death and has osteoarthritis

A living will is a legal document made by a competent adult stating their wishes regarding end-of-life care in the final stages of a terminal illness. The client is not terminal and the stipulations would not be overturned.

Living will written 6 months ago by a client with COPD who did not want to be put on a ventilator.

A living will is a legal document made by a competent adult stating their wishes regarding end-of-life care in the final stages of a terminal illness. The client has a chronic illness and does not want the life-sustaining procedure of mechanical ventilation. The stipulations would not be overturned.

Living will written 2 years ago assigning the oldest adult child as health care proxy and is being treated for sleep apnea

A living will is a legal document made by a competent adult stating their wishes regarding end-of-life care in the final stages of a terminal illness. An adult child can be a health care proxy, and the client has sleep apnea, which can be treated.

Correct

Living will written 10 years ago stating all measures to be done but now has terminal cancer and the client is unconscious

A living will is a legal document made by a competent adult stating their wishes regarding end-of-life care in the final stages of a terminal illness. The living will is stating the client is to receive all care but is now unconscious. The stipulations in the living will can be overturned since the client is no longer able to make decisions. Also the client’s condition has changed considerably since the writing of the living will and the stipulations no longer apply.

Safety and Quality NSG 633- Chapter 8, Legal Issues in
Nursing and Health Care
Intentional Torts in Nursing Practice and the Law and Client Rights

Question 6 of 10

 Report content error

Which action would the nurse take when a client asks for information about a health care proxy?

Direct the client to contact their personal attorney

Nurses might be asked questions about durable power of attorney for health care by clients. The client does not need to contact their personal attorney for this information.

Ask a social worker to provide the client with the information

Nurses might be asked questions about durable power of attorney for health care by clients. The social worker does not need to provide the client with this information.

Correct

Provide the client with written information about the Patient Self-Determination Act

Nurses might be asked questions about durable power of attorney for health care by clients. The nurse needs to provide the client with written material about advance directives that are required under the federal statue the Patient Self-Determination Act, passed in 1990.

Explain what it means to assign someone to have durable power of attorney

Nurses might be asked questions about durable power of attorney for health care by clients. The nurse needs to do more than explain what it means to assign someone to have durable power of attorney.

Question 7 of 10

 Report content error

For which procedure would the nurse contact the manager to discuss the client’s informed consent?

Client having a bowel resection and the surgeon decides that an ostomy is not required

The informed consent was to include an ostomy, which was not required. This is not an issue with informed consent.

Client having surgery to realign a broken femur and uses internal plates instead of an external device

The informed consent was to have an external bone stabilizing device, which was not needed. This is not an issue with informed consent.

Correct

Client having a dilation and curettage for endometriosis and the surgeon decides to perform a hysterectomy

The informed consent was to have a dilation and curettage for endometriosis, but the surgeon wants to perform a hysterectomy. This is an issue as the informed consent did not include the potential for major surgery to remove an organ. The manager needs to be contacted to discuss the client’s informed consent.

Client agrees to having a subclavian central line inserted but the health care provider discusses with the client that a peripherally inserted subclavian line through the brachial artery would be adequate

The informed consent was to have a central line inserted, but the health care provider discussed the change with the client. The client is receiving information from the health care provider about the change and another informed consent should be prepared for the client to sign. The manager does not need to be contacted.

Question 8 of 10

 Report content error

Which person would the nurse ask to interpret information about a surgical procedure for a client who does not speak or understand English and the facility’s interpreter is unavailable until the next day?

The client’s adolescent son

Family members should not be used as an interpreter unless the client requests it. However, the son is an adolescent and may not understand everything that needs to be interpreted to the client.

Correct

Another nurse who speaks the same language

A nurse who speaks the same language as the client would be the best option to serve as an interpreter in this situation. The nurse would understand the terms and can help the client understand the procedure.

The next-door neighbor who is visiting the client

A next-door neighbor who is visiting the client should not be used as an interpreter. There is no way of knowing if this person would understand the terms used to describe the procedure.

A security guard who took classes in the client’s primary language

A person who took classes to learn the client’s primary language would not be appropriate to serve as an interpreter. This person might not understand the terms used to describe the procedure and could use incorrect terms when communicating with the client.

Question 10 of 10

 Report content error

Which client situation would indicate to the nurse that restraints statutes are being violated?

Correct

A client placed in a chair with a chair tray locked into place

A client has the right to not be unlawfully restrained. A chair with a chair tray locked into place is a form of physical restraint and would be a violation of a restraint statute.

A client who is confused ambulated in the hallway after dinner

Walking a confused client in the hallway is not a form of restraint. This is would be necessary for the client’s safety.

A client in a wheelchair propped with a pillow to prevent leaning to one side

Propping a client in a wheelchair with a pillow to prevent leaning to one side is not a form of restraint. This would be necessary for the client’s comfort and safety.

A client who wanders after sundown being attended by unlicensed assistive personnel in the client’s room

Having unlicensed assistive personnel attend to a client who wanders after sundown is not a form of restraint. This would be necessary for the client’s safety.

.Safety and Quality NSG 633- Chapter 8, Legal Issues in Nursing and Health Care Intentional Torts in Nursing Practice and the Law and Client Rights

Incorrect

Question 9 of 10

 Report content error

Which statement would the nurse document in the medical record when a client with heart failure is leaving the hospital against medical advice and the primary care provider is delayed in arriving? 
Select all that apply. One, some, or all responses may be correct.

Correct

“Client instructed to follow a low-sodium diet.”

If the primary provider has not arrived before the client leaves, the nurses’ notes need to contain specific advice given to the client. The client with heart failure would need to follow a low sodium diet to prevent edema.

Correct

“Client reminded to take diuretics at home as prescribed.”

If the primary provider has not arrived before the client leaves, the nurses’ notes need to contain specific advice given to the client. The client with heart failure would need to take diuretics to prevent the buildup of excess fluid that would stress the heart.

Correct

“Client instructed to wear anti-embolism stockings at home.”

If the primary provider has not arrived before the client leaves, the nurses’ notes need to contain specific advice given to the client. The client with heart failure would need to wear anti-embolism stockings to facilitate venous return and prevent edema of the lower extremities.

“Client informed to follow up with the primary care provider in a week.”

If the primary provider has not arrived before the client leaves, the nurses’ notes need to contain specific advice given to the client. The client should be instructed to follow-up with the primary care provider the next day and not wait a week.

Correct

“Client informed that leaving the facility could cause the condition to become worse.”

If the primary provider has not arrived before the client leaves, the nurses’ notes need to contain specific advice given to the client. The client should be informed that leaving the facility before treatment is concluded could cause the heart problem to become worse.

.

Ethics, Cyber Ethics, and Security in Nursing and Healthcare Essay

Ethics, Cyber Ethics, and Security

In recent years, hackers have targeted medical records, from hospitals and other healthcare institutions, across the country. These records contain personal information, contact information, and most importantly, for the hackers, information that may prove useful in stealing an identity. Thus, healthcare organizations have made it a priority to protect patient records and privacy. However, with the influx of technological advancements and hacker determination, there is no perfect way to ensure that all records are secure and safe.

In addition to medical records, privacy concerns are relevant with any patient chart in any setting. For example, a chart left open on a computer monitor in a patient room, employee passwords and log-in information, and new employee access and screening all represent other ways in which ethics and security merge in healthcare and nursing practice.

For this Discussion, you will consider the importance of ethics as it relates to security. You will also reflect on how these topics might affect clinical practice and the connection to nursing informatics.

To Prepare

Review the Learning Resources associated with the topics of ethics, cyber ethics, and security.

Consider the role of each of these topics for clinical practice, as well as the importance of understanding each of these topics.

Post a cohesive response to the following:

What are the key challenges that healthcare practitioners encounter when balancing patient care with the requirement for stringent data protection? How can healthcare organizations ensure patient confidentiality while effectively leveraging digital tools to enhance care delivery?

Ethics, Cyber Ethics, and Security in Nursing and Healthcare Essay

Ethics, Cyber Ethics, and Security

What are the key challenges that healthcare practitioners encounter when balancing patient care with the requirement for stringent data protection?

The first challenge involves balancing between access to patient medical data and privacy requirements. Multidisciplinary team members require to access comprehensive patient records immediately particularly in emergency care. This electronic medical data allows team members to effectively collaborate in developing the best treatment plan, achieving desired treatment outcomes. However, immediate access to patient’s medical records documented in clinical health system can be challenging due to strict regulatory measures designed to prevent breaches. For example, the HIPAA regulates access to electronic health information, protecting US citizens from negative effects associated with unauthorized access to person information documented in digital tools (Rockwern et al., 2021). Thus, adherence to data protection measures hinder clinicians from providing timely, effective, and safe patient care especially in emergencies.

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Another threat is rapid increase in cybersecurity threats. Recent literature has reported dramatic rise phishing and ransomware attacks within the healthcare sector. According to Kirubavathi et al. (2024), the healthcare sector has increasingly become susceptible to cyber threats following rapid digitization of the industry. Healthcare organizations are mainly targeted by the attackers due to their critical data. This trend poses a significant risk to confidentiality, patient care, and financial stability. In 2026, successful breaches led to massive financial penalties. These cases also destroyed reputations of affected healthcare organization, resulting in legal consequences. Consequently, its challenging for the providers who are more careful to prevent potential attacks to leverage electronic data during care delivery, resulting in negative treatment outcomes.

How can healthcare organizations ensure patient confidentiality while effectively leveraging digital tools to enhance care delivery?

These organizations can adopt robust technical safeguards. This goal can be achieved by encrypting data in transit and at rest, which would prevent unauthorized access to patient data documented in digital records. Secure authentication protocols, particularly multi-factor authentication would also enhance data security, preventing potential data breaches (Kamaruddin & Zolkipli, 2024). Technical safeguards also include role-based access control. In this case, only clinicians involved in care delivery would access electronic medical data, thereby eliminating unauthorized access. The last element is regular security audits, which would ensure that current security measures are effective in enhancing safety and confidentiality of patient medical data documented electronically Ethics, Cyber Ethics, and Security in Nursing and Healthcare Essay.

Healthcare organizations can also introduce secure and interoperable systems. This strategy entails adopting clinical systems that utilize standardized data formats, which would prevent unauthorized access (Reegu et al., 2023). These systems would also allow secure health information exchange (HIE) among authorized parties, improving confidentiality of patient data. The new system would also enable clinicians to share important medical records among multidisciplinary team members involved in care delivery without copying. It would also limit exporting of sensitive information insecurely, enhancing data security. Thus, these interoperable systems would respect and adhere to data protection standards, while improving care coordination to achieve better treatment outcomes.

 

References

Kamaruddin, N. H. C., & Zolkipli, M. F. (2024). The Role of Multi-Factor Authentication in Mitigating Cyber Threats. 
Borneo International Journal eISSN 2636-9826
, 
7
(4), 35-42.
https://majmuah.com/journal/index.php/bij/article/view/667

Kirubavathi, G., Regis Anne, W., & Sridevi, U. K. (2024). A recent review of ransomware attacks on healthcare industries. 
International Journal of System Assurance Engineering and Management
, 
15
(11), 5078-5096.
https://link.springer.com/article/10.1007/s13198-024-02496-4

Reegu, F. A., Abas, H., Gulzar, Y., Xin, Q., Alwan, A. A., Jabbari, A., … & Dziyauddin, R. A. (2023). Blockchain-based framework for interoperable electronic health records for an improved healthcare system. 
Sustainability
, 
15
(8), 6337 Ethics, Cyber Ethics, and Security in Nursing and Healthcare Essay.
https://www.mdpi.com/2071-1050/15/8/6337

Rockwern, B., Johnson, D., Snyder Sulmasy, L., & Medical Informatics Committee and Ethics, Professionalism and Human Rights Committee of the American College of Physicians. (2021). Health information privacy, protection, and use in the expanding digital health ecosystem: a position paper of the American College of Physicians. 
Annals of internal medicine
, 
174
(7), 994-998.
https://www.acpjournals.org/doi/full/10.7326/M20-7639