Preparing the Discussion

You are a family nurse practitioner working in an outpatient primary care office of a large hospital system. The practice has been operating for over 15 years, and many of the administrative and clinical staff were hired when the practice opened. You have been in the practice for less than 3 months. In that short amount of time, you have witnessed several of the clinical staff engaging in heated arguments with each other, sometimes in patient areas. You overhear an argument occurring today between two staff. You pick up a patient's chart and notice a very low blood pressure that the medical assistant failed to notify you about. When you confront the MA, she states that she was going to report the vital signs to you when she became engaged in the heated argument you overheard and forgot to notify you. 

Unfortunately, this pattern of behavior is not unusual in this practice. Working with staff who cannot cooperate effectively can negatively influence your ability to spend time with patients, can impede the flow of patients through the office, and could impact patient safety. 

Case Study Responses: 

1. Analyze the case study for potential issues for members of the healthcare team from office conflict. Contrast the potential effects for each member of the healthcare team based on the required readings from the week. Discuss the potential ethical and legal implications for each of the following practice members: 

· Medical assistant

· Nurse Practitioner

· Medical Director

· Practice

2. What strategies would you implement to prevent further episodes of potentially dangerous patient outcomes? 

3. What leadership qualities would you apply to effect positive change in the practice? Focus on the culture of the practice.

4. A scholarly resource must be used for EACH discussion question each week.

Chamberlain

NR506NP-63763

Modules

Week 1: Barriers to Practice

Preparing the Discussion

Using the readings from this week as well as reliable outside resources to: 

1. Identify and describe practice barriers for all four APNs' roles in your state FLORIDA and discuss these barriers on a state and national level. The four roles include the nurse midwife, nurse anesthetist, nurse practitioner, and clinical nurse specialist.

2. Identify forms of competition on the state and national level that interfere with APNs' ability to practice independently.

3. Identify the specific lawmakers by name at the state level (i.e., key members of the state's legislative branch and executive branch of government)

4. Discuss interest groups that exist at the state and national levels that influence APN policy.

5. Discuss methods used to influence change in policy in forms of competition, state legislative and executive branches of government, and interest groups.

6. A scholarly resource must be used for EACH discussion question each week.

 Arrange an appropriate time and setting with your volunteer “patient” to perform a skin, hair, and nails examination. 

Download and review the Skin, Hair, and Nails Student Checklist and Key Points, provided in this week’s Learning Resources, and review the Seidel’s Guide to Physical Examination online media.

 Perform the skin, hair, and nails examination, covering all of the areas listed in the checklist.

• Skin: Start by observing the color, texture, moisture, temperature, and any lesions. Use a good light source. Ask the patient about any changes, itching, or pain.
• Hair: Look at the color, distribution, and texture. Ask about any changes, loss, or scalp problems.
• Nails: Observe the color, shape, and condition of the nails. Look for any abnormalities like ridges, spots, or discoloration. Ask about any changes or problems.

Remember to always explain what you’re doing to the patient and ensure they’re comfortable throughout the examination.

For this assessment, you will create a 5-7 slide PowerPoint presentation about a population health improvement plan. You will then record a video of no more than five minutes presenting your PowerPoint.

Introduction

Master’s-level nurses need to be able to think critically about the evidence, outcomes data, and other relevant information they encounter throughout their daily practice. Often the evidence or information that a nurse encounters, researches, or studies is not presented in the exact context of that nurse’s practice. A key skill of the master’s-level nurse is to transfer evidence from the context in which it was presented and apply it to a different context in order to maximize the benefit to patients in that new context.

Professional Context

Master’s-level nurses need to be able to think beyond the bedside. It is important to be able to research, synthesize, and apply evidence that will result in improved health outcomes for the communities and populations that are part of your care setting. Improving outcomes at a community or population level, even incrementally, can create noticeably significant, aggregate health improvements for patients across all of a care setting.

Scenario

Your organization has created an initiative to improve one of the pervasive and chronic health concerns in the community. Some examples of possibilities for health improvement initiatives include type 2 diabetes, HIV, obesity, and communicable diseases. You will need to do your own research to gather and evaluate the relevant data for your chosen issue.

Once you have created a presentation for the initiative, you have been asked to present to a group of community stakeholders. The purpose of your presentation is to inform and enlist support for the initiative from your audience.

Instructions

The optional Evidence-Based Population Health Improvement Plan Presentation Template [PPTX] is provided to help you prepare your slides. If you choose to work without the template, consider referring to Creating a Presentation: A Guide to Writing and Speaking and Guidelines for Effective PowerPoint Presentations.

The suggested headings for your presentation are:

• Community Data Evaluation.
• Meeting Community Needs.
• Measuring Outcomes.
• Communication Plan.
• Evidence.

In your presentation, you will:

• Evaluate the environmental and epidemiological data about your community to determine a population-focused priority for care.
  • Identify the relevant data. This can be communicated in a table or chart. 
  • Describe the major population health issue suggested by the data within your community.
  • Explain how environmental factors affect the health of community residents.
  • Identify the level of evidence, validity, and reliability for each source.
  • Explain what evidence in the current literature (within the last 5 years) supports your evaluation of the data and the population focused priority of care you have selected.
• Develop an ethical health improvement plan with outcome criteria that addresses the population health priority that you identified in your evaluation.
  • Consider the environmental realities and challenges existing in the community.
  • Include interventions that will meet community needs.
  • Address potential barriers or misunderstandings related to various cultures prevalent in the community.
  • Propose criteria that can be used to evaluate the achievement of the plan’s outcomes for your population health improvement.
    • Explain why your proposed criteria are appropriate and useful measures of success.
• Explain a plan to collaborate with a specific community organization to support the implementation of the population health improvement in an ethical, culturally sensitive, and inclusive way.
  • Identify the community stakeholders that are relevant to your Population Health Improvement Plan.
  • Develop a clear communication strategy that is mindful of the cultural and ethical expectations of colleagues and community members regarding data privacy.
  • Ensure that your strategy enables you to make complex medical terms and concepts understandable to members of the community regardless of disabilities, language, or level of education.
• Explain the value and relevance of the evidence and technology resources used as the basis of a population health improvement plan.
  • Explain why the evidence is valuable and relevant to the community health concern you are addressing.
  • Explain why each piece of evidence is appropriate and informs the goal of improving the health of the community.
• Communicate the Evidence-Based Population Health Improvement Plan in a professional, effective manner that engages the community organization stakeholders and the community-at-large to implement and sustain change.
  • What specific actions can the community stakeholders take themselves to build a feeling of community ownership in your plan?
• Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.

Submission Requirements

• Length of submission: 5–7 slides. Balance text with visuals. Avoid text-heavy slides. Use speaker’s notes for additional content.
• Length of Video Presentation: No more than five minutes.
• Font and font size: Appropriate size and weight for a presentation, generally 24–28 points for headings; no smaller than 18 points for bullet-point text. Use a suitable professional typeface, such as Times or Arial, throughout the presentation.
• Number of references: Cite a minimum of 3–5 sources of scholarly or professional evidence that support your evaluation, recommendations, and plans. Current source material is defined as no older than five years unless it is a seminal work.
• APA formatting: Resources and citations are formatted according to current APA style.

Competencies Measured

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

• Competency 1: Apply evidence-based practice to plan patient-centered care.
  • Explain a plan to collaborate with a specific community organization to support the implementation of the population health improvement in an ethical, culturally sensitive, and inclusive way.
• Competency 2: Apply evidence-based practice to design interventions to improve population health.
  • Develop an ethical health improvement plan with outcome criteria that addresses the population health priority for care identified in the evaluation.
• Competency 3: Evaluate the value, relevance, and ethics of available evidence upon which clinical decisions are made.
  • Evaluate the environmental and epidemiological data about your community to determine a population-focused priority for care.
  • Explain the value and relevance of the evidence and technology resources used as the basis of a population health improvement plan
• Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
  • Communicates the Evidence-Based Population Health Improvement Plan in a professional, effective manner that engages the community organization stakeholders and the community-at-large to implement and sustain change.
  • Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.