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2023 This week s Quiz covers the content you have explored this week The Quiz may

2023 Nursing This is a timed quiz answers MUST be submitted back to me withn 30 minutes of posting the actual questions. I will fail the tst if the answers are not back in time!!

This week s Quiz covers the content you have explored this week The Quiz may 2023

This week’s Quiz covers the content you have explored this week. The Quiz may include the following topics:

  • Abnormalities in hemoglobin production and red blood cell division
  • Anemia—aplastic anemia, anemia of chronic disease, folic acid deficiency, iron deficiencies, pernicious anemia, sickle cell, thalassemia
  • Disorders of platelets and coagulation
  • Hemophilia
  • Hodgkin’s lymphoma
  • Leukemia—acute lymphoblastic leukemia (ALL), chronic lymphocytic leukemia (CLL)
  • Lymph nodes as they relate to various types of blood disorders
  • Neoplastic disorders
  • Pathophysiology of benign versus malignant tumors
  • Thrombocytopenia—acquired thrombocytopenia, idiopathic thrombocytopenic purpura (ITP)

30 questions 30 dollars OR $1.00 per question if the test has an unusaul amoutn of questions less than 30 or more than 30

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2023 Re Topic 2 DQ 1 Child abuse and maltreatment is a common occurrence in the

2023 Nursing 150 words positive response with reference due tomorrow October 15 at 3:00 pm est

Re Topic 2 DQ 1 Child abuse and maltreatment is a common occurrence in the 2023

Re:Topic 2 DQ 1

Child abuse and maltreatment is a common occurrence in the United States there for it remains very important as nurses to be able to recognize the signs and symptoms of possible abuse. According to American Academy of Pediatrics, approximately three million cases of child abuse and neglect are reported each year, with the majority of cases being neglect followed by physical and sexual abuse (AAP, 2017). Some statistics show that the highest rate of fatal child abuse occurs in children 0-4 years of age commonly caused by head injuries, then suffocation and abdominal injuries (WHO, 2002). These young children are most vulnerable to physical abuse most likely by a family member or someone close to them. It is not always an easy task to recognize when a child has been abused or neglected due to either fear, the abuser was a loved one, or the child thinks they will be blamed or no one will believe them. This is where us nurses come in by being able to recognize the signs without being verbally told, and be able to understand that there are no specific signs that point to specific types of abuse. There can be physical signs, such as any injuries that have no explanation, genital pain or bleeding out of the norm; behavioral changes such as fearful behaviors for no reason, bedwetting, extreme sexual behavior, changes in self-confidence, physical complaints with no medical causes, education issues, passive or aggressive behaviors out of the norm, weight changes, and social withdraw(AAP,2017). Most times children do not come out and report abuse, so being diligent in an assessment, asking the right questions and making this children feel safe and comfortable will be important in getting them proper treatment as soon as possible in cases of suspected abuse. Child abuse and maltreatment comes with a great amount of long term emotional damage that can be detrimental to their wellbeing as adults. Some cultures practice differently than others and how they treat children can often be seen in Western Medicine as abusive behavior such as cao gio which is performed in some Southeast Asian cultures (Davis, 2000). This method of dermabrasion is used to treat wind diseases by rubbing or pinching the skin to bring bad blood to the surface of the skin which allows bad wind to escape from the body of the sick (Davis, 2000). This is often performed on the back, shoulders, chest, temples and forehead often leaving large bruises or extreme redness that can often look like signs of child abuse.

As a nurse, it is my responsibility to report suspected child abuse appropriately, only after I have gathered as much information as possible. I must be very confident I believe the signs I am assessing have come from child abuse or neglect before reporting my findings to the local department of social services or the Child Abuse and Neglect Hotline. There is a list of local departments of social services, addresses and phone numbers for the Virginia area available at http://www.dss.virginia.gov/localagency (VDSS, n.d.). I will be asked to provide as much information as possible in order for a CPS worker to investigate further. I, as the nurse of this child, have a legal and ethical responsibility to report suspected abuse to local social services to ensure this abuse does not go on and prevent future abuse and neglect cases for this child.  

 

American Academy of Pediatrics. (2017). What to Know About Child Abuse. Retrieved from https://www.healthychildren.org/English/safety-prevention/at-home/Pages/What-to-Know-about-Child-Abuse.aspx

 

Davis, R. E. (2000). International scene: Cultural health care or child abuse? the southeast asian practice of cao gio. Journal of the American Academy of Nurse Practitioners, 12(3), 89. Retrieved from https://lopes.idm.oclc.org/login?url=https://search-proquest-com.lopes.idm.oclc.org/docview/212880211?accountid=7374

 

Virginia Department of Social Services (VDSS) (n.d.). A Guide for Mandated Reporters in Recognizing and Reporting Child Abuse and Neglect. Retrieved from https://www.dss.virginia.gov/files/division/dfs/cps/intro_page/publications/general/B032-02-0280-00-eng.pdf

 

World Health Organization. (2002). Child Abuse and Neglect. Retrieved from http://www.who.int/violence_injury_prevention/violence/world_report/factsheets/en/childabusefacts.pdf

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2023 Course Project Part 2 Current State Workflow After formulating a clearly defined plan for a gap analysis

2023 Nursing Current-State Workflow

Course Project Part 2 Current State Workflow After formulating a clearly defined plan for a gap analysis 2023

Course Project Part 2—Current-State Workflow

 

After formulating a clearly defined plan for a gap analysis, the next logical step is to conduct the gap analysis. The gap analysis will shed additional light on the details of the current-state workflow and provide directions for transitioning into the future-state workflow.

At this stage in the Course Project, you will conduct your gap analysis, which you planned throughout Weeks 3–5. You will also finalize your draft of the current-state workflow in Visio using the information you collect during your gap analysis.

 

 

To prepare for Part 2 of the Course

 

Project:

 

 

  • Review your Gap Analysis Plan (Part 1 of the Course Project) and prepare any necessary recording documents and meeting/observation arrangements with the individuals involved in the workflow.

 

  • Conduct the gap analysis. Observe and consult with individuals in your organization who are involved in the workflow.

 

  • Analyze the data you gathered and whether or not it meets the goals and objectives you set in your Gap Analysis Plan (Part 1 of the Course Project) (See attached file).

 

  • Interpret the meanings and implications of the data you collected. Consider how the workflow issues relate to electronic health records (EHRs) and one or more specific meaningful use objectives.

 

  • Examine your Visio draft of the current-state workflow. Consider how the draft aligns with the data you collected in your gap analysis. You will also receive feedback from your colleagues in Week 6.

 

  • Begin revising your Visio draft of the current-state workflow based on your gap analysis. Remember to update the information in the swimlane. In addition, prepare to write a detailed description of your Visio workflow.

 

To complete Part 2 of the Course

 

Project:

 

  • Based on the information gathered in your gap analysis, create a finalized Visio model of the current-state workflow.

 

  • Then, in a 3- to 4-page paper, respond to the following:

 

  • Explain the results of your gap analysis and how they address the goals you set in Part 1 of the Course Project (See attached file). Identify the issues (gaps) within the current workflow.

 

  • Analyze how the issues you identified relate to EHRs and one or more meaningful use objectives.

 

  • Describe in detail the final version of your Visio model of the current-state workflow. Include in your description an explanation of the swimlane (who completes each step). In addition, identify where the workflow gaps exist.

 

  • Explain how you changed your Visio draft based on the feedback you will have received from your colleagues in the Week 6 Discussion and the information you gathered during your gap analysis.

 

  • In a reference list, cite a minimum of four scholarly references (with APA citations) you used to conduct your gap analysis and create your current-state workflow model.

 

 

　

　

Required Readings

 

　

Dennis, A., Wixom, B. H., & Roth, R. M. (2015). Systems analysis and design (6th ed.). Hoboken, NJ: Wiley.

  • Chapter 5, “Process Modeling” (pp. 153–186)

 

　

This chapter introduces the most common process-modeling techniques. In particular, there is emphasis on the data flow diagram and how it is developed and used.

 

Helmers, S. (2011). Microsoft Visio 2010 step by step. Sebastopol, CA: O’Reilly.

  • Chapter 3, “Adding Sophistication to your Drawing” (pp. 69–110)

 

　

This chapter focuses on creating a diagram that is both professional and accurate. Topics covered include adding and using text boxes, inserting fields, and grouping shapes.

 

  • Chapter 4, “Drawing the Real World: Flowcharts and Organization Charts” (pp. 111–142)

 

　

The focus of this chapter is creating accurate flowcharts and organization charts. It explains how to create and use swimlanes. It also covers the development of organization charts and how they can be stylized.

　

  • Chapter 5, “Adding Style, Color, and Themes” (pp. 143–170)

 

　

This chapter demonstrates how to change the color, types of lines, and over all format of a drawing. It also covers the use of Visio themes.

 

　

Benyoucef, M., Kuziemsky, C., Rad, A. A., & Elsabbahi, A. (2011). Modeling healthcare processes as service orchestrations and choreographies. Business Process Management Journal, 17(4), 568–597.

Retrieved from the Walden Library databases.

　

Remodeling health IT systems for optimal health care delivery requires an assessment of both the health care organization and the usability of the available technology. This article evaluates ways of combining web-service-based health care processes to best suit the needs of service-specific health care organizations.

 

　

Unertl, K. M., Weigner, M. B., Johnson, K.B., & Lorenzi, N. M. (2009). Describing and modeling workflow and information flow in chronic disease care. Journal of American Medical Informatics Association, 16(6), 826–836.

Retrieved from the Walden Library databases.

　

This article evaluates how workflow and work practices in chronic disease care can be improved through the use of informatics tools. It also focuses on studies that discern potential real-world benefits of health information technology (HIT).

 

　

Vankipuram, M., Kahol, K., Cohen, T., & Patel, V. L. (2011). Toward automated workflow analysis and visualization in clinical environments. Journal of Biomedical Informatics, 44(3), 432–440.

Retrieved from the Walden Library databases.

　

In this article, the authors offer a framework for improving workflow analysis. It combines cognitive decision making, movement, and interaction and communication. The authors used a combination of qualitative and quantitative research practices to gather the data for analysis.

 

　

Required Media

 

 

Laureate Education, Inc. (Exe

cutive Producer). (2012d). A workflow diagram. Baltimore, MD: Author.

　

This multimedia piece continues to build on the scenario introduced in Week 1. In this segment, the health care facility creates a workflow diagram with assessment that maps the current workflow.

 

Note: Please click on the following link for the transcript:

 

Document: Transcript (PDF) (SEE ATTACHED FILE)

 

　

Optional Resources

 

 

There are a wide variety of online tutorials available to assist you with using Visio. Below are two you might consider, as needed:

 

Microsoft. (2011). The Visio 2010 MVP sessions. Retrieved from http://office.microsoft.com/en-us/visio/

　

This free resource, developed by Microsoft, provides video tutorials in the use of all aspects of Visio 2010.

 

　

Edson, D. (2011). Visio 2010 essential training. Retrieved from http://www.lynda.com/Visio-2010-tutorials/Essential-Training/75921-2.html

　

This series of videos provides detailed instruction on all aspects of Visio use. This resource requires a paid subscription.

 

　

 

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2023 One of the most significant roles of nurses besides direct care giver is that of an advocate both

2023 Nursing COMMENT 5

One of the most significant roles of nurses besides direct care giver is that of an advocate both 2023

 

 One of the most significant roles of nurses, besides direct care giver, is that of an advocate both for patients and for fellow nurses. What is advocacy? Advocacy can be defined as, “…using one’s position to support, protect, or speak out for the rights and interests of another” (Speak to be heard, 2014). So important is the role of advocacy in the nursing profession that the American Nursing Association emphasizes the responsibility that nurses have to advocate for their patient’s well-being in their Code of Ethics for Nurses and Scope and Standards of Practice. Ultimately, patients’ safety is dependent upon nurse advocacy, and with nurses being at the front lines of patient care they are in the best position to ensure patient safety.

            The most prevalent advocacy strategy that can be used by nurses is that of education and knowledge. What I mean by this is first, educating ourselves to the full extent of our ability for the area in which we practice, and secondly, by knowing and understanding the laws and regulations for practice that govern our practice in our area. The more knowledge that we have as nurses, the more efficient our practice will be. Another advocacy strategy that is paramount to patient safety is simply nurses speaking up when they feel a patient’s well-being is in danger. This is not as simple for nurses in some places due to fear of repercussions; however, that culture is changing as the health care community is making strides to shift the nation’s priority towards that of prevention and well-being, bringing safety to the forefront. Lastly, an essential advocacy strategy for nurses is utilize effective communication skills with all colleagues and members of the healthcare team.  Clear and effective communication between nurses and other members of the interdisciplinary care team is paramount to patient safety and overall patient outcomes. Most facilities, including the one in which I work, implement a standardized protocol of communication and team building (How Nurses, n.d.). In my facility we implement SBAR (situation, background, assessment, recommendation) and also S.T.A.R. (stop, think, act, review) as a method to guide nursing actions, and prevent medical error when it comes to patient care.

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