For this assessment, you will develop a Word document or an online resource repository of at least 12 annotated professional or scholarly resources that you consider critical for the audience of your safety improvement plan, pertaining to medication administration, to understand or implement to ensure the success of the plan.

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Introduction

Communication in the health care environment consists of an information-sharing experience whether through oral or written messages (Chard & Makary, 2015). As health care organizations and nurses strive to create a culture of safety and quality care, the importance of interprofessional collaboration, the development of tool kits, and the use of wikis become more relevant and vital. In addition to the dissemination of information and evidence-based findings and the development of tool kits, continuous support for and availability of such resources are critical. Among the most popular methods to promote ongoing dialogue and information sharing are blogs, wikis, websites, and social media. Nurses know how to support people in time of need or crisis and how to support one another in the workplace; wikis in particular enable nurses to continue that support beyond the work environment. Here they can be free to share their unique perspectives, educate others, and promote health care wellness at local and global levels (Kaminski, 2016).

You are encouraged to complete the Determining the Relevance and Usefulness of Resources activity prior to developing the repository. This activity will help you determine which resources or research will be most relevant to address a particular need. This may be useful as you consider how to explain the purpose and relevance of the resources you are assembling for your tool kit. The activity is for your own practice and self-assessment, and demonstrates course engagement.

Demonstration of Proficiency

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

· Competency 1: Analyze the elements of a successful quality improvement initiative.

· Analyze usefulness of resources for role group responsible for implementing quality and safety improvements with medication administration.

· Competency 2: Analyze factors that lead to patient safety risks.

· Analyze the value of resources to reduce patient safety risk or improve quality with medication administration.

· Competency 3: Identify organizational interventions to promote patient safety.

· Identify necessary resources to support the implementation and sustainability of a safety improvement initiative focusing on medication administration.

· Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.

· Present reasons and relevant situations for resource tool kit to be used by its target audience.

· Communicate resource tool kit in a clear, logically structured, and professional manner that applies current APA style and formatting.

References

Chard, R., & Makary, M. A. (2015). Transfer-of-care communication: Nursing best practices.
 AORN Journal, 102(4), 329–342.

Kaminski, J. (2016). Why all nurses can/should be authors.
 Canadian Journal of Nursing Informatics, 11(4), 1–7.

Professional Context

Nurses are often asked to implement processes, concepts, or practices—sometimes with little preparatory communication or education. One way to encourage sustainability of quality and process improvements is to assemble an accessible, user-friendly tool kit for knowledge and process documentation. Creating a resource repository or tool kit is also an excellent way to follow up an educational or in-service session, as it can help to reinforce attendees' new knowledge as well as the understanding of its value. By practicing creating a simple online tool kit, you can develop valuable technology skills to improve your competence and efficacy. This technology is easy to use, and resources are available to guide you.

Scenario

For this assessment, consider taking one of these two approaches:

1. Build on the work done in your first three assessments and create an online tool kit or resource repository that will help the audience of your in-service understand the research behind your safety improvement plan pertaining to medication administration and put the plan into action.

2. Locate a safety improvement plan (your current organization, the Institution for Healthcare Improvement, or a publicly available safety improvement initiative) pertaining to medication administration and create an online tool kit or resource repository that will help an audience understand the research behind the safety improvement plan and how to put the plan into action.

Preparation

Google Sites is recommended for this assessment; the tools are free to use and should offer you a blend of flexibility and simplicity as you create your online tool kit. Please note that this requires a Google account; use your Gmail or GoogleDocs login, or create an account following the directions under the “Create Account” menu.

Refer to the following links to help you get started with Google Sites:

· G Suite Learning Center. (n.d.). 
Get started with Sites. https://gsuite.google.com/learning-center/products/sites/get-started/#!/

· Google. (n.d.). 
Sites. https://sites.google.com

· Google. (n.d.). 
Sites help. https://support.google.com/sites/?hl=en#topic=

Instructions

Using Google Sites, assemble an online resource tool kit containing at least 12 annotated resources that you consider critical to the success of your safety improvement initiative. These resources should enable nurses and others to implement and maintain the safety improvement you have developed.

It is recommended that you focus on the 3 or 4 most critical categories or themes with respect to your safety improvement initiative pertaining to medication administration. For example, for an initiative that concerns improving workplace safety for practitioners, you might choose broad themes such as general organizational safety and quality best practices; environmental safety and quality risks; individual strategies to improve personal and team safety; and process best practices for reporting and improving environmental safety issues.

Following the recommended scheme, you would collect 3 resources on average for each of the 4 categories focusing on safety with medication administration. Each resource listing should include the following:

· An APA-formatted citation of the resource with a working link.

· A description of the information, skills, or tools provided by the resource.

· A brief explanation of how the resource can help nurses better understand or implement the safety improvement initiative pertaining to medication administration.

· A description of how nurses can use this resource and when its use may be appropriate.

Remember that you must make your site ‘public’ so that your faculty can access it. Check out the Google Sites resources for more information.

Here is an example entry:

· Merret, A., Thomas, P., Stephens, A., Moghabghab, R., & Gruneir, M. (2011). 
A collaborative approach to fall prevention. 
Canadian Nurse, 107(8), 24–29.

· This article presents the Geriatric Emergency Management-Falls Intervention Team (GEM-FIT) project. It shows how a collaborative nurse lead project can be implemented and used to improve collaboration and interdisciplinary teamwork, as well as improve the delivery of health care services. This resource is likely more useful to nurses as a resource for strategies and models for assembling and participating in an interdisciplinary team than for specific fall-prevention strategies. It is suggested that this resource be reviewed prior to creating an interdisciplinary team for a collaborative project in a health care setting.

Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

· Identify necessary resources to support the implementation and continued sustainability of a safety improvement initiative pertaining to medication administration.

· Analyze the usefulness of resources to the role group responsible for implementing quality and safety improvements focusing on medication administration.

· Analyze the value of resources to reduce patient safety risk related to medication administration.

· Present reasons and relevant situations for use of resource tool kit by its target audience.

· Communicate in a clear, logically structured, and professional manner that applies current APA style and formatting.

Example Assessment: You may use the following example to give you an idea of what a Proficient or higher rating on the scoring guide would look like but 
keep in mind that your tool kit will focus on promoting safety with medication administration. Note that you do not have to submit your bibliography in addition to the Google Site; the example bibliography is merely for your reference.

·
Assessment 4 Example [PDF]
 Download Assessment 4 Example [PDF].

To submit your online tool kit assessment, paste the link to your Google Site in the assessment submission box.

Example Google Site: You may use the example Google Site, 
Resources for Improved Heparin Infusion Safety, to give you an idea of what a Proficient or higher rating on the scoring guide would look like for this assessment but 
keep in mind that your tool kit will focus on promoting safety with medication administration.

Note: If you experience technical or other challenges in completing this assessment, please contact your faculty member.

Additional Requirements

·
APA formatting: References and citations are formatted according to current APA style

please read carefully and follow all the instructions details. thank you

Please see the attachment for instructions

 Reply to at least two classmates’ posts. Your response to your  classmate’s discussion should be around 50 words (each) and add to the  discussion (i.e. reflecting on their response, asking questions, etc.). 

repply to Jennifer and to a Juvenal

  

Assignment #1: Musculoskeletal Conditions 

Please kindly use (APA, 7th ed.) references separately under each question.

Case Study 

Mrs. L is a 63-year-old woman who reports constant back pain. Further inquiry into her medical history revealed that over the past 3 years, she has suffered fractures of her femur and wrist after minor falls. She experienced menopause at age 49. Mrs. L has a secretarial job, drives to work, and she “does not have time for exercise.” She reports that she consumes 8 to 10 cups of coffee a day and has been a smoker most of her adult life. She has not seen her physician recently nor had a recommended bone density test because of the time and cost involved.

Questions

. Relate Mrs. L’s history to the diagnosis of osteoporosis. What risk factors are present,

  and how does each predispose to decreased bone density?

. Explain the cause of pathological fractures in this patient.

. How could osteoporosis have been prevented in Mrs. L? 

. Discuss the treatments available to the patient.

Assignment  #2: Cardiovascular system 

Please kindly use (APA, 7th ed.) references separately under each question.

Case Study: 

Mr. K. is a 57-year-old man who consulted his physician after noticing marked leg pains while playing golf. He had previously noticed increasing fatigue and discomfort in his legs associated with moderate exercise. When sitting for extended periods with legs dangling, his legs became red, and sometimes his feet felt numb. His history indicates he smokes cigarettes and is chronically overweight. His blood cholesterol and other lipid levels are abnormal, and his physician suspects peripheral atherosclerosis as the cause of his discomfort.

Questions

. Discuss the development of atherosclerosis, including the predisposing factors in this 

case and the pathophysiological changes. 

. Discuss the complications that might develop in this patient.

. Discuss the treatments for all aspects of the patient’s condition, including slowing the progress of the atherosclerosis, maintaining circulation in the leg, and treating complications.

Assignment #3: The Central Nervous system 

Please kindly use (APA, 7th ed.) references separately under each question.

Case Study 

Ms. J, a 19-year-old college student, has been living in a dormitory on campus. She began experiencing severe headaches, neck pain, and nuchal rigidity, along with irritability and nausea. She noticed that when lying with her hips flexed, she found it very hard to stretch out her legs. Within a day her condition deteriorated, she experienced a tonic-clonic seizure, and she was quickly admitted to the hospital. Tests revealed increased intracranial pressure, fever, and leukocytosis. Bacterial meningitis was suspected, and a lumbar puncture was scheduled.

Questions

. Describe the pathophysiologic changes associated with bacterial meningitis.

. Discuss the diagnostic tests available for identifying meningitis. What are the likely 

characteristics of the CSF to be found in this case?

. Which signs indicating elevated intracranial pressure are likely to be present?

. Discuss the treatments available to help this patient and possible long-term 

complications.

Assignment #4: Shock 

Please kindly use (APA, 7th ed.) references separately under each question.

Case Study 

Ms. L, a 19-year-old woman with no previous medical history, was involved in a serious automobile accident in which her best friend died. Examination by EMT personnel first on the scene revealed she had only minor scrapes and bruises and no sign of head trauma. While in route by ambulance to the hospital, Ms. L complained of thirst and appeared restless. Further examination indicated a rapid pulse and respirations, with her blood pressure now at 100/60 mm Hg. She appeared less responsive to the paramedics. She was slipping into circulatory shock as they checked her again for internal injuries.

Questions

. Discuss the contributing factors to shock in this case and the pathophysiologic 

changes causing the changes in vital signs. 

. Discuss the signs and symptoms of shock, including the rationale for each, as seen in 

the early stage, and as compensation mechanisms respond.

. Discuss emergency and follow-up treatment for shock and for complications that may

 arise if not treated quickly.

. Compare the types of shock, giving a specific cause, classification, and any significant 

changes in onset or manifestations.