Jason, a 13-year-old male comes in with Mom complaining of painful swallowing. Started yesterday as a “really bad sore throat” made worse with swallowing. He reports feeling very tired. His Mom gave him over-the-counter Children’s Motrin which made his fever better but did not help sore “throat. He reports his symptoms are especially, worse during nighttime. His tonsils are 2+ and erythematous, tonsil stones are present on the right side. He has white patches on his tongue.
Description: The CPA is a document designed to fulfill the state requirements. It describes and defines the specific components and parameters related to the rules and regulations of APN/Nurse Praxctitioner and Physician collaborative practice. The agreement should be accompanied by guidelines, protocols, or standing orders specific to the clinical conditions treated by the collaborating physician and APN if applicable for your state.
You should be able to answer the different questions/sections by looking under the entities (board of nursing, board of healing arts, board of pharmacy, etc.) that oversee your APRN practice for your state.
The state that I am going to be practicing in is the state of Georgia.
Attached are the questions that I need to be completed based on Georgia regulations on their websites.
5572 CPA and State/Federal APRN Practice Rules Assignment:
Student Name ___________________________________
State of Practice __________________________________
1. Is a Collaborative Practice Agreement required? If so, what is required to be present in a CPA in your state? If no, are there requirements that must be met to practice independently? Or does your state require a “supervising” physician? Do you work under protocols?
2. In your state, does the physician have to cosign your charts. Explain that process.
3. What is required from a new graduate to be able to practice in your state? (a certain degree? Certification? Etc.) Which “boards” in your state oversees APRN practice.
4. What is required by your state to prescribe? Can you prescribe controlled drugs? What is required in your state to prescribe medications (including controlled drugs)?
5. How do you obtain a DEA number? (Just give a stepwise approach—nothing too elaborate). In your state, are there any other agencies that you must register with to prescribe controlled drugs?
6. Can you practice in a different specialty than your collaborator is practicing?
7. In your state, how does the nurse practitioner handle a patient that needs to be hospitalized? Per your nurse practice act, can NPs have hospital privileges? Does federal law support full hospital privileges for NPs?
8. In your state is there a limit of how many NPs or PAs a physician can work with? Is there a distance requirement between the location of the Physician practice and the NP practice location?
9. In your state, is an NP able to own their own practice? How does that work?
10. In your state is the NP able to participate in insurance plans and be reimbursed for their services? Does the NP get paid the same as the physician? What does “incident to” mean?
To Prepare:
Review the Resources for this module and reflect on differences between types of diabetes, including type 1, type 2, gestational, and juvenile diabetes.
Select one type of diabetes to focus on for this Discussion.
Consider one type of drug used to treat the type of diabetes you selected, including proper preparation and administration of this drug. Then, reflect on dietary considerations related to treatment.
Think about the short-term and long-term impact of the diabetes you selected on patients, including effects of drug treatments.
ASSIGNMENT:
Post a brief explanation of the differences between the types of diabetes, including type 1, type 2, gestational, and juvenile diabetes. Describe one type of drug used to treat the type of diabetes you selected, including proper preparation and administration of this drug. Be sure to include dietary considerations related to treatment. Then, explain the short-term and long-term impact of this type of diabetes on patients. including effects of drug treatments. Be specific and provide examples.
RESOURCE AND REQUIRED READING:
Rosenthal, L. D., & Burchum, J. R. (2021). Lehne’s pharmacotherapeutics for advanced practice nurses and physician assistants (2nd ed.) St. Louis, MO: Elsevier.
Chapter 48, “Drugs for Diabetes Mellitus” (pp. 397–415)
Chapter 49, “Drugs for Thyroid Disorders” (pp. 416–424)
American Diabetes Association. (2018). Pharmacologic approaches to glycemic treatment: Standards of medical care in diabetes Links to an external site.—2018. Diabetes Care, 41(Supplement 1), S73–S85. Retrieved from http://care.diabetesjournals.org/content/41/supplement_1/s73.full-text.pdf
This article provides guidance on pharmacologic approaches to glycemic treatment as it pertains to treating patients with diabetes. Reflect on the content of this article as you continue to examine potential drug treatments for patients with diabetes.
Strategies for Developing an Academic Portfolio
Academic portfolios help nursing students at all educational levels. It allows them to be set apart from others in the job market after graduation. Portfolios provide guidelines for an individual throughout the student’s educational journey, after graduation, and in their career. According to Mollahadi et al. (2018), portfolios provide the best work and show the trajectory of a learner’s educational growth. Utilization of my portfolio will provide understanding, and show advancement, and progress that has been made. It will also aid in providing further guidance on the key areas where improvement is needed and allow for self-evaluations. I will incorporate two strategies to develop my portfolio—using technology and having a social change initiative because both align with my personal goals and those of Walden University (Walden University, n.d.).
One of the strategies, I will use in the development of my academic portfolio is the utilization of information technology tools. I will make the document easily shareable and accessible to receive more feedback from peers and instructors. To attain this goal, I will use digital tools to create an e-Portfolio for my accomplishments. Collins and O’Brien (2018) explain that e-portfolios that feature multimedia artifacts and hyperlinks foster interaction and encourage instructors to give positive feedback. Instructor feedback provides well-informed responses that are grounded in experience and competence; hence, it is essential for my growth as a nurse. Thus, my e-Portfolio should be interactive and accessible.
In combination with coursework, I plan to initiate a social change initiative which will be part of my final school project. Having a social change will demonstrate my clinical competence and ability to apply the concepts we have learned in class and receive feedback from the society. Nurses have a social responsibility for the communities that they serve which can be linked to one of their main roles as a patient advocates. According to Phillips et al. (2020), nurses are expected to apply a holistic approach to patient care by seeking deeper insights into the root causes of illnesses, such as poverty and other social issues. I am passionate about mental health and its relationship with low socioeconomic status. Also, I would like to initiate a social initiative within the community that will focus on mental health among ethnic minorities in rural areas. This patient population with mental health issues is more likely to lack the resources and ability to access treatment, medications, and quality healthcare. I will develop a program that reaches out to them to create awareness of the importance of mental health wellness and reduce the stigma related to how society views patients with mental health issues and provide unbiased psychiatric care. An approach of this magnitude will strengthen my portfolio. It will also provide an opportunity to apply the skills learned in the classroom to improve awareness and provide knowledge to the community.
My decision to initiate the program aligns with Walden University’s commitment to social change. Walden University prides itself as an institution for connecting people, resources, and opportunities for positive social change (Walden University, n.d.). To attain these goals, it seeks to empower change makers, build the community, and elevate social change outcomes. As an aspiring nurse, I resonate with these goals as I will work with my peers and faculty to build communities through which we can support each other’s programs. I hope to see not only our professional growth but also improve the well-being of the communities. As we work together in these initiatives, we will develop our teamwork and diversity skills, which are essential competencies for nurses.
References
Collins, E., & O’Brien, R. (2018). Highly structured ePortfolio platform for Bachelor of Nursing
students: Lessons learned in implementation. International Journal of ePortfolio, 8(1), 43-55.
Mollahadi, M., Khademolhoseini, S. M., Mokhtari-Nouri, J., & Khaghanizadeh, M. (2018). The
portfolio as a tool for mentoring in nursing students: A scoping review. Iranian Journal of Nursing and Midwifery Research, 23(4), 241-247.
Phillips, J., Richard, A., Mayer, K. M., Shilkaitis, M., Fogg, L. F., & Vondracek, H. (2020).
Integrating the social determinants of health into nursing practice: Nurses’ perspectives. Journal of Nursing Scholarship, 52(5), 497-505.
Walden University. (n.d.). Field experience: College of nursing: College of nursing. https://academicguides.waldenu.edu/fieldexperience/son
project timeline
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This document is designed to give you questions to consider and additional guidance to help you successfully complete the Adverse Event or Near Miss Analysis assessment. You may find it useful to use this document as a prewriting exercise, an outlining tool, or a final check to ensure you have sufficiently addressed all the grading criteria for this assessment. This document is a resource to help you complete the assessment.
Do not turn in this document as your assessment submission.
For examples of adverse events or near misses, visit:
Analyze the implications of the adverse event or near miss for all stakeholders.
· What are the possible short-term and long-term effects on the stakeholders (patient, family, interprofessional team, facility, community, et cetera)?
· What are the responsibilities and actions of the interprofessional team related to the adverse event or near miss?
· What measures should have been taken? Who are the responsible parties or roles?
· How did the incident impact the stakeholders? Did it change how they do their work, or how or what they report?
Analyze the sequence of events, missed steps, or protocol deviations related to the adverse event or near miss using a root cause analysis.
· How did the event result from a patient’s medical management rather than from the underlying condition?
· What were the missed steps or protocol deviations that led to the adverse event or near miss? What was overlooked? Why?
· What kind of interprofessional communications could have prevented this event?
· To what extent was the adverse event or near miss preventable?
Evaluate quality improvement actions or technologies related to the event that are required to reduce risk and increase patient safety.
· What quality improvement technologies are in place to increase patient safety and reduce risks that pertain to this adverse event? What would prevent it from happening in the future?
· Are those technologies being utilized appropriately? How could they be more usefully employed?
· How do other institutions prevent these types of events from occurring?
· What data are generated from the facility’s dashboard related to the selected incident? (By dashboard, we mean the data that are generated from the information technology platform that provides integrated operational, financial, clinical, and patient safety data for health care management. This is not something you will find online or in the Capella library.)
· What data are associated with the adverse event or near miss? What do the relevant metrics show? (Patient satisfaction and readmission rates are important metrics. Look at trending data and compare to see where relevant metrics are headed.)
· What research or data related to the adverse event or near miss is available outside of your institution?
· Compare internal data to external data. What do you find?
Outline a quality improvement initiative to prevent a future adverse event or near miss based on research and evidence-based practices.
· How was the incident managed and monitored in the selected institution?
· What quality improvement initiatives have been shown to work? Why are they successful? What is the evidence?
· What elements can be applied to prevent future adverse events or near misses?
Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.
· Is your analysis logically structured?
· Is your analysis 5–7 double-spaced pages (not including title page and reference list)?
· Is your writing clear and free from errors?
· Does your analysis include both a title page and reference list?
· Did you use a minimum of three sources? Were they published within the last five years?
· Are they cited in current APA format throughout the plan?
1
Background Information:
When studying the different religions of the world we tend of focus on the distinctions between these religions and understanding what makes them unique, however it is important to note that although these religions are distinct and unique in their own way, there are common themes and structures that can be applied to them. Some of the common elements present in the different religions that we will be studying this semester are:
Instructions:
In your reading of Chapter 5 – Encouraging Buddhism: The Middle Path to Liberation you have gained a better understanding of what the religion of Buddhism is all about from the context of its history, beliefs and practices, code of ethics, etc. You will now use the information gleaned in the chapter to expand upon particular elements of Buddhism enumerated below:
Submission Instructions:
Read the article Prestia (2020) located in Additional Resources and discuss the following:
Prestia, A.S. (2020). The moral obligation of nurse leaders: COVID-19. Nurse Leader, 18(4), 326-328. https://www.nurseleader.com/article/S1541-4612(20)30098-7/fulltext
For this assignment, you will complete a Basic Concept Map based on an exemplar condition, disorder, or disease process. The Concept Map will include the following:
Name________________________ Clinical Judgment Concept Map
Date_____________
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Recognizing Cues: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. **May have more than 10 cues |
Prioritize Hypotheses: |
Generate Solutions:
Evaluate Outcomes: |
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Act: |
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Analyze Cues: |
Adapted from Nurse Tim FA21 Rev. 07.2022
