Nursing

Assignment: Psychopharmacologic agents.
Assignment: Psychopharmacologic agents.
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Post a response to each of the following:
1. Explain the agonist-to-antagonist spectrum of action of psychopharmacologic agents.
2. Compare and contrast the actions of g couple proteins and ion gated channels.
3. Explain the role of epigenetics in pharmacologic action.
Explain how this information may impact the way you prescribe medications to clients. Include a specific example of a situation or case with a client in which the psychiatric mental health nurse practitioner must be aware of the medication’s action
Post a response to each of the following:
1. Explain the agonist-to-antagonist spectrum of action of psychopharmacologic agents.
2. Compare and contrast the actions of g couple proteins and ion gated channels.
3. Explain the role of epigenetics in pharmacologic action.
Explain how this information may impact the way you prescribe medications to clients. Include a specific example of a situation or case with a client in which the psychiatric mental health nurse practitioner must be aware of the medication’s action
Post a response to each of the following:
1. Explain the agonist-to-antagonist spectrum of action of psychopharmacologic agents.
2. Compare and contrast the actions of g couple proteins and ion gated channels.
3. Explain the role of epigenetics in pharmacologic action.
Explain how this information may impact the way you prescribe medications to clients. Include a specific example of a situation or case with a client in which the psychiatric mental health nurse practitioner must be aware of the medication’s action
NURS 6630 Week 1: Introduction to Neuroscience
Modern psychopharmacology is largely the story of chemical neurotransmission. To understand the actions of drugs on the brain, to grasp the impact of diseases on the central nervous system, and to interpret the behavioral consequences of psychiatric medicines, one must be fluent in the language and principles of neurotransmission.
—Dr. Stephen M. Stahl in Stahl’s Essential Psychopharmacology
By using a combination of psychotherapy and medication therapy, psychiatric mental health nurse practitioners are positioned to provide a very unique type of care to clients with psychiatric disorders. To be successful in this role, you must have a strong theoretical foundation in pathophysiology, psychopharmacology, and neuroscience. This foundation will help you assess, diagnose, and treat clients as you relate presenting symptoms to theoretical neuronal functioning.
This week, as you begin to study psychopharmacology, you explore foundational neuroscience. You examine the agonist-to-antagonist spectrum of action of psychopharmacologic agents, compare the actions of g couple proteins to ion gated channels, and consider the role of epigenetics in pharmacologic action.
Note: In previous courses, the term “patient” was used to describe the person receiving medical care. In traditional medicine and nursing, this term is used to describe the person you do something to, and it often refers to a passive recipient of care and services. As you move into the realm of psychiatric mental health, a transition will occur. You will work with individuals who are active participants in their care, and these individuals are generally referred to as “clients” as opposed to “patients.” It is important to note that the term “client” is also favored in other mental health disciplines, such as psychiatry, psychology, and social work.
Photo Credit: [cgtoolbox]/[Vetta]/Getty Images
Discussion: Foundational Neuroscience
As a psychiatric mental health nurse practitioner, it is essential for you to have a strong background in foundational neuroscience. In order to diagnose and treat clients, you must not only understand the pathophysiology of psychiatric disorders, but also how medications for these disorders impact the central nervous system. These concepts of foundational neuroscience can be challenging to understand. Therefore, this Discussion is designed to encourage you to think through these concepts, develop a rationale for your thinking, and deepen your understanding by interacting with your colleagues.
Learning Objectives
Students will:
Analyze the agonist-to-antagonist spectrum of action of psychopharmacologic agents
Compare the actions of g couple proteins to ion gated channels
Analyze the role of epigenetics in pharmacologic action
Analyze the impact of foundational neuroscience on the prescription of medications
Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press *Preface, pp. ix–x
Note: To access the following chapters, click on the Essential Psychopharmacology, 4th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.
Chapter 1, “Chemical Neurotransmission”
Chapter 2, “Transporters, Receptors, and Enzymes as Targets of Psychopharmacologic Drug Action”
Chapter 3, “Ion Channels as Targets of Psychopharmacologic Drug Action”
Required Media
Laureate Education (Producer). (2016i). Introduction to psychopharmacology [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 3 minutes.
Optional Resources
Laureate Education (Producer). (2009). Pathopharmacology: Disorders of the nervous system: Exploring the human brain [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 15 minutes.
Dr. Myslinski reviews the structure and function of the human brain. Using human brains, he examines and illustrates the development of the brain and areas impacted by disorders associated with the brain.
Laureate Education (Producer). (2012). Introduction to advanced pharmacology [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 8 minutes.
In this media presentation, Dr. Terry Buttaro, associate professor of practice at Simmons School of Nursing and Health Sciences, discusses the importance of pharmacology for the advanced practice nurse.
To prepare for this Discussion:
Review this week’s Learning Resources.
Reflect on concepts of foundational neuroscience.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!
By Day 3
Post a response to each of the following:
Explain the agonist-to-antagonist spectrum of action of psychopharmacologic agents.
Compare and contrast the actions of g couple proteins and ion gated channels.
Explain the role of epigenetics in pharmacologic action.
Explain how this information may impact the way you prescribe medications to clients. Include a specific example of a situation or case with a client in which the psychiatric mental health nurse practitioner must be aware of the medication’s action.
Read a selection of your colleagues’ responses.
By Day 6
Respond to two colleagues in one of the following ways:
If your colleagues’ posts influenced your understanding of these concepts, be sure to share how and why. Include additional insights you gained.
If you think your colleagues might have misunderstood these concepts, offer your alternative perspective and be sure to provide an explanation for them. Include resources to support your perspective.

DISCUSS PATHWAYS TO SAFER OPIOID
DISCUSS PATHWAYS TO SAFER OPIOID
Pathways To Safer Opioid Use Reflection 3
Lisette Duque
West Coast University
Advanced Pharmacology
I assumed the role of James Parker who is a patient, living with chronic back pain, and uses pain medication to alleviate the pain, but it does not always works and at times Mr. Parker feels hopeless. In the first activity I decide for Mr. Parker to pick an 8 and explain the reason why. The physician’s response made Mr. Parker feel like the physician did not believe him because on his last visit he also said his pain was an 8 on the pain scale. The physician did not seem interested in Mr. Parker’s pain level; he automatically diagnosed the patient with depression, prescribing antidepressant, antianxiety and insomnia medication, along with the opioids. I asked for alternative option because he is taking more medications but nothing to treat the actual back pain. The physician did not take the patient’s pain serious, just brushed off Mr. Parker concern; he tells the patient the medications are his best option. The physician should of given the patient the respect to allow him to participate in his treatment, but did not provide alternative treatments that the patient was requesting because he was in a rush to see the following patient.
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When it came time for the patient to pick up his medication at the pharmacy, I decided for Mr. Parker to discuss his medication with the pharmacist. The pharmacist provides the patient with information, on frequency, how much to take and possible side effects, this alerted Mr. Parker into reconsidering if he should take all his medications.
At the visit with the other physician, Mr. Parker asked the nurse why is the urine test necessary. If the patient has any concerns they should always ask questions. The nurse explains the reason for lab work and urinalysis, she went into detail and described that it was routine, and made Mr. Parker feel comfortable. The communication between Mr. Parker and the nurse allows for a trusting relationship between them. Mr. parker had a great experience with Dr. Bright, he provided so much information and wanted to help the patient find alternatives. The physician showed he cared and was concerned about his patient. When it came to prepare for the follow up appointment, I think it is best from the patient to keep the pain log for the physician to see, and ask his wife to join. The wife can play an important role in supporting the patient through this journey and also be encouraging. Mr. Parker was not confortable with taking the depression and anxiety medication that was prescribed by the previous provider, the best choice was for him to see a psychologist and discuss his issues first.
At the end of the simulation I felt I did a good job in making the decisions for the patient. I successfully helped Mr. Parker take ownership of his care and make a decision that would ultimately help him through one of the hardest nights of his life. I proactively engage the health care team and help James become informed and engaged in his care.

Role of Nurses in prevention of legal Entanglement.
Role of Nurses in prevention of legal Entanglement.
NUR3826 Ethical and Legal Aspects of Nursing
Week 3 discussion
DQ1
Discuss issues related to corporate liability and the nurse leader’s role in prevention of legal entanglement.
What role does staffing and delegation play in corporate liability?
DQ2
There are laws that impact nursing practice including licensure, the Nurse Practice Act, the Americans with Disabilities Act (ADA) and the Civil Rights Act of 1991. As a nurse leader, legal and ethical concerns must be acknowledged and addressed to ensure care is safe, timely, effective, efficient, equitable, and patient-centered (STEEEP). Ethical decisions must adhere to both legal and ethical principles.
Consider the following scenario:
Impaired Nurse – A nurse on your unit is frequently late, occasionally looks “high”, and based on your observations, gives substandard care to patients. Upon receiving report, you realize that there is a discrepancy about medication given to one of the patients and what the patient tells you. You have suspicions based on the nurse’s behavior that the nurse might be diverting narcotics meant for patients. What do you do?
Do you have a legal obligation to address suspicions? And if so, what laws or rules would indicate a legal responsibility and what actions would you take? If the nurse is found to have a narcotic addiction, is the identifying nurse required to report this to the state board of nursing?
What is the ethical responsibility of the nurse who suspects a co-worker of substance abuse? What ethical principles apply?
Impaired Nurse – A nurse on your unit is frequently late, occasionally looks “high”, and based on your observations, gives substandard care to patients. Upon receiving report, you realize that there is a discrepancy about medication given to one of the patients and what the patient tells you. You have suspicions based on the nurse’s behavior that the nurse might be diverting narcotics meant for patients. What do you do?
850 × 1100

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Popular notions of “ideal” female beauty in the U.S. have often associated that ideal with both thinness and whiteness. What are some important practices by which female inscribe (or try to inscribe) the ideals on their bodies? More recently, women of different skin tones, ethnic heritage, shapes, and weights have become well known. Discuss some ways that these changes may now challenge, or ultimately affect that ideal.
Action research methodology can provide valuable assessment information regarding the outcome of your research. The major purpose of this assignment is to begin to identify significant themes that are becoming evident in the implementation of your action research project and your data collection. The key is to begin to discover trends in your data without making premature decisions; however minor adjustments can be made next week. Action research provides correlative and data driven information that can be used to make positive changes in the teaching and learning environment (Buczynski & Hansen, 2014); Mills, 2014). Additionally, thinking about the key stakeholders and their role in your research is important as well. In summary, this assignment is a preliminary interpretation of the various data obtained thus far. Without committing to initial assumptions, you are to begin to identify the key patterns that are emerging.
To prepare for this assignment, view the Silva (2011) video, (for written transcript, click ). Next, construct your written assignment to meet the content and written communication expectations stated below.

NURS 6660 Discussion: Working With Children and Adolescents Versus Adults
NURS 6660 Discussion: Working With Children and Adolescents Versus Adults
To Prepare for the Discussion
Review the Learning Resources concerning psychiatric assessments and assessment tools.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click submit, you cannot delete or edit your own posts and cannot post anonymously. Please check your post carefully before clicking Submit!
By Day 3
Post your answers to the following:
Explain why a developmental assessment of children and adolescents is important.
Describe two assessment instruments and explain why they are used for children and adolescents but not adults.
Describe two treatment options for children and adolescents that may not be used when treating adults.
Explain the role parents play in assessment and treatment.
Infant, childhood, and adolescent development are a continual interplay between nature (genetic or biologic predisposition) and nurture (environmental experiences). The nature/nurture continuum and debate will always be a part of your career as a PMHNP. Knowing common developmental milestone is important in the role as a child provider. Not only is it essential to the diagnostic process, but it is also important to the interdisciplinary interactions with other mental health professionals. The study of normal developmental processes, however, is only one tool that allows the mental health professional to understand the child being evaluated. There are many different assessment instruments and interviewing techniques that PMHNPs can have in their toolkit when working with children and adolescents. NURS 6660 Discussion: Working With Children and Adolescents Versus Adults
In this Discussion, you examine the differences in assessing and treating children and adolescents versus adults. You take into consideration your own clinical experiences, as well as your experiences in your clinical rotation, and the information from the readings thus far. Week 2: Assessment in Child and Adolescent Psychiatry
Learning Objectives
Students will:
Analyze the importance of developmental assessments
Analyze assessment instruments used for evaluating children and adolescents
Analyze treatment options used for children and adolescents
Analyze roles parents play in assessment and treatment
NURS 6660 Week 2 Week 2: Assessment in Child and Adolescent Psychiatry
Week 2: Assessment in Child and Adolescent Psychiatry
All diagnosis, from infancy to adulthood, begins with an examination. While an organic basis for most medical disorders can be determined through the use of diagnostic testing, the field of psychiatry is different in that patients cannot be sent to the lab for blood tests to determine the degree of depression. Similarly, patients cannot be sent to the radiology department for a “scan” to determine how severe their bipolar disorder is. Instead, the field of psychiatry must use psychiatric assessments such as the comprehensive integrated physical exam, diagnostic interviews, and questionnaires to make diagnoses. These tools must be specialized to address the needs of children and adolescents.
Kathryn Barnard was a nurse first and second an early developmental specialist with a PhD in early ecological development. Dr. Barnard, with her nursing background, was instrumental in developing assessment tools and interventions to promote infant mental health. A center is named after her at the University of Washington, aptly named the Kathryn Barnard Center for Infant Mental Health and Development. Dr. Barnard reminds us that mental health is lifelong. Proper treatment of children from their earliest moments is instrumental to their development. One of her sayings was “infants can’t wait” (Weber, 2015).
Diagnostic assessment of the child and adolescent is a specialized area of expertise. Some of the diagnostic and clinical features will be like your assessment of the adult. However, the PMHNP will be seeing children who have been to the PCP. Many PCPs are comfortable handling ADHD and other straightforward childhood disorders. That means that the PMHNP and those in his or her office will be seeing the more complicated patients.
This week, you explore the many different psychiatric assessment tools and begin to explore treatment options. You also begin developing your resume and portfolio. Week 2: Assessment in Child and Adolescent Psychiatry
Learning Resources: NURS 6660 Discussion: Working With Children and Adolescents Versus Adults
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Optional Resources
Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). Rutter’s child and adolescent psychiatry (6th ed.). Hoboken, NJ: Wiley Blackwell.
Chapter 2, “Diagnosis, Diagnostic Formulations, and Classification” (pp. 17–30)
Required Readings
Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 2, “Contributions of the Psychosocial Sciences” (pp. 93–130)
Chapter 6, “Classification in Psychiatry” (pp. 290–299)
Chapter 31, “Child Psychiatry” (pp. 1107–1152)
Neurodevelopmental Disorders”
“Intellectual Disabilities”
“Communication Disorders”
Resume, Portfolio, and Cover Letter Resources

Assignment: Negligent Tort
Assignment: Negligent Tort
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Visit the website. Click on “Recalls.” Choose one product that has been recalled.
1. Describe the product subject to recall, including the recall date, recall number, and the reason for the recall.
2. Analyze whether the manufacturer would be liable for negligence if the product had not been recalled and had caused harm to a consumer.
3. Discusses the following in relation to the product recall:
4. Duty of Care
5. Standard of Care
6. Breach of the Duty of Care
7. Actual Causation
8. Proximate Causation
9. Actual Injury
10. Defenses to Negligence
11. Analyze and apply a relevant consumer protection statute identified under “Consumer Protection” in Chapter 8 of your text in conjunction with the product recall that you have identified. Must address the topic with critical thought.
Submit a four- to five-page paper (not including title and reference pages). Your paper must be formatted according to APA style as outlined in the approved APA style guide and must cite at least three scholarly sources in addition to the textbook
Carefully review the for the criteria that will be used to evaluate your assignment.

Assignment: Nurse with Physical Disability
Assignment: Nurse with Physical Disability
FINAL EXAM
Question 1
A nurse who has an obvious physical disability applies for a staff nurse position. Which question, asked by the nurse recruiter, is legal?
“How long have you been disabled?”
“How does your disability affect your life?”
“Are you able to fulfill the requirements of this job?”
“Has your condition stabilized, or do you foresee it getting worse with time?”
Question 2
What is the basic purpose of the state board of nursing?
To ensure that all practicing nurses are competent
To restrict nursing practice through regulations
To ensure that all schools of nursing seek national accreditation
To establish a means of protecting the public at large
Question 3
A nurse brings suit against the hospital after being terminated for excessive absenteeism. Who is the defendant in this lawsuit?
The nurse bringing the suit
The nurse’s attorney
The hospital
The hospital’s attorney
Question 4
Which of the following principles underlies the actions of all health care providers and assures that those actions will meet or exceed standards of care?
Veracity
Maleficence
Beneficence
Autonomy
Question 5
What is the nurse’s legal duty with regard to implementing a physician’s order?
The nurse should follow the order unless the nurse believes some other course of action would be better.
The nurse should follow the order unless the nurse has reason to believe that the patient could come to harm if the order is followed.
The nurse should review each order with the physician and then follow the order.
The nurse should question every order with the physician, since physicians are only human.
Question 6
Which patient incident should be addressed because it is the primary cause of action in lawsuits against long-term care facilities?
Inadequate resident nutrition
Resident falls
Medication errors
Abuse of residents
Question 7
Ethical theories that derive norms and rules from the duties human beings owe to each other fall under the broad classification of:
Teleological theories.
Deontological theories.
Utilitarian theories.
Situational ethics.
Question 8
Which of the following actions is a requirement of the standard of care when it comes to technology and equipment in nursing practice?
Select and properly use equipment within health care settings.
Clean and repair equipment so that it can be readily used.
Modify equipment or improvise as needed in clinical settings.
Notify the FDA is equipment is not working properly.
Question 9
Students do not need to be licensed to practice nursing actions because:
They practice on their instructors’ licenses.
They practice as an exception to the licensure requirement.
They have a lower standard of care than do licensed nurses.
Clinical contracts preclude the need for licenses.
Question 10
A nurse’s neighbor routinely calls and asks for advice regarding health issues. What should the nurse do about these calls?
Tell the neighbor that the nurse is not legally able to give health advice outside the work environment.
Be certain that any advice given reflects both nursing and community standards.
Charge the neighbor a flat fee of $25 for each call.
Tell the neighbor that nurses are not educationally prepared to give health advice.
Question 11
When one delegates tasks to another, accountability for that task:
Is transferred to the person performing the task.
Is retained by the person who transfers the task.
Is held jointly by the person transferring the task and the person performing the task.
Can be imputed to either the person performing the task or the person transferring performance of the task.
Question 12
When giving health-related advice, the nurse can avoid liability if the advice reflects:
A solid medical diagnosis.
Nursing and community standards.
A quick assessment and treatment recommendations.
There is no way to avoid liability when giving advice.
Question 13
The overall goal of American antitrust laws is to:
Prevent competition while creating efficient markets.
Promote competition while creating efficient markets.
Promote competition without affecting market practices.
Prevent competition without affecting market practices.
Question 14
The single most critical factor in determining whether a particular nurse acted with reasonable care in a given situation is:
The number of years the nurse has practiced as a professional.
The experience the nurse has in a particular clinical setting.
The ability of the nurse to perform according to his or her job description.
How the nurse’s conduct compared to the conduct of other nurses with similar backgrounds and experience.
Question 15
Persons who are qualified under the Americans with Disabilities Act include:
Persons who have gender identity disorders and sexual behavior disorders.
Persons who are bisexual and homosexual.
Persons who are currently using illegal drugs.
Persons who are recovering or rehabilitated alcoholics.
Question 16
When the nurse manager transfers full responsibility for the performance of a task without transferring the accountability for the ultimate outcome, the task has been:
Regulated.
Supervised
Delegated.
Retained.
Question 17
Consent, once validly given by a competent adult patient:
May not be revoked.
May be revoked only in writing if the original consent was written.
May be revoked at any time prior to the procedure or treatment being implemented.
May be revoked only if a second procedure supersedes the first procedure.
Question 18
Nurses in which health care settings are required to comply with the Patient Self-Determination Act of 1990?
Solely in formal institutional settings, such as hospitals.
In all health care settings except home health care settings.
In all health care settings, including home health care settings, if federal funds are received.
In home health care settings only if they have a validly executed advanced directive when care is first rendered.
Question 19
A nurse is caring for a 45-year-old patient who reveals that recent injuries are a result of domestic violence. The patient begs the nurse not to “tell anyone.” What action, taken by the nurse, is correct?
Tell the patient that the law requires reporting this incident.
Promise the patient the information will not be shared.
Talk with the patient about the reason for secrecy.
Report the revelation to the charge nurse immediately.

Assignment: Capella FP6016 Assessment 1
Write a 5–7-page a comprehensive analysis on an adverse event or near miss from your professional nursing experience. Integrate research and data on the event and use as a basis to propose a quality improvement (QI) initiative in your current organization.
Health care organizations strive for a culture of safety. Yet despite technological advances, quality care initiatives, oversight, ongoing education and training, laws, legislation and regulations, medical errors continue to occur. Some are small and easily remedied with the patient unaware of the infraction. Others can be catastrophic and irreversible, altering the lives of patients and their caregivers and unleashing massive reforms and costly litigation.
The goal of this assessment is to focus on a specific event in a health care setting that impacts patient safety and related organizational vulnerabilities and to propose a quality improvement initiative to prevent future incidents.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Plan quality improvement initiatives in response to adverse events and near-miss analyses.
Evaluate quality improvement technologies related to the event that are required to reduce risk and increase patient safety.
Competency 2: Plan quality improvement initiatives in response to routine data surveillance.
Analyze the missed steps or protocol deviations related to an adverse event or near miss.
Analyze the implications of the adverse event or near miss for all stakeholders.
Outline a quality improvement initiative to prevent a future adverse event or near miss.
Competency 3: Evaluate quality improvement initiatives using sensitive and sound outcome measures.
Incorporate relevant metrics of the adverse event or near miss incident to support need for improvement.
Competency 5: Apply effective communication strategies to promote quality improvement of interprofessional care.
Communicate analysis and proposed initiative in a professional and effective manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
Integrate relevant sources to support arguments, correctly formatting citations and references using current APA style.
Preparation
Prepare a comprehensive analysis on an adverse event or near-miss from your professional nursing experience that you or a peer experienced. Integrate research and data on the event and use as a basis to propose a Quality Improvement (QI) initiative in your current organization.
Note: Remember, you can submit all, or a portion of, your draft to Smarthinking for feedback, before you submit the final version of your analysis for this assessment. However, be mindful of the turnaround time for receiving feedback, if you plan on using this free service.
The numbered points below correspond to grading criteria in the scoring guide. The bullets below each grading criterion further delineate tasks to fulfill the assessment requirements. Be sure that your Adverse Event or Near-miss Analysis addresses all of the content below. You may also want to read the scoring guide to better understand the performance levels that relate to each grading criterion.
Analyze the missed steps or protocol deviations related to an adverse event or near miss.
Describe how the event resulted from a patient’s medical management rather than from the underlying condition.
Identify and evaluate the missed steps or protocol deviations that led to the event.
Discuss the extent to which the incident was preventable.
Research the impact of the same type of adverse event or near miss in other facilities.
Analyze the implications of the adverse event or near miss for all stakeholders.
Evaluate both short-term and long-term effects on the stakeholders (patient, family, interprofessional team, facility, community). Analyze how it was managed and who was involved.
Analyze the responsibilities and actions of the interprofessional team. Explain what measures should have been taken and identify the responsible parties or roles.
Describe any change to process or protocol implemented after the incident.
Evaluate quality improvement technologies related to the event that are required to reduce risk and increase patient safety.
Analyze the quality improvement technologies that were put in place to increase patient safety and prevent a repeat of similar events.
Determine whether the technologies are being utilized appropriately.
Explore how other institutions integrated solutions to prevent these types of events.
Incorporate relevant metrics of the adverse event or near miss incident to support need for improvement.
Identify the salient data that is associated with the adverse event or near miss that is generated from the facility’s dashboard. (By dashboard, we mean the data that is generated from the information technology platform that provides integrated operational, financial, clinical, and patient safety data for health care management.)
Analyze what the relevant metrics show.
Explain research or data related to the adverse event or near miss that is available outside of your institution. Compare internal data to external data.
Outline a quality improvement initiative to prevent a future adverse event or near miss.
Explain how the process or protocol is now managed and monitored in your facility.
Evaluate how other institutions addressed similar incidents or events.
Analyze QI initiatives developed to prevent similar incidents, and explain why they are successful. Provide evidence of their success.
Propose solutions for your selected institution that can be implemented to prevent future adverse events or near-miss incidents.
Communicate analysis and proposed initiative in a professional and effective manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
Integrate relevant sources to support arguments, correctly formatting citations and references using current APA style. Assignment: Capella FP6016 Assessment 1
Submission Requirements: Assignment: Capella FP6016 Assessment 1
Length of submission: A minimum of five but no more than seven double-spaced, typed pages.
Number of references: Cite a minimum of three sources (no older than seven years, unless seminal work) of scholarly or professional evidence that support your evaluation, recommendations, and plans.
APA formatting: Resources and citations are formatted according to current APA style and formatting. Assignment: Capella FP6016 Assessment 1

Assignment: Legal Nursing Aspects
Assignment: Legal Nursing Aspects
Week 3 assignment
Summary: Your assignment is to write an APA formatted paper based on your readings and
literature searches exploring and answering a series of questions.
Nurses are at the forefront of patient care, and will participate fully in genetic-based and
genomic-based practice activities, such as collecting family history, obtaining informed
consent for genetic testing, and administering gene-based therapies. Nurses will have a critical
role advocating for, educating, counseling, and supporting patients and families who are
making gene-based healthcare decisions (Cassells, Jenkins, Lea, Calzone, & Johnson, 2003).
Nurses will need to be able to effectively translate genetic and genomic information to their
patients with an understanding of associated ethical issues. This new direction in healthcare
calls for nurses to integrate into their scope of practice the emerging field of genetics and
genomics. The increased availability of personal genetic information also challenges nurses to
understand the ethical issues associated with activities such as informed decision making,
informed consent and genetic testing, genetic and genomic research testing protection,
maintaining privacy and confidentiality of genetic information, preventing genetic
discrimination, and strengthening genetic and genomic care around the world (Lea, 2008).
Cassells, J.M., Jenkins, J., Lea D.H., Calzone K., & Johnson E., (2003). An ethical assessment framework for addressing global genetic issues
in clinical practice. Oncology Nursing Forum, 30(3), 383-90.
Lea, D., (2008) Genetic and genomic healthcare: Ethical issues of importance to nurses. OJIN: The Online Journal of Issues in Nursing 13(1).
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NUR3826, Genetic
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synthesis and
Secondary
hereditary breast/ovarian cancer
Healthcare.
paraphrasing what you
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informs you, her nurse, that she does
have selected from the
instructor, I will
not wish to share this information with
Organization:
literature to support or
read and evaluate
her sisters and her mother as she does
Include a
argue your ideas.
how effectively
not get along with them. The concern
substantive and
Excessive quoting will
you have addressed
for her sisters and mother is that each
comprehensive
lead to point deductions.
your primary
of them now has a 1 in 2 chance to
introduction and
audience.
carry the same breast/ovarian cancer
conclusion to your
References:Include a
gene mutation that confers a
paper. Use of Level
minimum of five (5)
significantly increased risk to develop
One APA Headings
scholarly references
breast/ovarian cancer. Defend how
are required.
including a minimum of
you, the nurse, can be guided by the
three (3) current (within
ANA Code of Ethics for Nurses to
Length:The Final
the last 5 years) nursing
seek help and counsel from
paper will consist of
journal articles. Use
experienced individuals of the Ethics
a 7-10-page paper,
proper APA paraphrasing,
Board within your institution.
not including the
in-text citations, and
title page or
corresponding reference
4. Do you, the nurse, have “the legal
reference page.
for all sources.
authority to breach the confidentiality
of the client-nurse relationship to
Submission:Under
Additional sources can be
disclose genetic information about one
Week 3 Assignment
from the ANA Essential
individual to another individual”?
tab. Submit only as a
texts or the course
Microsoft Word
textbook. Professional
5. Propose how a solution for this
document.
websites can be included,
ethical dilemma that arises for nurses
but must be in proper
and other healthcare providers when a
SafeAssign:Your
APA format. The use of
patient does not choose to share
paper will
web sites such as
genetic information with other family
automatically be
Wikipedia or a non-
members when it may be important to
submitted through
discipline supportive
their health.
SafeAssign, a
website are not allowed.
plagiarism software
6. Contrast respect for the patient’s
program.
*Please use the Keiser
confidentiality, while on the other
University Online Library
hand the duty to warn other family
Please review the
for professional nursing
members of their potential health
SafeAssign
journal articles. Sites such as
the OJIN Online Journal of
risks.
information under
Issues in Nursingare also
the Student
acceptable.
7. Explain the impact of genetic
Resources Tab,
information. How does a person’s
Writing and Library
genetic information affect that
link within the
individual and society’s perception of
course.
that individual?

Assignment: Process of Consenting Patients
Assignment: Process of Consenting Patients
NUR3826 Ethical and Legal Aspects of Nursing
Week 2 discussion
DQ1 Are you knowledgeable about your own state statutes and regulations regarding informed consent?
1. Discuss the law or rules of informed consent in your state or workplace organization.
2. What ethical issues should be realized by practicing nurses in regards to consent?
3. How does the process of consenting patients for genetic testing differ?
4. Many patients or family members ask nurses for further clarification regarding genetic testing and often the response is in terms of what the health care provider himself or herself would do. Discuss this phenomenon and include the concept of “paternalism” in your remarks.
DQ2 Please thoroughly review the “Effective Documentation” and Electronic Medical Record (Computerized Charting)” content from Chapter Nine of the Guido (6th ed.) textbook.
After reviewing:
troduction
Informed consent is a process in which a health care provider educates a patient about the risks, benefits, and alternatives of a given procedure or intervention. The patient must be competent to make a voluntary decision about whether to undergo the said procedure. Informed consent is both an ethical and legal obligation of medical practitioners in the US and originates from the patient’s right to direct what happens to his/her body. Implicit in providing informed consent is an assessment of the patient’s understanding, rendering an actual recommendation, and documentation of the process. The Joint Commission requires documentation of all the elements of informed consent “in a form, progress notes or elsewhere in the record.” The following are the required elements for documentation of the informed consent discussion: (1) the nature of the procedure, (2) the risks and benefits and the procedure, (3) reasonable alternatives, (4) risks and benefits of alternatives, and (5) assessment of the patient’s understanding of elements 1 through 4.
It is the obligation of the provider to make it clear that the patient is participating in the decision-making process and avoid making the patient feel forced to agree to with the provider. The provider must make a recommendation and provide his/her reasoning for said recommendation.[1][2][3]
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Issues of Concern
Adequacy of Informed Consent
The required standard for informed consent is determined by the state. The three acceptable legal approaches to adequate informed consent are (1) Subjective standard: What would this patient need to know and understand to make an informed decision? (2) Reasonable patient standard: What would the average patient need to know to be an informed participant in the decision? (3) Reasonable physician standard: What would a typical physician say about this procedure?
Many states use the “reasonable patient standard” because it focuses on what a typical patient would need to know to understand the decision at hand. However, it is the sole obligation of the provider to determine which approach is appropriate for a given situation.[4][5][6][5]
Exceptions to Informed Consent
Several exceptions to the requirement for informed consent include (1) the patient is incapacitated, (2) life-threatening emergencies with inadequate time to obtain consent, and (3) voluntary waived consent. If the patient’s ability to make decisions is questioned or unclear, an evaluation by a psychiatrist to determine competency may be requested. A situation may arise in which a patient cannot make decisions independently but has not designated a decision maker. In this instance, the hierarchy of decision makers, which is determined by each state’s laws, must be sought to determine the next legal surrogate decision maker. If this is unsuccessful, a legal guardian may need to be appointed by the court.
Children and Informed Consent
Children (typically under 17) do not have the ability to provide informed consent. As such, the parents must give permission for treatments or interventions. In this case, it not termed “informed consent” but “informed permission.” An exception to this rule is a legally emancipated child who may provide informed consent for himself. Some, but not all, examples of an emancipated minor include minors who are (1) under 18 and married, (2) serving in the military, (3) able to prove financial independence or (4) mothers of children (married or not). Legislation regarding minors and informed consent is state-based as well. It is important to understand the state laws.
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Clinical Significance
Informed consent is required for many aspects of health care.[7][8][1] These include consent for:
Treatment,
dissemination of patient information,
discussion of HIPPA laws,
specific procedures,
surgery,
blood transfusions, and
anesthesia.
Obtaining informed consent in medicine is process that should include: (1) describing the proposed intervention, (2) emphasizing the patient’s role in decision-making, (3) discussing alternatives to the proposed intervention, (4) discussing the risks of the proposed intervention and (5) eliciting the patient’s preference (usually by signature). Discussion of all risks is paramount to informed consent in this context. Most consent includes general risks, risks specific to the procedure, risks of no treatment and alternatives to treatment. Additionally, many consent forms express that there are no guarantees that the proposed procedure will provide a cure to the problem being addressed.
Patient safety is a major focus in health care, and effective informed consent is considered a patient safety issue. The Joint Commission recently addressed the challenges to ensuring effective informed consent. The emphasis of a patient signature as an indication of understanding is being called into question. The process of informed consent is shifting to focus more on communication and less on signatures. Studies of informed consent have found that there are many barriers to obtaining effective informed consent. One major barrier is that some consent forms contain language that is at too high a reading level for many patients. Use of visual and digital communication tools is being encouraged to address some the inefficiencies in the process of obtaining consent. Patients should be actively engaged as a way to enhance communication and ensure patient safety and understanding.
Informed consent may be waived in emergency situations if there is no time to obtain consent or if the patient is unable to communicate and no surrogate decision maker is available. Also, not every procedure requires explicit informed consent. For example taking a patient’s blood pressure is a part of many medical treatments. However, a discussion regarding the risks and benefits of using a sphygmomanometer usually is not required.