Original Work, No Plagiarism, Cite and Reference

Hugo is a graduate student working on a research study that is seeking to explore the efficacy of a new medicine for the prevention of chemotherapy-induced peripheral neuropathy.  As part of his duties, he is asked to make himself available during participant recruitment to clarify any questions that the recruitment personnel or the participants may have. On one of these occasions, a research nurse named Phoebe is obtaining informed consent from a young adult named Simon. 

The informed consent form includes information on the purpose of the study, a double-blinded, randomized intervention trial to test the efficacy of a medicine for the prevention of chemotherapy-induced peripheral neuropathy.  The form explains the risks and benefits of participation at length, including the anticipated side effects of the new medicine. 

The benefits are thought to outweigh the risks.  The participants in the treatment arm of the study may benefit from the medicine's hypothesized prevention of chemotherapy-induced peripheral neuropathy. Participants in both groups will receive close monitoring of neuropathy symptoms and evidence-based care while being in the study. Finally, the form explains that the information collected may help to lead to the discovery of an agent that may reduce chemotherapy-induced peripheral neuropathy, of which there are currently no none effective preventative treatments. 

As Phoebe is reviewing the informed consent form, Simon appears somewhat uncomfortable and apprehensive. Hugo thinks that his response may be related to the surroundings and/or situation. They are sitting in the exam room shortly after Simon learned of the treatment options for advanced stage colorectal cancer and the doctor left without answering all of his questions. Simon also has additional oncology appointments shortly after the consent discussion. 

Hugo is also struck by Simon's interaction with Phoebe. He nods and his occasional brief responses sound more like someone receiving a set of instructions than an indication of understanding.

During the time it takes to complete the informed consent form, which is quite lengthy, Hugo begins to wonder whether Simon truly understands the research study and his part in it.  Hugo also questions whether Simon understands what randomization is and how this technique will affect him as a research participant. Hugo is distracted from his thoughts by movement from across the room. Simon is ready to place his signature on the informed consent form. He seems to be eager to do so. The form states that study subjects have the right to refuse to participate and that they may withdraw at any time, but Hugo begins to question whether Simon truly has a choice in giving his consent. Do the benefits from this study, overwhelm any concerns he may feel regarding being in the study?

Hugo is unsure how to address his discomfort with the informed consent process that he has just witnessed and he begins to deliberate about what course of action he should take to address his concerns.

Discussion Questions:

1. How could the informed consent form or the process of obtaining informed consent be modified to address Hugo's concerns?

2. What types of questions or techniques could have Phoebe provided to assess Simon's understanding of the study?

3. How would you describe “randomization” to a prospective study participant?

4. How would you respond to a participant who says “can we skip the rest of this and sign the form” during the informed consent discussion?

 

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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

Assignment Instructions: 

• Review the case study scenario below and the client’s family history and medical profile information from unit 1.  
• Next, write a 6-8  analysis of the client (including title and reference) according to the assignment specifications, outline, and grading rubric. 

Case Study 2 Scenario:

Client, William Collins, arrived to the emergency room for an exacerbation of Chronic Obstructive Pulmonary Disease (COPD). The emergency department nurse enters the triage room to find Mr. Collins sitting at the side of the bed leaning forward with both arms on the bedside tray. He complains he is having shortness of breath that he is unable to control with his usual medications. His son is with him at the bedside because his wife is unable to come with him due to dialysis. 

Case Study Analysis Assignment Outline: 

The case study analysis should include the following sections with responses and rationales for all the prompts.

Introduction (3-5) 

Provide an overview of the pathophysiology of the disease exhibited by the client. Include: 

• What additional assessment findings would you look for? 
• What lab abnormalities would you expect to see? 
• What diagnostics would you anticipate the healthcare team ordering? 
• Provide a rationale for your answers. 

Implications for Self-Care (2 paragraphs) 

• Consider Maslow’s hierarchy of needs and describe where the client falls in that hierarchy and how this will impact care and healing.  
• How does this disease process impact the client’s and/or their care provider’s ability to care for themselves? 

Patient Education Strategy (2-3 paragraphs) 

• Identify 3-5 appropriate nursing interventions and teaching points for your client based on the pathophysiology and assessment findings. 
• Describe the educational strategies that should be incorporated when building a plan of care for your client.
• Support with rationale. 

Interdisciplinary Collaboration (2-3 paragraphs) 

• Identify 2-4 interdisciplinary team members who need to be included in the care of the client. Include rationale. 
• Consider the care the client will need while inpatient and upon discharge.  
• Consider nutrition, community services, and financial implications. 

Conclusion 

• Summarize the key concepts of this disease process and client case study scenario.  

References 

• A minimum of three references should be used.  
• References should be no more than five years old. Exceptions include seminal works, such as original publications by nurse theorists.  
• One reference must be your textbook, 
• One reference must be from a peer-reviewed journal,  
• One reference must be from an authoritative website such as the CDC, NIH or Healthy People 2030.

Assignment Specifications: 

• Name thewith a File Naming Protocol: When you save the, name it: LastName_NSG 3300_CaseStudyAnalysis_1.docx  reflects clinical and professional client/cases, and no references to personal or family issues.

APA Formatting 

• All should be written in APA formatting. This should include: 
• Formal components, such as a title, and APA formatting with an introductory and conclusion paragraph that summarizes the key concepts 
• APA-formatted level headings 
• APA margin, font, and paragraph spacing 
• Include page numbers 
• Appropriate in-text reference citations 
• A reference page, in correct APA format