Capella University Promotion of Patient Safety and Quality Outcomes Paper Assignment

Capella University Promotion of Patient Safety and Quality Outcomes Paper

Question Description
Create a one-page patient education tool that explains usage of a medication and factors that can affect outcomes. Then, write 2–3 pages in which you explain how the tool promotes patient safety and quality outcomes, and adheres to the principles and practices of cultural competence.

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

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Competency 1: Apply practice guidelines and standards of evidence-based practice related to pharmacology for safe and effective nursing practice.
Explain the appropriate use of a medication.
Explain how a patient education tool promotes patient safety related to pharmacology.
Competency 2: Explain the relationship between quality patient outcomes, patient safety, and the appropriate use of pharmacology and psychopharmacology.
Identify specific factors that may affect the efficacy of a medication.
Describe possible chemical reactions, side effects, or other negative reactions a patient may experience from a medication.
Explain correct handling, storage, and disposal of a medication.
Competency 3: Apply the principles and practices of cultural competence with regard to pharmacological interventions.
Explain how a patient education tool adheres to the principles and practices of cultural competence.
Competency 4: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing professional.
Write content clearly and logically with correct use of grammar, punctuation, and mechanics.
Correctly format paper, citations, and references using current APA style.
Competency Map
Check Your ProgressUse this online tool to track your performance and progress through your course.

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Context
Do any of these sound familiar?
“I felt better right away, so I did not think I had to take the rest of the medicine.”
“Every time I took it, I threw up, so I just did not take it anymore.”
“I lost my health insurance a couple of months ago and cannot afford my medication all the time. I take it when I can afford to buy it. This is better than nothing, right?”
Show LessIn addition to administering medications, nurses are assigned the responsibility of educating patients about the proper use of the medications that have been prescribed for them. Not an easy task! With all the demands on a nurse’s time, it is easy to fall into the habit of reciting instructions without taking the time to make sure those instructions have been understood. When considering patient education, you have to understand the differences between drug reactions, interactions, allergies, and individual variations in drug responses.In order to promote better patient safety and quality outcomes, the instruction that nurses provide must be patient-centered and clearly understood. Proper education helps patients learn about their medications, how to take them correctly, avoid potentially harmful errors or drug interactions, and have the desired quality outcome.Medication errors can occur at any point in the drug administration process. As the last person who touches a medication before the patient actually takes it, it is vital that nurses are familiar with the process of administration and be able to evaluate any discrepancies.
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Questions to Consider
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.
How do the rights of patient medication affect the ability of a nurse to make sure a patient receives medication that is ordered in a safe, effective manner?
What types of communication tools, such as the Pyxis machine, facilitate effective communication and reduce or eliminate medication errors?
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Resources
SUGGESTED RESOURCES
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Capella Resources
APA Paper Template.
APA Paper Tutorial.
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course:
Anderson, P., & Townsend, T. (2015). Preventing high-alert medication errors in hospital patients. American Nurse Today, 10(5), 18–23.
Cadwell, S. M., & McDaniel Hohenhaus, S. (2011). Medication errors and secondary victims. Journal of Emergency Nursing, 37, 562–563.
Cleary-Holdforth, J., & Leufer, T. (2013). The strategic role of education in the prevention of medication errors in nursing: Part 2. Nurse Education in Practice, 13(3), 217–220.
Cohen, M. R. (2015). Medication errors. Nursing, 45(3), 72.
Leufer, T., & Cleary-Holdforth, J. (2013). Let’s do no harm: Medication errors in nursing: Part 1. Nurse Education in Practice, 13(3), 213–216.
Sequeira, R. P. (2015). Patient safety in medical education: Medication safety perspectives. Indian Journal of Pharmacology, 47(2), 135–136.
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Course Library Guide
A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the BSN-FP4016 – Pharmacology for Patient Safety Library Guide to help direct your research.
Internet Resources
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have either been granted or deemed appropriate for educational use at the time of course publication.
The Joint Commission. (2015). 2015 National Patient Safety Goals. Retrieved from http://www.jointcommission.org/standards_informati…
U.S. Food and Drug Administration (FDA). (2015). MedWatch: The FDA Safety Information and Adverse Event Reporting Program. Retrieved from http://www.fda.gov/Safety/MedWatch/
Institute for Safe Medication Practices. (n.d.). Retrieved from http://ismp.org/
Bookstore Resources
The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.
Burchum, J., & Rosenthal, L. (2016). Lehen’s pharmacology for nursing care (9th ed.) St. Louis, MO: Elsevier Saunders.
Chapters 6, 7, 8, and 109.
Assessment Instructions
Imagine your supervisor has asked you to develop a patient education tool for new medication starts in your current area of practice. This tool needs to provide important information to the patient, yet be concise enough to require no more than one page.
PREPARATION
Review the suggested list of possible topics in Part 1 of the Requirements and then search the Capella library and the Internet for supporting resources. You will need to provide support for the information you choose to include in the patient education tool.
REQUIREMENTS
Complete both Part 1 and Part 2 of this assessment. You may submit both parts in one document or submit them as separate documents. Be sure you complete both parts!Submit a total of 4–5 pages. Write no more than one page for Part 1. Write 2–3 pages, plus a separate reference page, for Part 2.
Part 1: Patient Education Tool
Complete the following:
Choose one of the following topics as the basis for your patient education tool:
Antibiotics (Amoxil/Amoxicillin) for pediatric ear infections.
Statin therapy (Zocor/Simvastatin) for a newly diagnosed patient with hypercholesterolemia.
Antihypertensive (ACE inhibitors/Lisinopril/Zestril) for a patient who was discovered to have hypertension at a health screening at work.
Drugs for treating gastric acidity (Proton pump inhibitors/antacids/H2 blockers) for a patient complaining of chronic indigestion and heartburn.
Ear drops or eye drops (or both) for an elderly patient.
Any newly released medication for a patient in your area of practice. This might be a new drug for diabetes, hypertension, or arthritis or a new antibiotic.
Include the following in your patient education tool:
Explain appropriate use of the medication.
Identify specific factors (age, access, culture, and so on) that may affect the efficacy of the medication.
Describe possible chemical interactions, side effects, or other negative reactions patients need to be aware of.
Explain correct handling, storage, and disposal of the medication.
Include any other information you feel would be beneficial and promote patient safety and quality outcomes.
You may format Part 1, the patient education tool, any way you wish, but be sure it is logical and understandable by the typical patient who would use it. Feel free to include pictures or diagrams to reinforce the information.
Part 2: Evidence-Based Practice
Provide evidence for the information you included in the patient education tool:
Explain how the information in the patient education tool promotes patient safety and quality outcomes.
Explain how the patient education tool adheres to the principles and practices of cultural competence. In other words, is the tool appropriate for all cultures, genders, ages, et cetera; or could it be easily adapted for specific needs?
Format Part 2 according to APA guidelines. This is not a document you would provide to a patient but, for this assessment, it will provide faculty with the academic and professional principles necessary to evaluate your work.
ADDITIONAL REQUIREMENTS
At least 2 current scholarly or professional resources.
For Part 2 only:
Use Times New Roman font, 12 point, double-spaced font.

Also Read:

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

“The DNP focuses on preparing nurses to become expert clinicians by utilizing research and knowledge to create more efficient practices and better patient outcomes. While PhD-prepared nurses are concerned with the discovery of new knowledge, DNP-prepared nurses are concerned with the application of new knowledge and research to practice in order to improve health care and patient outcomes “(J. Thomas) (2018). I believe that these two complement each other and that it is amazing that nurses can advance so far in their careers and hold so many different titles and degrees.
“A doctor of nursing practice (DNP) is a clinical practice degree, whereas a doctor of philosophy in nursing (PhD) is a research degree. Nurse Practitioners can obtain either degree, but a DNP is preferred. Individuals who hold a Master’s degree in Nursing Education are likely to pursue a PhD “(K. Gaines) (2019, September 11).

My current goal is to return to school to obtain my NP and work in Women’s Health after finishing my BSN. If I decide to continue my education, I believe that obtaining a DNP would be the best fit for an NP because it is more clinical than a PhD in nursing. School is a significant commitment, and after completing my BSN, I hope to take a break and spend my free time with my family.

When nurses reach the doctorate level of nursing education, they have several options. Obtaining a PhD in nursing or a DNP are two of these options. A doctorate in nursing practice (DNP) is a doctorate degree for advanced practicing nurses. It enables them to practice as nurse practitioners and broadens their scope of practice beyond that of a registered nurse (Neal-Boylan, 2019). A PhD in nursing, on the other hand, is more focused on research and leadership within the nursing field (Neal-Boylan, 2019). Nurses who pursue a PhD can work in academia, research, or administration (Neal-Boylan, 2019). PhD programs emphasize nursing science and the advancement of nursing knowledge and standards of practice. DNP programs are designed to prepare nurses for advanced clinical practice (Thomas, 2018).

If I were to continue my nursing education at the doctorate level, I would pursue a DNP. I am very interested in primary care and hope to one day work as a family nurse practitioner. Both degrees are extremely valuable in the nursing field, but the DNP is more in line with my interests in nursing. I want to assist people in living the healthiest lives possible, and I believe that much of health can be addressed at the primary care level.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.