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Identification of four (4) examples of effective or ineffective teamwork and/or communication in the scenario

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Nursing homework help
Student report
Read the Met call Transcript bellow, prepare a written report (~1000
words) including:
• Identification of four (4) examples of effective or ineffective teamwork
and/or communication in the scenario. This can be presented in a table
or as dot points.
• Discussion, using the literature, about how each identified example of
effective/ineffective teamwork and/or communication can impact on the:
◦ Patient (approx. 300 words, informed by 2-3 references)
◦ Staff (approx. 300 words, informed by 2-3 references)
Organisation (approx. 300 words, informed by 2-3 references).
Read the transcripts bellow and uses these resources as your
references to answer the report.
Starting references are provided below to assist you with beginning your
student report/CAP. Please note, however, that you are expected to find
and include additional references in your report.
Other Requirements
Do not write an introduction or conclusion.
Provide a reference list at the end of your report for all in-text
references.
Aitkin, L., & Eagar, S. (2013). Collegial relationship breakdown: A
qualitative exploration of nurses in acute care settings. Collegian, 20(2),
115-121. doi: 10.1016/j.colegn.2012.04.008
Al Sayah, F., Szafran, O., Robertson, S., Bell, N., & Williams, B., (2014).
Nursing perspectives on factors influencing interdisciplinary teamwork in
the Canadian primary health care setting. Journal of Clinical Nursing,
3(19-20), 2968-2979. doi: 10.1111/jocn.12547
Gausvik, C., Lautar, A., Miller, L., Pallerla, H., & Schlaudecker, J.
(2015). Structured nursing communication on interdisciplinary acute
care teams improves perceptions of safety, efficiency, understanding of
care plan and teamwork as well as job satisfaction. Journal of
Multidisciplinary Healthcare, 8, 33-37. doi: 10.2147/JMDH.S72623
Foronda, C., MacWilliams, B., & McArthur, E. (2016). Interprofessional
communication in healthcare: an integrative review. Nurse Education in
Practice, 19, 36-40. doi: 10.1016/j.nepr.2016.04.005
Manias, E., Geddes, F., Watson, B., Jones, D., & Della, P. (2015).
Perspectives of clinical handover processes: a multi-site survey across
different health professionals. Journal of Clinical Nursing, 25, 80-91. doi:
10.1111/jocn.12986
Mitchell, R., Parker, V., Giles, M., & Boyle, B. (2013). The ABC of health
care team dynamics: understanding complex affective, behavioral, and
cognitive dynamics in interprofessional teams. Health Care
Management Review, 39(1), 1-9. doi: 10.1097/HCM.0b013e3182766504
Polis, S., Higgs, M., Manning, V., Netto., & Fernandez, R. (2015)
Factors contributing to nursing team work in an acute care tertiary
hospital, Collegian. doi: http://dx.doi.org/10.1016/j.colegn.2015.09.002
The case of the MET call – transcript
Katie: How are you feeling Dolly?
Dolly: I don’t feel well.
Katie: No, ok. I’m a bit worried. I’ve just done your blood pressure. It’s
90 systolic at the moment. It’s come down quite a bit from what it was,
actually.
Dolly: Yeah.
Katie: Yeah. Are you feeling light headed or anything?
Dolly: I feel dizzy.
Katie: Ahh. Ok. Um. Heart rate has also come up to 115. It feels a little
bit on the thready, weak side. You’ve got a temperature as well. 38.6
this morning, which is a quite high.
Dolly: Yes.
Katie: Yep, but your breathing and your oxygen levels and everything
seem to be alright.
Dolly: Yes.
Katie: You look really dry?
Dolly: Yes, I’m thirsty.
Katie: Alright. I’m a bit worried, I think I need to actually go and get some
help to be able to sort this out.
Dolly: Ok.
Katie: Ok, so I’m just going to find some help. Urm, and I’ll be back. Ok?
[Calls to colleague] Monica?
Monica: Yes? Hi Katie.
Katie: Yes, um… I’m just…
Monica: How’re you going Dolly?
Dolly: I’m not good.
Monica: Not good – what’s the problem?
Katie: She’s not great. I’m quite concerned about her now. Her blood
pressure has come down to 90 systolic…
Monica: Yes.
Katie: You can see it’s sort of trended down…
Monica: Yep.
Katie: And her heart rate’s come up to 115..
Monica: Yep
Katie: Her respiratory rate and oxygen sats are 99 and that’s all ok.
Monica: Yep, ok.
Katie: Her temperature’s 38.6 as well..
Monica: Right.
Katie: So… And she feels kind of a bit light headed, did you say Dolly?
Dolly: Yes, I did, yeah.
Katie: A bit dizzy.
Monica: I think we’re in the criteria for a MET call, Katie…
Katie: Yeah…
Monica: So I’m just going to call…
Katie: That’s what I thought. I just didn’t feel confident enough to call it
myself… Talking over each other
Monica: Oh, ok, I understand, being a student nurse. I’m going to go and
get that… organise that right now. We’ll be right back with some help
Dolly. Ok, Katie?
Katie: Shall I stay here?
Monica: If you can stay there and just keep an eye…
talking over each other
Katie: I’ll wait for you to come back.
Monica: I’ll be back with the team…
Katie: Alright, ok… [to Dolly] So Monica will be back in a moment. She’s
gone to call the MET team – that’s another doctor and a nurse who are
going to come and help us.
Dolly: Ok.
Katie: Ok, alright, good. Have you got any pain anywhere, Dolly?
Dolly: Just a little bit…
Katie: Just a little bit.
Monica: I’ve called the team, so they’re going to be coming now, so I’m
going to…
Talking over each other
Katie: Ok.
Monica: …get the trolley
Katie: Can I… is there anything I can do to help, Monica?
Monica: Can you just do another blood pressure?
Katie: Yes, sure, sure.
Monica: That would be great.
Katie: Yeah, ok…
Monica: …and we’ll get the trolley ready, and they should be coming
now. The doctors are going to come now, Dolly.
Katie: ok.
Monica: …and we’ve got everything ready to go.
Katie: We’ll check your blood pressure again Dolly…
Doctor Kelli and MET nurse Chanika arrive.
Kelli: Good morning, hello, [to Dolly] hello there, what’s your name?
Dolly: Dolly.
Kelli: Hello Dolly, I’m Kelli, I’m the registrar with the MET team.
Chanika: Hi, I’m Chanika, I’m the nurse.
Monica: Ok, so…
Kelli: Sorry, can I just… what was your name?
Monica: Oh, sorry! Monica! I’m Katie’s preceptor.
Katie: Hi
Kelli: Lovely! Nice to meet you both. [To Dolly] Just going to have a chat
for a minute Dolly.
Dolly: Ok.
Monica: Ok, so we’ve… Dolly’s post-op three days. She had her right
hip done. Her obs have been stable this morning. The doctors did the
rounds. However, now her blood pressure has come right down as you
can see…
Kelli: Yes.
Monica: It’s down within… quite low.
Kelli: Hmmm.
Monica: Her heart rate’s actually a little bit elevated. And her resp rate
has gone up…
Talking over each other
Kelli: And this is a recent temperature?
Monica: And she’s spiking a temp as well…
Talking over each other
Kelli: Right, yeah.
Monica: So we’re not sure where you want to go from here.
Kelli: How are you feeling dolly?
Dolly: I’m not good.
Kelli: You’re not good?
Dolly: Not good at all.
Kelli: Ok. Can we… Katie, can you get me some fluids, some normal
saline.
Monica: Yep.
Katie: More saline? Yep.
Monica: I’ll get that for you Katie.
Katie: Ok.
Chanika: [to Kelli] Pain medication?
Kelli: Oh yeah, when did we last have pain… Have you got pain?
Dolly: Yes, yes I do.
Kelli: You do?
Dolly: In my hip.
Kelli: Katie, can you tell me if she had pain relief this morning?
Katie: She has had pain relief this morning, but she’s just got endone
written up, and she’s had her endone, paracetamol. I feel like she needs
something, sort of, slow release. It seems to wear off quite quickly.
Kelli: Ok.
Monica: Chanika, can you check this with me please?
Katie: I’m a bit worried ‘cos she hasn’t passed any urine since, I don’t
think, yesterday afternoon… She looks a bit dry in the mouth as well.
At the same time: Monica and Chanika check Dolly’s ID and the
medications. Chanika asks for Dolly’s chart from Kelli, who apologises
and hands it to her.
Katie: She looks a bit dry in the mouth as well.
Kelli: Yes, we’ll get those fluids… and we’ll get some… do you feel like
you need some pain relief Dolly?
Chanika and Monica continue checking the medication
Dolly: Yes, yes, I think so.
Kelli: Ok, right. So Katie, I think maybe we’ll give some slow release…
let me write that up. So if you can organise that. Has she got any allergis
that you know of?
Monica: [to Dolly]: Ok Dolly, so I’m just going to put this IV in here for
you.
Katie: No allergies. No allergies Dolly?
Dolly: No
At the same time
Monica: No, she’s got no allergies.
Kelli: Katie, can you organise that for me please?
Katie: Ok, yep. Will that be ok with her blood pressure?
Kelli: Yes, well we’ll give her some fluids.
Katie: Ok, so I can give her this…?
Kelli: We’ll check it again before with give it. That would be good.
Katie: Ok, right. Cool, so I’ll let you know…
Chanika: Katie, do you want to come and check this with me?
Katie: I need to get some pain relief for Dolly, so…
Chanika: I’ve got it here.
Katie: Oh, ok.
[[Everyone speaking over each other]]
Kelli: Monica, when you’ve got some [inaudible – everyone speaking at
once] antibiotics. She hasn’t been on any… and I think that’s maybe…
Have we had a look at her wound this morning?
Monica: No, we haven’t actually. We haven’t got her out of bed for a
shower yet, so…
Kelli: Right.
Monica: Do you want us to have a look at her wound?
Kelli: Yeah, we need to look at the wound to see what’s happening now.
Monica: Ok, no problem. So I’m just going to get this IV going.
Kelli: [to Dolly] This is no good, Dolly, is it?
Dolly: No.
Kelli: I think you should be heading on the way home now, not getting
worse.
Monica: We need a new IV, it’s actually [bunged] so we need a new IV.
Kelli: Ok, right. I’ll put that in. Would you grab me the trolley for that
please? That would be good.
Talking over each other.
Monica: Yep, sure. Yep.
Kelli: Great, so Dolly, we’re just getting you some more antibiotics
again…
Dolly: Ok
Kelli: And we’re getting you a bit of fluid. I think you’re a bit dry, aren’t
you?
Dolly: Yes, I’d love a cup of tea.
Kelli: You’d love a cup of tea! You’re a cup-of- tea girl are you? How do
you have your tea?
Dolly: With one sugar.
Kelli: Ok. I think maybe when we get this sorted we might be able to get
you a cup of tea.
Dolly: Ok.
Kelli: Alright.
Monica: [returning with trolley] What side would you like it in doctor?
Kelli: We’ll go this side.
Monica: Ok, cool.
Kelli: And that way…
Monica: [to Chanika] Can I just get the IV out of this trolley here?
Chanika and Katie continue checking the medications
Kelli: So, Dolly, I need to pop another drip in.
Dolly: Alright.
Kelli: I know they’re a bit uncomfortable, but we need to give you this
fluid. It’ll make you feel a lot better.
Dolly: Ok.
Kelli: Where do you live, Dolly?
Dolly: I live in a retirement home.
Kelli: Oh, lovely.
Monica: [returns with the new IV] Ok
Kelli: Very good.
Katie: So, just letting you know, we’ve got the pain relief ready. We just
need to wait ‘til…
Kelli: Excellent. I’m going to pop that in now. So we’ve got fluids ready to
go, we’ve got pain relief, and we’ve got someone getting antibiotics.
Katie: And someone getting antibiotics, ok.
Kelli: Lovely. Excellent. I think Monica was going to do that? Are you
going to do the antibiotics next, Monica?
Monica: Yes, yes. So I’ve got that here for you.
Katie: Do you want me to do anything else? Want me to check the
pressure again?
Kelli: Yes, we’ll need to take the obs again.
Katie: Yeah.
Kelli: Katie, you could do that for me?
Katie: Yep.
Monica: Where’s the other nurse? Chanika? Can you check this with me
please?
Kelli: Oh, Monica, remember that IV’s not working on that side. So just
give me a moment and I’ll pop this one in.
[Talking over each other]
Monica: Oh, yes, that’s right. [to Chanika] Can you just check this with
me?
Chanika: Yes, that’s already been checked…
Everyone talking at once.
Monica: Ok, we’ll get the IV in and then we’ll do that.
Dolly: Very busy.
Kelli: Very busy! Always busy these days!
[end of scene]

appraise strategies for obtaining the benefits and overcoming the challenges of implementing and using electronic health records.

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Nursing homework help
Discussions
1. Electronic Health Records
Electronic health records (EHRs) are at the center stage of the effort to improve health care quality and control costs. In addition to allowing medical practitioners to access and record clinical documentation at much faster rates, EHRs are also positively influencing care delivery and nurse-patient interaction. Yet despite the potential benefits of EHRs, their implementation can be a formidable task that has broad-reaching implications for an entire health care organization.
In this Discussion, you appraise strategies for obtaining the benefits and overcoming the challenges of implementing and using electronic health records.
To prepare
Review the implementation of EHRs in an organization. Reflect on the various approaches used.
If applicable, consider your own experiences with implementing EHRs. What were some positive aspects of the implementation? What suggestions would you make to improve the process?
Reflect on the reactions of others during the implementation process. Were concerns handled effectively?
If you have not had any experiences with an EHR implementation, talk to someone who has and get his or her feedback on the experience.
Search and indicate examples of effective and poor implementation of EHRs.
RESOURCES
Required Readings
McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.
Chapter 15, “The Electronic Health Record and Clinical Informatics”
This chapter describes the crucial parts of an electronic health record system and explores the benefits of implementing one.
Bates, D. W. (2010). Getting in step: Electronic health records and their role in care coordination. Journal of General Internal Medicine, 25(3), 174–176.
The author of this editorial critically analyzes current applications of electronic health records (EHRs) and their impact on cost, quality, and safety of health care delivery. The author describes a study on the use of vendor-developed EHRs in clinical practice settings, the results of which pinpointed the benefits and drawbacks of EHRs.
Cresswell, K., & Sheikh, A. (2009). The NHS Care Record Service: Recommendations from the literature on successful implementation and adoption. Informatics in Primary Care, 17(3), 153–160.
This article defines the United Kingdom’s National Health Service’s Care Record Service (NHS CRS) as a standard electronic health record system. The article describes the challenges associated with implementing this new information technology and provides recommendations for overcoming those challenges.
Fickenscher, K., & Bakerman, M. (2011). Change management in health care IT. Physician Executive, 37(2), 64–67.
This article offers strategies for health care leaders to successfully implement change programs in their organizations, especially with regard to the new standards for electronic health records (EHRs). The article provides insights on change management, the reasons people resist change, and the ways to establish a culture that is more open to change initiatives.
Gruber, N., Darragh, J., Puccia, P. H., Kadric, D. S., & Bruce, S. (2010). Embracing change to improve performance. Long-Term Living: For the Continuing Care Professional, 59(1), 28–31.
This text describes the implementation of a new electronic health record system at a 105-bed hospital related-facility. The authors highlight five key elements that were deemed necessary for a successful EHR implementation.
Hyrkäs, K., & Harvey, K. (2010). Leading innovation and change. Journal of Nursing Management, 18(1), 1–3.
According to the authors, the health care field is in need of more effective leaders who understand innovation, who appreciate diversity and change, and who can foster and implement innovation and creativity. The authors describe how nurse leaders can be instrumental in embracing and disseminating innovation throughout the health care system and provide scaffolding for subsequent articles in this issue of the journal.
Mooney, B. L., & Boyle, A. M. (2011). 10 steps to successful EHR implementation. Medical Economics, 88(9), S4–6, S8–S11.
The authors of this article describe the incentives and requirements for electronic health records (EHRs) outlined in the Health Information Technology for Economic and Clinical Health (HITECH) Act. The authors then provide 10 steps for health care leaders and organizations to follow when implementing EHRs.
Murphy, J. (2011). Leading from the future: Leadership makes a difference during electronic health record implementation. Frontiers of Health Services Management, 28(1), 25–30.
In this article, the author examines the causes behind the increasing complication of EHR implementations. In addition, the author explores the role of leadership in guiding successful EHR implementations.
Required Media
Laureate Education (Producer). (2012b). Electronic health records. Baltimore, MD: Author.
In this video, Katie Skelton, Richard Rodriguez, Carina Perez, Shannon Mori, and Carmen Ferrell describe how their hospital implemented an electronic health record. They also outline the general considerations, benefits, and support measures related to electronic health records.
2. Successful Implementation of Electronic Health Information Technology
Since the inception of the HITECH Act, health organizations have faced increased pressure to update their health information technology (HIT) resources. As discussed last week, many believe that the increased use of electronic health records and the quick and efficient communication afforded by HIT can lead to improved quality of patient care. Yet there are significant costs associated with implementing such systems. What can organizations do to ensure that the correct system is selected and that the system will be appropriate for those required to use it? Who should be involved in those decisions?
This week introduces the systems development life cycle and discusses how it can guide an organization through the complexities of adopting a new HIT system.
In this Discussion, you are asked to consider the role of nurses in the SDLC process.
To prepare:
Review the steps of the systems development life cycle.
Think about your own organization, or one with which you are familiar, and the steps the organization goes through when purchasing and implementing a new HIT system.
Consider what a nurse could contribute to decisions made at each stage when planning for new health information technology. What might be the consequences of not involving nurses?
Reflect on your own experiences with your organization selecting and implementing new technology. As an end user, do you feel you had any input in the selection or and planning of the new HIT system?

Using the South University Online Library or the Internet, research about the Age Discrimination in Employment Act

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Nursing homework help
The Age Discrimination in Employment Act prohibits employment discrimination on the basis of age for anyone over the age of 40. This kind of legislation, like other types of anti-discriminatory legislation, will not end all discrimination. However, such laws clearly state society’s values.
Using the South University Online Library or the Internet, research about the Age Discrimination in Employment Act. Based on your research, create a 4- to 5-page paper in a Microsoft Word document that includes answers to the following questions:
Which demographic groups are protected by this Act?
Which types of discrimination are prohibited under the Act?
Is the Act still relevant for seniors today? If yes, how? If not, why not? Provide examples.
What amendments are required to the Act as more baby boomers age?
Has this Act affected any of the minority groups in US? If no, why not? If yes, how?
Support your responses with examples.
Cite any sources in APA format.
Submission Details
Name your document SU_HSC4000_W2_A2_LastName_FirstInitial.doc.
Submit

Becoming Familiar With the DNP Scholarly Project and PhD Dissertation

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Nursing homework help
Assignment:
Becoming Familiar With the DNP Scholarly Project and PhD Dissertation
As a doctoral candidate, you will complete either a DNP Scholarly Project or a PhD Dissertation. Are you curious about what will be required of you? For this
Assignment, you locate and read materials that pertain to your doctoral program at Walden University, and begin thinking about your DNP Scholarly Project or PhD Dissertation.
To prepare:
DNP students:
Review the DNP section of the Walden University website (http://researchcenter.waldenu.edu/DNP-Doctoral-Study-Program.htm.
Carefully review the requirements for the DNP Scholarly Project process.
Consider the steps and timeline you will work through to complete the DNP Scholarly project.
To complete:
Write a 1-page paper outlining the steps, timeline for completing the project / dissertation, and the documents you will use for the DNP Scholarly Project . Include the main guide document that identifies the processes and procedures for the appropriate doctoral project.
Summarize the purpose of the DNP Scholarly Project.
Briefly describe a project that would be of interest to you and how you might go about completing that project.
IMPORTANT: PROJECT OF INTEREST: INTRAPROFESSIONAL NURSING COLLABORATION AND COMMUNICATION: BEDSIDE ROUNDING
REFERENCE
Zaccagnini, M. E., & White, K. W. (2014). The doctor of nursing practice essentials: A new model for advanced practice nursing (2nd ed.). Sudbury, MA: Jones & Bartlett. [Vital Source e-reader]
[For DNP students ONLY]
Chapter 9, “Emerging Roles for the DNP”
Chapter 4, “Finding Problems and Writing Questions”
Institute of Medicine (IOM). (2010a). The future of nursing: Leading change, advancing health[Consensus report]. Washington, DC: National Academies Press. Retrieved from https://web.archive.org/web/20150211165201/http://iom.edu/Reports/2010/The-Future-of-Nursing-Leading-Change-Advancing-Health.aspx
Institute of Medicine (IOM). (2010b). The future of nursing: Leading change, advancing health[Report brief]. Retrieved from https://web.archive.org/web/20150203150734/http://iom.edu/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Future%20of%20Nursing%202010%20Report%20Brief.pdf