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In the medical profession, personnel are asked to make judgments or draw conclusions based on measureable results. Physical assessments, vitals, CT scan, MRI, biopsy are all activities engaged in to prove abnormalities and make decisions as to the way forward. So having hunches are not considered reliable and rightly so. To decide to give a particular medication because of a mere hunch can lead to serious errors. However, pain which is now considered a part of the vital signs is based on the patients’ philosophy or view point and we (nurses) are told not to ignore but respond. This is highly subjective. It’s viewed how the patient sees it and not as tangible or measurable as the other ways of proving when something is abnormal. The situation to be presented will disclose a patient’s ordeal due to a nurse’s approach to or understanding of pain management. It will also assess whether the nurse responded in accordance to protocol. The patient is a female in her early twenties who came in the hospital due to sickle cell crisis. She was in grave pain especially in the joints. Her hemoglobin level was low so the Physician ordered 2 bags of packed red blood cells and pain meds Q4hrs. The patient explained many times that the dose the physician ordered was not sufficient and that she needed more help. The nurse promised to contact the physician and to inform her of the response. The fact is she never did and was called urgently hours after to calm her patient who was crying in agony and wanted to go home to be in pain. She screamed out that no one cared. Some nurses were even callus enough to say if she wanted to leave then hand her the relevant document and allow her to go. The above scenario certainly exposes some actions that are co... ... middle of paper ... ...h patient care have a comprehensive understanding of how quality and safety issues affect patient outcomes, and integrating QSEN helps to achieve that objective. Any progress towards moving the healthcare system to a culture of quality and safety has to begin with student education. The safe and effective delivery of patient care necessitates nursing students to understand the complexity of healthcare systems, human limitations, safety design principles, the traits of reliable systems and resources for patient safety (Barnsteiner, 2011). Therefore, integrating and incorporating QSEN helps to place considerable emphasis and steer students towards appreciating and understanding the complexity of care delivery systems. This assignment has actually demonstrated how effective the QSEN can be if the principles offered are applied to each patient in the healthcare system.
The QSEN initiative is the progression of quality and safety of education for nurses that began in 2005 and has been continued over the past eight years. It is a multi-phase process that shows current and future nurses how to apply knowledge, skills, and attitudes to their everyday nursing activities(QSEN, 2013, 1). Nurses and student nurses can use their knowledge, skills and attitudes to help prevent never events such as hospital acquired conditions. Never events are medical errors that could have been serious and preventable. They could have been caused by poor communication, lack of proper nursing skills, or simply just negligence. QSEN can also be used to improve nursing outcomes for everyone involved in the healthcare field.
Nurses are key components in health care. Their role in today’s healthcare system goes beyond bedside care, making them the last line of defense to prevent negative patient outcomes (Sherwood & Zomorodi, 2014). As part of the interdisciplinary team, nurses have the responsibility to provide the safest care while maintaining quality. In order to meet this two healthcare system demands, the Quality and Safety Education for Nurses (QSEN) project defined six competencies to be used as a framework for future and current nurses (Sherwood & Zomorodi, 2014). These competencies cover all areas of nursing practice: patient-centered care, teamwork and collaboration, evidence-based practice, quality
QSEN Quality and Safety Education for Nurses. (n.d.). QSEN Quality and Safety Education for Nurses. Retrieved February 1, 2014 from http://www.qsen.org.
I have come to fully understand that in order to treat my patients in a way that is person centred, I have to treat each person as an individual and realise that every individual has different needs and different rights and preferences to me which may go against my morals and beliefs but I always have to maintain my professional boundaries and treat each individual with respect and dignity. If I was a nurse who witnessed a similar situation to Kat’s, where another healthcare professional was disregarding my patient or any patients views or requests I would go into the patient’s room and find out what the problem was. Then I would politely ask the healthcare professional to step outside of the room and I would gently remind them of the code of ethics ((Kozier, Erb's & Berman, 2010, p.97) and the Registered Nurses standards of practise (2016), and how every individual has the right to make their own independent decisions about their healthcare needs/goals based on their own values, morals and beliefs. I would further explain that the patients are our main priority and it is our responsibility as nurses’ to ensure that the patients are safe and are receiving the proper care. I would then explain to the patient what was happening and apologise to them about the situation, and I would rearrange and try to negotiate with the patient when the procedure could be performed. Then I would notify the Nurse Unit Manager on the ward to ensure that situations like this do not occur
Nursing provides the best quality of care by exercising six models formulated by QSEN: patient-centered care, teamwork, and collaboration, evidence base practice, quality improvement, safety and informatics (Competencies, n.d.). Following the competencies set forth by QSEN decreases errors and gives patients the care they desire and
Findings. Pain has many different meanings to many people. What is important to know as a nurse or health care provider is that pain is what the patient says it is. It is not the nurse or provider’s place to determine what the patient’s pain is but rather take an in-depth history and assessment. Using this assessment and history can therefore help treat your patient’s pain accordingly. Also pain theories have been proposed and used the implications of nursing practice in regard to pain.
I feel as if the patient’s are our number one priority. They come to us for help, and we should be there for them and advocate their wishes. The code of ethics was put in place partially for this reason, to make sure our patient’s have top of the line care. When a patient comes in and states they are in pain, they should be treated as if they are in pain. If a patient declines a medication due to the route and location, then the nurse and physician should work together to form another option. A patient should never be sent away without being treated first. One recommendation I would make is to form an algorithm for pain treatments, just as they do for cardiac arrest. That way when a patient comes in and declines the first option, there is a protocol in place that includes other options. I would also recommend transferring the patient to another unit to be treated if fast track does not have the resources. The patient should also be informed of the treatment right away before making them sit and wait for
On this date worker visited Princeton East, for the purpose of case planning with Ms. Lynn Hyche. When worker arrived, Ms. Hyche was very upset. She was shaking all over and repeated, "She made me so damn mad." After Ms. Hyche settled down, she stated a bath nurse had recently left her room and during the bath, she was very rude to her. However, she was rude with kindness. She stated the nurse keep telling her how pretty she was and how she was so funny. Ms. Hyche stated she had spoken to another hospital employee and they stated the problem would be looked at. However, Ms. Hyche doesn't believe anything will be done about it. Therefore, she wanted the DHR worker to talk to the hospital staff about the incident.
The Quality and Safety Education for Nurses (QSEN’s) goal is to prepare future nurses with the knowledge, skills, and attitudes (KSAs) that are needed to continuously improve the quality and safety of the healthcare systems within which they work. QSEN focuses on six main competencies; patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics. As we have learned in earlier classes these competencies and their KSAs offer a base to help us and other nurses as we continue our education and become RNs. As we will learn in this class these KSAs go hand in hand with health assessment.
Q.3 Nurses as part of regulated health care practitioners are responsible and accountable to abide by the standards, codes and guidelines of nursing practice (NMBA, 2016). The nurse in the case study has breached the standard 1.4 of the Registered Nurse Standards for Practice. According to standard 1.4, the registered nurse should comply with "legislation, regulation, policies, guidelines and other standards or requirements relevant to the context of practice” when making decisions because this will be the foundation of the nurse in delivering high quality services (NMBA, 2016). The nurse in the scenario did not follow the hospital policy concerning “Between the Flags” or “red zone” and a doctor should be notified of this condition. Furthermore, the nurse failed to effectively respond to a deteriorating patient.
Quality and Safety Education for Nurses (QSEN) Competencies were developed specifically for future nurses to understand and be aware of career specific challenges such as knowledge, skills, and attitudes. Teamwork and collaboration is one of the QSEN competencies that is essential to constantly advance the quality and safety of the way healthcare systems work. If there is no teamwork, care for the clients will inevitably decline. “Team work and collaboration is defined as the ability to function effectively within nursing and inter-personal teams, fostering open communication, mutual respect, and shared decision-making to achieve quality patient care. In order to meet those goals one must be able to acknowledge his/her own potential and
The goals are to “provide high quality care and continuously improve our performance.” The four main focuses are: 1) preventing hospital acquired infections, 2) contributing to developing and implementing the Cleveland Clinic Integrated Care Model by delivering care coordination and care path projects within the Value Based Care strategic initiative, 3) avoiding preventable harm to patients and caregivers, and 4) delivering data and projects that support the operational needs for organizational quality and safety, including performance and regulatory reports, system administration and design, accreditation support, patient safety support, and clinical risk management (Cleveland Clinic, 2015). The QI team “enhances value across the enterprise, including patient care, outcomes, and cost, by collaboratively delivering projects and infrastructure aligned with Cleveland Clinic strategies” and the two major components are project management and data analysis that work together to “support clinical safety and quality improvement efforts.” The Chief Quality Officer is over the Quality and Safety Officer. Under that are the Administrative Program Coordinator, Administrative Director, Department Coordinator, and Institute Administrator. Additionally, there are Institute Quality Directors who manage QI for their particular institute, for example Cole Eye Institute or
The overall goal for the Quality and Safety Education for Nurses (QSEN) plan is to meet the challenge of educating and preparing future nurses to have the knowledge, skills and attitudes that are essential to frequently progress the quality and safety of the healthcare systems in the continuous improvement of safe practice (QSEN, 2014).Safety reduces the possibility of injury to patients and nurses. It is achieved through system efficiency and individual work performance. Organizations determine which technologies have an effective protocol with efficient practices to support quality and safety care. Guidelines are followed to reduce potential risks of harm to nurses or others. Appropriate policies
In nursing school one of the most basic skills we get taught is taking patient’s vital signs: blood pressure, pulse, temperature and respirations. These are objective, they can be seen and quantified in some way. However, now a days, the “fifth vital sign” is pain. But how can pain levels be considered a vital sign when pain is a relative and subjective term? We are taught that we must trust what our patient is telling us, and we can’t say otherwise. A patient who rates their pain as a “10” for an ingrown nail versus another patient with a broken leg who also says the pain is a “10”, Is someone telling the truth? Are both telling the truth? Or is someone looking to get high? In reality it’s both, but in the back of the nurses mind there’s always that question. Are you truly in pain or do you have an addiction?
During my placement in 3rd year I was placed in a care of the elderly ward. The patient I will speak about will be called Maura. Pseudonyms will replace all names to maintain patient confidentiality in accordance with The Code of Professional Conduct and Ethics for Registered Nurses and Registered Midwives (ABA 2014). Maura is a 94 year old woman who has chronic lower back pain, depression and cognitive impairment. While there I had witnessed, a nurse communicating with Maura in an unethical manner. Maura was very upset and confused and kept saying her husband was