Fluent Essays

TOPIC- FALL RISK IN MED-SURG ONCOLOGY DEPARTMENT. FOLLOW THE RUBRIC ATTACHED BELOW. THE PAPER WAS WRITTEN BUT I WANT SOMETHING BETTER BUT USE THE REFERENCES THAT WAS USED IN THE PAPER. ATTACHED IS the PREVIOUS PAPER WHICH WASNT GOOD. Discuss why this issue is pertinent to the particular unit/organization and what led you to choose the topic. Where is the data? Number of falls this year or most recent fall? Identify unit manager, etc. support for the project. Identify how the project will benefit the unit/organization? The first draft should be at least 2 pages. The lit review is more of solution than topic issue CAP Instructions and Rubric Description :  The Clinical Application Project (CAP) is an opportunity for the BSN student to identify an issue, topic, or challenge that is relevant to their Role Transition clinical placement. The student will examine the research related to their topic and investigate the literature regarding a potential solution for, or intervention to improve, the issue. The student then creates a final project, intervention, or solution to their identified topic. They will present their work in a professional paper and electronic poster which will be presented via video. Step-by-step directions :  1. Identify a problem, issue, concern, or area for improvement relevant to your clinical setting. Consult with your RN preceptor and ResU clinical faculty regarding your topic. Your clinical faculty must approve the topic before work is initiated. 2. Educate yourself about the importance of your topic to nursing and your particular clinical placement. Whenever possible, you will want to include facts, statistics etc. relevant to your 3. Critically analyze the literature related to the area of concern. 4. Identify possible solutions to the selected area of concern, based on the evidence in the literature. 5. Review each for its strengths, weaknesses, and feasibility. 6. Select one solution. 7. Engage in the necessary work for this quality improvement project (e.g., develop a new form and identify approvals required for its use). Although students may not have enough time to actually implement their entire project or quality improvement activity, the final work product should clearly outline the plan for implementation, including a timeline. Students will provide evidence of their work by submitting the product of their (e.g., educational program outline, instructional pamphlet, nursing form, pocket resource, new policy, patient or family focused education, etc.) The student will create an electronic poster which visually represents the clinical application project. The e-poster displays similar components as the paper, but in a very concise and visually pleasing design. Further guidelines and instructions for the e-poster are included in the document entitled “e-Poster Creation”. The final paper and electronic poster are graded according to the specifics contained in the following grading rubric. Due to the pandemic, e-poster presentations will not take place on campus. Instead, students will present via video and upload to Brightspace. CAP Instructions and Rubric Grading criteria for PAPER Points Comments Introduction · Introduces topic and provides overview of the issue (2 pts.) · Discusses why this issue is pertinent to the particular unit/organization and what led student to choose the topic (2 pts.) · Identifies unit, manager, etc. support for the project (1 pt.) · Identifies how the project will specifically benefit the unit/organization (2 pts.) /7 Literature review: topic/issue · Includes two recent articles (less than 5-7 years) from professional nursing or health sciences journals (2 pts.) · For each article: provides brief summary and discusses how the article is pertinent and relevant to the topic/issue (4 pts./each article=8 total) /10 Literature review: solution/intervention · Includes two recent (less than 5-7 years) articles from professional nursing or health sciences journals (2 pts.) · For each article: provides brief summary and discusses how the article is pertinent and relevant to the solution or interventions (4 pts./each article=8 total) · Articles support the student’s chosen solution or intervention (2 pts.) /12 Implementation/intervention · Clearly describes final project or intervention (2 pts.) · Outlines specific steps to implement final project/solution, including timeline for how the project could be “rolled out” (4 pts.) · Discusses how the project will address/improve the clinical issue (2 pts.) · Discusses future follow-up, evaluation, and/or measurement of the impact of the project (3 pts.)  /11 Paper mechanics · Incorporates required content in a 4-5-page paper (not including title page and reference page) (2 pts.) · Follows correct APA: · Proper title page (1 pt.) · Appropriate text spacing, font size, headings, and in-text citations (2 pts.) · Formatted reference page (2 pts.) · Writes clearly; uses correct grammar, spelling, and punctuation; avoids first person voice (3 pts.) /10 Grading criteria for e-POSTER Points Comments Topic/issue · Clearly displays the topic or issue (2 pts.) · Includes general information about the topic or issue (2 pts.) * · Communicates specifics about why it is pertinent to the particular unit or organization (2 pts.) * · States institutional support (1 pt.) *If applicable, poster uses appropriate graphic or visual which conveys national or local data, trends, organization or unit statistics, etc. /7 Literature review of the topic/issue · Includes literature support of the topic or issue (1 pt.) · Summarizes most important point(s) of each article (4 pts.) · Clearly connects authors with literature points (1 pt.) /6 Solution/intervention · Clearly outlines solution and presents as feasible (3 pts.) · Includes literature support of chosen solution (2 pt.) · Clearly connects authors with solution literature (1 pt.) /6 Implementation · Identifies and explains final project and attaches a copy of “work product” (in-service handouts, pamphlet, form, pocket card, for example) (4 pts.) · Specifically describes how the final project would be implemented, including timeline for “roll-out” (2 pts.) · Describes how the impact of the project could be measured or evaluated (2) · Addresses the future implications of the project for the unit and/or nursing in general (2 pts.) /10 e-Poster mechanics · Professional looking: follows elements of e-poster construction; organized and clear layout that flows well (2 pts.) · Visually appealing: words and graphics are easy to see; appropriate use of color (2 pts.) · Student’s name, Resurrection University and project site are clearly identified (1 pt.) · Reference page is complete, in proper APA format, and submitted with the e-poster (1 pt.) /6 TOTAL /85 CAP e-Poster Creation & Presentation Guidelines Poster presentations share research and clinical projects. Your electronic (e-) poster will present key elements of your Clinical Application Project (CAP). · The CAP e-poster is to be designed on a PowerPoint template, but not printed. You will simply submit the PowerPoint file to the Brightspace submission folder. · If you are unfamiliar with creating a scientific poster, instructions are outlined at the bottom of this document. It’s easier than you think. Because you are limited by space in the poster format, you must be clear and concise in your writing. · Refer to the CAP rubric for all necessary requirements. General guidelines for e-poster: · The e-poster should look neat, professional, and visually appealing · Use a simple font (like Arial), no smaller than size 32; larger for section headings and even larger for title/presenter name · Regarding text: · Labels or headings should be clear and easy to understand. · Select contrasting colors; darker letters are effective when used on a light background & vice versa. · Text should be brief and to the point; use short sentences or phrases to summarize key points; bullet points work well. · If you are planning to use charts or graphs on your poster: · Visual data help to express ideas; graphics should be understandable. · Keep it simple; don’t overwhelm the audience with too many numbers. · Make sure there is a clear caption so the reader understands the significance. · Assure consistency in use of format. · Check and double check spelling. Reminders: · Include any form, brochure, or handout you develop as part of the project. · A reference page in APA format must be submitted with your e-poster. The reference page should include at least the journal articles that were discussed in the literature reviews of the clinical topic and solution. Poster Instructions 1. Open the poster template in the course shell (or find your own) and save it to your computer. 2. Experiment with different colors, fonts, designs. 3. Keep in mind the “general guidelines” listed above. 4. Add your content, graphics, charts, etc. 5. Save your work frequently as you create. CAP Video Presentation Due to the pandemic, we will not be able to gather for in-person poster presentations like we have in the past. Instead, students will create a video presentation of their Clinical Application Project and upload to Brightspace by the date listed in the syllabus/course calendar. This brief (no more than 4 minutes) presentation is an overview of your CAP. It will include the following: · name and clinical location of your project · why this is an important topic for your clinical area · what your literature search revealed about the topic and the solution · how you would specifically implement your project · what future benefits this project could have on nursing Be sure and present professionally, as if you were in front of a live audience. This means: well-groomed, including hair pulled back, minimal makeup/jewelry; maintains eye contact with camera; stands still/camera does not sway; speaks clearly and audibly; knowledgeable and confident about project This video presentation is worth 10 points. See CAP Video Presentation grading rubric (in Brightspace) so you understand how points are allocated. Fall Risk Akossiwa Tamatekou Resurrection University 07/31/2021 Literature Review (Topic/issue) According to Raz & Baretich (2017), it is evident that a patient in acute care is likely to fall as a result of various issues such as side effects of the medication, medical history, alterations in the mental state, alterations in the mobility and a new environment. It is important to understand that fall reduction in the health institutions has become a burden because numerous health institutions do overlook them and this is a problem. It evident that health institutions do focus on major and direct issues but overlook the minor health issues which is a major problem that changes the entire experience. Perell explained that most of the causes relative to falls should and can be mitigated through the installation of hospital policies that will help in curbing the existing problem (2020). Most of the health institutions tend to fail to train the nurses on their responsibilities inclusive of taking care of the patients and aiding them through the halls especially those under medications (Perell, 2020). It is evident that the structuring and layout of the health institutions are a hazard because they do promote falls especially when an individual is weak or under medications (Raz & Baretich, 2017). The floors are usually smooth to make it easy to clean but then they are a trap to the patients which is not appropriate and thus it is important to boost the interactions that will help shape the way that they have to interact. Literature review (Solution/intervention) Fall risk in health institution emanates from the fact that there are numerous operations and practices operating concurrently in the health institutions which limits other issues such as fall risks. It is evident in some health institutions that there are cases of patients falling but the explanation ranges from issues such as focusing on urgent matters supersede falling and thus it remains a non-vital issue. According to Rubenstein & Josephson (2019), there is the interdiction of a “falling star” magnet that the health institutions can place on the ward doors to help provide the notifications to the nurses that a patient is trying to leave their room. The tool is important because it connects to the nurses’ station and with the exact location of the room and thus triggers the system to make sure that a nurse is there to help the patient through the halls or back to their beds with minimal accidents. Rubenstein & Josephson explained that the “falling star” is effective because it triggers a communication channel to the nurses and thus the patient cannot get away and thus the response of the nurse should be on time to help minimize the attacks (2019). Price, Suddes, Maguire, Harrison & OShea (2018), explained that there is an introduction of bed exit alarms and the VersaCare beds that comprise of alarms that monitor the activities and movement of the patients in bed and when trying to exit the bed. The article is relevant because it focuses on various measures of trying to overcome falls and how technology and innovation helps improve sensitization of the systems in the health institution. A patient under medication without their proper senses can fall from the bed and thus the VersaCare beds help make sure that the nurse gets the response of all the patients’ movements and thus can check up on them on time to help stop them from getting to the edge where the risk of falling is imminent (Price, Suddes, Maguire, Harrison & OShea, 2018). In addition, it is important to have the bed exits whereby the capable patients should not get out of bed without sufficient help or knowledge and help of the nurse. However, most patients can manage to get away from this precautionary measure because it is in their command to push the alarm when they are exiting their bed thus most of them ignore the directive and it is a challenge for the nurses to keep up. Implementation/intervention The health institution will have to come up with policies that are conclusive across the health institution. The Med-surge unit is critical to a health institution and the patients thus it is important to try and come up with policies that promote patient safety. The policies will help establish a plan to make sure that nurses also engage and have to undergo training to make sure that they do understand the significance of patient safety and lessons on the extent of patient falls. It is also important to understand that the unit will have to adopt some of the technological recommendations such as the VersaCare or the med surge beds that can help in focusing on the patients at all the times during the treatment and recuperation periods. It is important to understand that the unit has to come up with the best practical solutions that are applicable to make sure that the nurse has an easier time to manage while the patient’s safety is the best. The use of the magnet and the bedside alarms are also important and the unit will include them in the beds that patients are out of critical conditions and can manage some of their independent movements without the need of the patients. It is important to undertake the nurses in the unit on training on how to handle the techniques to curb patient falls. It is the mandate of the nurse to also explain and make the patient understand the risks of patient falls and how they have to take advantage of the systems in place. The policies in place should be strict and the nurses should be accountable for any accidents in their stations especially in controllable accidents. References Perell, K. (2020). Assessing the Risk of Falls: Guidelines for Selecting Appropriate Measures for Clinical Practice Settings. Generations: Journal of the American Society on Aging, 26(4), 66-68. Price, C., Suddes, M., Maguire, L., Harrison, S., & OShea, D. (2018). Single Assessment of Risk Predicted Which Elderly Patients Would Fall. BMJ: British Medical Journal, 316(7146), 1750-1750. Raz, T., & Baretich, M. (2017). Factors Affecting the Incidence of Patient Falls in Hospitals. Medical Care, 25(3), 185-195. Rubenstein, L., & Josephson, K. (2019). Risk Factors for Falls: A Central Role in Prevention. Generations: Journal of the American Society on Aging, 26(4), 15-21. 1 Fall Prevention Comment by Jeny Mathews: See APA manual for what to include in the Title page. Akossiwa Tamatekou Oak Point University Jeny Mattews Comment by Jeny Mathews: Mathews 07/17/2021 Introduction Comment by Jeny Mathews: Discuss why this issue is pertinent to the unit/organization and what led you to choose the topic. Where is the data? Number of falls this year or most recent fall? Identify unit manager, etc. support for the project. Identify how the project will benefit the unit/organization? Falls among patients are among the most reported safety issues in hospitals. The most recent data shows an average of 1,700 falls per year in a hospital. Thirty to fifty per cent of falls result in physical injuries (Morris & O’Riordan 2017). But even without such injuries, damage to patients, staff, and caregivers normally manifest through psychological distress, prolonged hospitalization, litigation, complaints, dissatisfaction, and guilt. Research indicates that close to 1/3 of falls can be avoided and prevented. Fall prevention entails managing the basic fall risk factors of a patient and improving the physical environment of the hospital. Fall prevention aims to reduce injuries and damages connected to falling. Comment by Jeny Mathews: Grammatical error Comment by Jeny Mathews: & O’Riordan, 2017). Comment by Jeny Mathews: ? Literature Review Comment by Jeny Mathews: The lit review is more of solution than topic issue. Comment by Jeny Mathews: According to Morris & O’Riordan (2017), the most identified fall risk factors in hospitals include age, male sex, gait instability, confusion or agitation, urinary incontinence, severe drug reactions, neuro cardiovascular instability, and a recent fall. One way to prevent falls is by making it easy to identify patients at higher risk of falling. Hospitals can identify patients at risk for falling by providing red socks and armbands to these patients. Hospitals can also use visual cues outside patients’ doors to alert caregivers of any fall risk. By making it easy to recognize high-risk patients, physicians and staff can come up with proper protocols to prevent falling. Nurses can also conduct safety walk-rounds to prevent falls. According to LeLaurin & Shorr (2019), hospitals should conduct walk-rounds at least twice per day to ensure fall precautions (socks, armbands, etc.) are in order. LeLaurin, & Shorr (2019) also state that increasing the total number of safety companions will help prevent falls. Safety companions tend to offer constant aid and monitoring to disoriented patients. References LeLaurin, J. H., & Shorr, R. I. (2019). Preventing falls in hospitalized patients: state of the science. Clinics in geriatric medicine, 35(2), 273-283. Morris, R., & O’Riordan, S. (2017). Prevention of falls in hospital. Clinical Medicine, 17(4), 360. DOI: https://dx.doi.org/10.7861\%2Fclinmedicine.17-4-360 1 Fall Prevention Akossiwa Tamatekou Oak Point University Jeny Mattews 07/17/2021 1 Fall Prevention Akossiwa Tamatekou Oak Point University Jeny Mattews 07/17/2021