Documentation in Inpatient Medical Record During COVID-19 Surge
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Assessment Module
Assessment Module 1 | Page Assessment May 2017 Table of Contents About this Module/Overview/Objectives……………………………………………...Page 3 Pre-test…………………………………………………………………………………Pages 4-5 Chapter 1……………………………………………………………………………....Pages 6-12 Overview Focused Assessment vs. Comprehensive Assessment Considerations in preparing for a physical exam Geriatric Assessment Nursing Components Considerations in Elderly Residents Chapter 2……………………………………………………………………………...Pages 12-14 Root Cause of Behaviors Physiologic Social Environmental Psychosocial Chapter 3……………………………………………………………………………...Pages 14-16 Risk Assessment Eyes Ears Hemiparesis Paraplegia Where to place the resident in the room Chapter 4……………………………………………………………...………………Pages 16-18 Texas Board of Nursing and Assessments Federal Nursing Facility Regulations F272: Comprehensive Assessments State Nursing Facility Regulations Chapter 5………………………………………………………………………….......Pages 18-19 Resources “This is me” “This is me: My Care Passport” Alternate Communication Boards Pain, Pain Go Away Presentation Appendices……………………………………………………………………………Pages 20-48 2 | Page Assessment May 2017 About this Module: Assessment is a key component of nursing practice, required for planning and the provision of resident and family centered care. Information that is obtained from an accurate assessment serves as the foundation for age-appropriate nursing care, enhancing the residents’ quality of life and independence. The LVN must have a specific set of skills in order to adequately and effectively assess the resident, including: a physical assessment; a functional assessment; and any additional information about the resident that would be used to develop the care plan. This module will provide you with all of the information necessary to ensure adequate assessments are completed for each resident in the facility, meeting the state and federal requirements for resident assessment. Overview: Conditions such as functional impairment and dementia are common in nursing home residents. -
Preventive Health Care
PREVENTIVE HEALTH CARE DANA BARTLETT, BSN, MSN, MA, CSPI Dana Bartlett is a professional nurse and author. His clinical experience includes 16 years of ICU and ER experience and over 20 years of as a poison control center information specialist. Dana has published numerous CE and journal articles, written NCLEX material, written textbook chapters, and done editing and reviewing for publishers such as Elsevire, Lippincott, and Thieme. He has written widely on the subject of toxicology and was recently named a contributing editor, toxicology section, for Critical Care Nurse journal. He is currently employed at the Connecticut Poison Control Center and is actively involved in lecturing and mentoring nurses, emergency medical residents and pharmacy students. ABSTRACT Screening is an effective method for detecting and preventing acute and chronic diseases. In the United States healthcare tends to be provided after someone has become unwell and medical attention is sought. Poor health habits play a large part in the pathogenesis and progression of many common, chronic diseases. Conversely, healthy habits are very effective at preventing many diseases. The common causes of chronic disease and prevention are discussed with a primary focus on the role of health professionals to provide preventive healthcare and to educate patients to recognize risk factors and to avoid a chronic disease. nursece4less.com nursece4less.com nursece4less.com nursece4less.com 1 Policy Statement This activity has been planned and implemented in accordance with the policies of NurseCe4Less.com and the continuing nursing education requirements of the American Nurses Credentialing Center's Commission on Accreditation for registered nurses. It is the policy of NurseCe4Less.com to ensure objectivity, transparency, and best practice in clinical education for all continuing nursing education (CNE) activities. -
Nursing Students' Perspectives on Telenursing in Patient Care After
Clinical Simulation in Nursing (2015) 11, 244-250 www.elsevier.com/locate/ecsn Featured Article Nursing Students’ Perspectives on Telenursing in Patient Care After Simulation Inger Ase Reierson, RN, MNSca,*, Hilde Solli, RN, MNSc, CCNa, Ida Torunn Bjørk, RN, MNSc, Dr.polit.a,b aFaculty of Health and Social Studies, Institute of Health Studies, Telemark University College, 3901 Porsgrunn, Norway bFaculty of Medicine, Institute of Health and Society, Department of Nursing Science, University of Oslo, 0318 Oslo, Norway KEYWORDS Abstract telenursing; Background: This article presents the perspectives of undergraduate nursing students on telenursing simulation; in patient care after simulating three telenursing scenarios using real-time video and audio nursing education; technology. information and Methods: An exploratory design using focus group interviews was performed; data were analyzed us- communication ing qualitative content analysis. technology; Results: Five main categories arose: learning a different nursing role, influence on nursing assessment qualitative content and decision making, reflections on the quality of remote comforting and care, empowering the pa- analysis tient, and ethical and economic reflections. Conclusions: Delivering telenursing care was regarded as important yet complex activity. Telenursing simulation should be integrated into undergraduate nursing education. Cite this article: Reierson, I. A., Solli, H., & Bjørk, I. T. (2015, April). Nursing students’ perspectives on telenursing in patient care after simulation. Clinical Simulation in Nursing, 11(4), 244-250. http://dx.doi.org/ 10.1016/j.ecns.2015.02.003. Ó 2015 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/ by-nc-nd/4.0/). -
Cardiovascular Assessment
Cardiovascular Assessment A Home study Course Offered by Nurses Research Publications P.O. Box 480 Hayward CA 94543-0480 Office: 510-888-9070 Fax: 510-537-3434 No unauthorized duplication photocopying of this course is permitted Editor: Nurses Research 1 HOW TO USE THIS COURSE Thank you for choosing Nurses Research Publication home study for your continuing education. This course may be completed as rapidly as you desire. However there is a one-year maximum time limit. If you have downloaded this course from our website you will need to log back on to pay and complete your test. After you submit your test for grading you will be asked to complete a course evaluation and then your certificate of completion will appear on your screen for you to print and keep for your records. Satisfactory completion of the examination requires a passing score of at least 70%. No part of this course may be copied or circulated under copyright law. Instructions: 1. Read the course objectives. 2. Read and study the course. 3. Log back onto our website to pay and take the test. If you have already paid for the course you will be asked to login using the username and password you selected when you registered for the course. 4. When you are satisfied that the answers are correct click grade test. 5. Complete the evaluation. 6. Print your certificate of completion. If you have a procedural question or “nursing” question regarding the materials, call (510) 888-9070 for assistance. Only instructors or our director may answer a nursing question about the test. -
Use of Nursing Diagnosis in CA Nursing Schools
USE OF NURSING DIAGNOSIS IN CALIFORNIA NURSING SCHOOLS AND HOSPITALS January 2018 Funded by generous support from the California Hospital Association (CHA) Copyright 2018 by HealthImpact. All rights reserved. HealthImpact 663 – 13th Street, Suite 300 Oakland, CA 94612 www.healthimpact.org USE OF NURSING DIAGNOSIS IN CALIFORNIA NURSING SCHOOLS AND HOSPITALS INTRODUCTION As part of the effort to define the value of nursing, a common language continues to arise as a central issue in understanding, communicating, and carrying out nursing's unique role in identifying and treating patient response to illness. The diagnostic process and evidence-based interventions developed and subsequently implemented by a practice discipline describe its unique contribution, scope of accountability, and value. The specific responsibility registered nurses (RN) have in assessing patient response to health and illness and determining evidence-based etiology is within the realm of nursing’s autonomous scope of practice, and is referred to as nursing diagnosis. It is an essential element of the nursing process and is followed by implementing specific interventions within nursing’s scope of practice, providing evidence that links professional practice to health outcomes. Conducting a comprehensive nursing assessment leading to the accurate identification of nursing diagnoses guides the development of the plan of care and specific interventions to be carried out. Assessing the patient’s response to health and illness encompasses a wide range of potential problems and actual concerns to be addressed, many of which may not arise from the medical diagnosis and provider orders alone, yet can impede recovery and impact health outcomes. Further, it is critically important to communicate those problems, potential vulnerabilities and related plans of care through broadly understood language unique to nursing. -
How to Conduct a Medical Record Review
How to Conduct a Medical Record Review WHITE PAPER Summary: This paper defines a recommended process for medical record review. This includes the important first step of defining the “why” behind the review, and marrying the review outcome to organizational goals. Medical record review is perhaps the core responsibility of the CDI profession- z FEATURES al. Although the numbers vary by facility, CDI specialists review an average of 16–24 patient charts daily, a task that compromises the bulk of their workday Aligning record reviews to (ACDIS, 2016).1 During the review, CDI professionals comb the chart for incom- organizational goals .................2 plete, imprecise, illegible, conflicting, or absent documentation of diagnoses, Principles of record procedures, and treatments, as well as supporting clinical indicators. Their review .......................................3 goal is to cultivate a medical record that stands alone as an accurate story of a ED/EMS notes ..........................5 patient encounter, providing a full picture of the patient’s illness and record of History and physical (H&P) ......6 treatment. A complete record allows for continuity of care, reliable collection of Operative note or bedside mortality and morbidity data, quality statistics, and accurate reimbursement. procedures ...............................7 Diagnostics and medications ...8 In their review of the medical record, CDI professionals aim to reconstruct the Progress notes, consults, and patient story from admission to discharge by examining, understanding, and nursing documentation ............9 synthesizing many puzzle pieces from disparate systems and people. This Initial vs. subsequent process requires considerable clinical acumen, critical thinking akin to detective reviews .....................................9 work, and knowledge of coding guidelines and quality measure requirements. -
Health Information Technology Basics Institute for Health & Socio-Economic Policy
Health Information Technology Basics Institute for Health & Socio-Economic Policy © Copyright IHSP 2009. All rights reserved. Table of Contents Part I Introduction 1 Part II Why Workplace Technologies Change 2 Section 1: Overview 2 Section 2: Confl icting Values 2 Section 3: Management Secrets 3 Part III Routinizing Patient Care 8 Section 1: Overview 8 Section 2: The Core Technologies 9 Section 3: Supplemental Technologies 17 Part IV Nursing Values and Resistance 19 I FOR CNA/NNOC Part I Introduction Health information technology (HIT) is widely celebrated as a universal healthcare fix. Promoters say it will contain costs, improve quality, and modernize medical care. But such promises are the public relations messages of the HIT and healthcare industries. Is HIT really the panacea to cure our healthcare crisis, or are there consequences that aren’t being discussed? RNs have good reason to be wary. Patient care processes in some hospitals have already been transformed by HIT, and many other hospitals will be adopting it in the next few years. Among other types, hospitals are adopting • electronic medical records, • clinical decision support systems, • e-prescribing, • medication dispensing, • radio frequency identification and tracking, • medical credit scoring, • telemedicine, and • robots. Clinical decision support systems (CDSS) are one widespread technology that affects patient care directly. Of the 5,139 U.S. hospitals reporting (almost all hospitals not run by the federal government), 67.6% have adopted fully automated CDSS and 8% have either begun the installation process or have contracted to do so. A revolution is well underway. It will soon reach RNs and patients in every hospital. -
Rules and Regulations of Licensed Practical Nurses
RULES OF THE TENNESSEE BOARD OF NURSING CHAPTER 1000-02 RULES AND REGULATIONS OF LICENSED PRACTICAL NURSES TABLE OF CONTENTS 1000-02-.01 Licensure by Examination 1000-02-.09 Schools - Curriculum, Instruction, Evaluation 1000-02-.02 Licensure Without Examination: Interstate 1000-02-.10 Schools - Educational Facilities Endorsement 1000-02-.11 Definitions 1000-02-.03 Biennial Registration (Renewal) 1000-02-.12 Fees 1000-02-.04 Discipline of Licensees, Unauthorized Practice of 1000-02-.13 Unprofessional Conduct and Negligence, Practical Nursing, Civil Penalties, Screening Habits or Other Cause Panels, Subpoenas, Advisory Rulings, Declaratory 1000-02-.14 Standards of Nursing Competence Orders, and Assessment of Costs 1000-02-.15 Scope of Practice 1000-02-.05 Schools - Approval 1000-02-.16 Interstate Nurse Licensure 1000-02-.06 Schools - Philosophy, Purpose, Administration, 1000-02-.17 Free Health Clinic and Volunteer Practice Organization and Finance Requirements 1000-02-.07 Schools - Faculty 1000-02-.18 Advertising 1000-02-.08 Schools - Students 1000-02-.01 LICENSURE BY EXAMINATION. (1) Application - The application form provided by the Board is to be completed in part by the applicant, signed by him, and attested by a notary public. (a) The name as signed by the applicant will be the name carried in the records of the Board. (See 1000-02-03 (3) for name change regulation.) (b) Part of this application is to be completed by an official of the school of practical nursing from which the applicant graduated. (c) The completed application, accompanied by the statutory fee, shall be submitted to the Board. A filing date for the application is set by the Board for each scheduled examination. -
Benefits of Using an Electronic Health Record
Tech Talk Benefits of using an electronic health record By Robin Hoover, MSN-HCI, RN Since the passage of the Health Information duplicate tests and improving overall efficiency.7 Technology for Economic and Clinical Health The EHR also stores radiology results, which can (HITECH) Act in 2009, advancements in technology be accessed from within the application if clini- for electronic health records (EHRs) have dramati- cians need to view the actual X-ray or the report cally increased.1 HITECH includes incentives that from the radiologist.8 All reports are accessible to provide reimbursements to hospitals and health- all clinicians involved in the patient’s healthcare care provider practices for adopting certified and can be viewed at any time. EHR technology and meeting meaningful use It is important to note that not all EHRs provide requirements.2 the same features. Some features, such as the abil- Despite these incentives, nurses, healthcare ity to view X-rays in the EHR, represent an addi- providers, and hospitals have been slow to adopt tional design and development cost for the facility. any comprehensive EHR. Potential barriers include a lack of computer skills, high cost, Involving the patient security concerns, workflow issues, and time.3 The Health Insurance Portability and However, as this article will show, adopting EHRs Accountability Act of 1996 requires that all pro- has many more benefits than drawbacks, and tected health information be secure.9 Keeping this implementation is worth the upfront time and information safe is a major challenge for all mem- cost commitment. bers of the healthcare team. -
Nurse Anesthesia Program 642 Anesthesia Techniques, Procedures Are Not Allowed to Work at Any Time As an Anesthesia 209 Carroll Street and Simulation Lab 4 Provider
Accreditation: CORE COURSES: CR The program is fully accredited by the 561 Advanced Phys. Concepts-Health Care I 3 Council on Accreditation of Nurse Anesthesia Educational 562 Advanced Phys. Concepts-Health Care II 3 Program, and the American Association of Colleges of ADDITIONAL INFORMATION 603 Theoretical Basis 3 Nursing. 606 Information Management in Nursing 3 Information in this brochure is subject to change. 607 Policy Issues 2 Call program office for additional information at Employment: Limited student employment of one day 619 Principles of Evidence-Based Practice 3 per week as an RN is allowed in the first 12 months as long 330-972-3387 NURSING Total 17 as progress is satisfactory in the program. Employment The University of Akron OF for the last 15 months of residency is discouraged due NURSING ANESTHESIA (NA) to both academic and clinical responsibilities. Students Nurse Anesthesia Program 642 Anesthesia Techniques, Procedures are not allowed to work at any time as an anesthesia 209 Carroll Street and Simulation Lab 4 provider. Akron, OH 44325-3701 640 Scientific Components of NA 3 SCHOOL 643 Advanced Health Assess. & Prin. of NA I 4 Student Financial Aid Loans, stipends, grants and Brian P Radesic 645 Advanced Health Assess. & Prin. of NA II 4 scholarships are available on a limited basis. DNP, MSN, CRNA 641 Advanced Pharmacology for NA I 3 Program Director 644 Advanced Pharmacology for NA II 3 Non-discrimination Statement: The program does not 647 Professional Roles for Nurse Anesthetist 2 discriminate on the basis of race, color, religion, age, 637 NA Residency I 4 gender, nationality, marital status, disability, sexual 646 NA Residency II 4 Melody Betts orientation, or any factor protected by law. -
Nursing Applicant Handbook Registered Nursing
Nursing Applicant Handbook Registered Nursing LVN to RN Transition – Fall 2022 Advanced Placement/Transfer – Spring/Fall 2022 Due to the COVID-19 pandemic crisis, the LMC Registered Nursing Program will not be holding a general application period for the Fall 2021. Given no other unforeseen circumstances, our next application for the RN program will be in January 2022, the dates are TBD. This handbook can serve as a guide for future RN applicants. **Information for LVN to RN applicants can be found beginning on page 17. Los Medanos College Nursing Applicant Handbook GENERAL INFORMATION FOR APPLYING TO THE REGISTERED NURSING PROGRAM LMC will be admitting an LVN to RN cohort for the Fall 2021, application dates are January 11 – March 1, 2021. Any applications received after March 1st will not be accepted. Transcripts and Eligibility Documentation must be received in the Admissions & Records Office on or before the published deadline of March 1, 2021. Any transcripts or eligibility documentation not received in the Admissions & Records Office by March 1st will not be accepted. • Selection of qualified applicants is done by a multi-criteria selection process. • To qualify for the multi-criteria selection process, the applicant must have met all the requirements outlined in Phase 1, Section 3, areas A & B (pg. 10). • To schedule an appointment with the Nursing Programs counselor regarding your nursing career please call (925) 318-1733. • The Registered Nursing Program admits a new class of students only once per year to begin in the fall semester. • Transcripts and Eligibility Documentation (Phase 1) should be submitted directly to the Admissions and Records Office. -
PATHOLOGY for NURSING STUDENTS Course Coordinator
INTRODUCTION TO PATHOLOGY 2420A – PATHOLOGY FOR NURSING STUDENTS Course Coordinator: Dr. Candace Gibson Dept of Pathology & Laboratory Medicine [email protected] Pathology 2420a is an introductory survey course of pathology - the study of disease. The objectives of this course are to give you some of the descriptive vocabulary and medical terminology used to describe disease and disease processes and a basic understanding of disease processes, their mechanisms, and the connection between clinical signs and symptoms and underlying pathology. The course is being given to both Fanshawe College and UWO nursing students concurrently as an online course. That means that YOU determine when and how much time you spend on the course. A weekly guide to the material is provided in the Calendar and you will be responsible for taking a weekly Quiz on that material to keep you on track in your studies (quizzes are worth 20% of your final mark). In addition a weekly tutorial will be held on each campus to answer your questions about the material and to highlight areas of particular relevance. The course will begin with general pathology - an introduction to processes such as injury, inflammation & repair, immunity, and neoplasia that are common to many organ systems. The second half of the course will discuss diseases of specific organ systems - systemic pathology - and how each of these basic pathological processes are seen in that organ system. LEARNING RESOURCES Course Notes: These are available online through the OWL site at Western University. Logging on to OWL – go to https://owl.uwo.ca/portal Text: The required text for this course is "Robbins Basic Pathology", 10th edition by Kumar et al published in 2017.