Hopscore: an Electronic Outcomes-Based Emergency Triage System
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Emergency Care
P: Emergency Care Saskatchewan Association of Licensed Practical Nurses, Competency Profile for LPNs, 3rd Ed. 141 Major Competency Area: P Emergency Care Competency: P-1 Date: January 16, 2017 Emergency Nursing **LPNs will not independently triage/Canadian Triage Assessment Scale (CTAS) patients, this process must be done in collaboration with the inter-professional team** A Licensed Practical Nurse will: P-1-1 Demonstrate knowledge and ability to apply critical thinking and critical inquiry throughout the nursing process in emergency nursing. P-1-2 Demonstrate knowledge and ability to perform a comprehensive health assessment. P-1-3 Demonstrate knowledge and ability to perform nursing procedures and interventions in an emergency setting as defined by scope of practice and according to agency policy. P-1-4 Demonstrate knowledge and ability to obtain, assess and monitor diagnostic tests and lab values according to agency policy. P-1-5 Demonstrate knowledge and ability to communicate, collaborate and consult with emergency care team. 142 Saskatchewan Association of Licensed Practical Nurses, Competency Profile for LPNs, 3rd Ed. Competency: P-1 Page: 2 Emergency Nursing A Licensed Practical Nurse will: P-1-6 Demonstrate knowledge and ability to obtain additional education and certification in emergency assessment, intervention and care including: emergency assessment certifications o cardiac life support o emergency neonatal care o emergency nursing o emergency pediatric nursing o pediatric life support o trauma nursing additional certifications -
Tracheal Intubation Following Traumatic Injury)
CLINICAL MANAGEMENT UPDATE The Journal of TRAUMA Injury, Infection, and Critical Care Guidelines for Emergency Tracheal Intubation Immediately after Traumatic Injury C. Michael Dunham, MD, Robert D. Barraco, MD, David E. Clark, MD, Brian J. Daley, MD, Frank E. Davis III, MD, Michael A. Gibbs, MD, Thomas Knuth, MD, Peter B. Letarte, MD, Fred A. Luchette, MD, Laurel Omert, MD, Leonard J. Weireter, MD, and Charles E. Wiles III, MD for the EAST Practice Management Guidelines Work Group J Trauma. 2003;55:162–179. REFERRALS TO THE EAST WEB SITE and impaired laryngeal reflexes are nonhypercarbic hypox- Because of the large size of the guidelines, specific emia and aspiration, respectively. Airway obstruction can sections have been deleted from this article, but are available occur with cervical spine injury, severe cognitive impairment on the Eastern Association for the Surgery of Trauma (EAST) (Glasgow Coma Scale [GCS] score Յ 8), severe neck injury, Web site (www.east.org/trauma practice guidelines/Emergency severe maxillofacial injury, or smoke inhalation. Hypoventi- Tracheal Intubation Following Traumatic Injury). lation can be found with airway obstruction, cardiac arrest, severe cognitive impairment, or cervical spinal cord injury. I. STATEMENT OF THE PROBLEM Aspiration is likely to occur with cardiac arrest, severe cog- ypoxia and obstruction of the airway are linked to nitive impairment, or severe maxillofacial injury. A major preventable and potentially preventable acute trauma clinical concern with thoracic injury is the development of Hdeaths.1–4 There is substantial documentation that hyp- nonhypercarbic hypoxemia. Lung injury and nonhypercarbic oxia is common in severe brain injury and worsens neuro- hypoxemia are also potential sequelae of aspiration. -
Journal of Emergency Nursing
Journal of Emergency Nursing Volume 31, Issue 6, Pages 515-612 (December 2005) 1. Table of Contents • CONTENTS LIST Pages A3-A8 2. Editorial Board • EDITORIAL BOARD Pages A11-A12 3. Author Guidelines • MISCELLANEOUS Pages A15-A16 4. Info for Readers • MISCELLANEOUS Page A20 President's Message 5. A Time for Giving • ARTICLE Page 515 Patricia Kunz Howard Editorial 6. Happy Holidays! • EDITORIAL Page 516 Gail Pisarcik Lenehan Letters 7. Head for the Hill • CORRESPONDENCE Page 517 Peter Kamon 8. Nurse/Victim: The Fallacy of the Divide • CORRESPONDENCE Page 518 James MacColl Research 9. A Descriptive Study of the Perceptions of Workplace Violence and Safety Strategies of Nurses Working in Level I Trauma Centers • ARTICLE Pages 519-525 Martha Catlette Clinical 10. Emergency Response to the Gulf Coast Devastation by Hurricanes Katrina and Rita: Experiences and Impressions • ARTICLE Pages 526-547 Iris C. Frank 11. The Creation of a Behavioral Health Unit as Part of the Emergency Department: One Community Hospital's Two-Year Experience • ARTICLE Pages 548-554 Christina Lewis, Gina Sierzega and Diana Haines Case Review 12. A 4-year-old Boy With Pulmonary Hemosiderosis and Respiratory Distress Requiring Use of a Cuffed Endotracheal Tube • SHORT COMMUNICATION Pages 555-557 Emily Colyer CEN Review Questions 13. Knowledge Assessment and Preparation for the Certified Emergency Nurses Examination • MISCELLANEOUS Pages 558-559 Carrie A. McCoy Clinical Notebook 14. Allow Natural Death: A More Humane Approach to Discussing End-of-Life Directives • SHORT COMMUNICATION Pages 560-561 Crissy Knox and John A. Vereb 15. A Percutaneous Coronary Intervention Kit and Program and PCI Kit: Reducing Door-to-Cath Lab Time • SHORT COMMUNICATION Pages 562-563 Julie Bunn and Elizabeth Coombes 16. -
Nursing Workforce Standards for Type 1 Emergency Departments
Nursing Workforce Standards for Type 1 Emergency Departments October 2020 Contents Foreword Foreword 3 Patients depend on acute care delivered in our Emergency Departments (EDs). We Scope 4are the frontline of the NHS. An appropriate Glossary of Nursing Roles in the Emergency Department 5 ED workforce is the most important factor for providing safe, effective, high quality Nursing Workforce Standards for emergency care in a timely, cost-effective Type 1 Emergency Departments 7and sustainable manner. This requires a balanced team of nurses, doctors, allied Converting the nursing workforce model health professionals and support staff, with into a Whole Time Equivalent (WTE) number 14 appropriate knowledge and skills. Determining the financial cost of the total WTE nursing workforce 15 Over time a number of organisations have endeavoured to make recommendations References 16 regarding the nursing workforce in EDs [1,2]. However, specific standards have Professor Dame Donna Kinnair Appendix - Approaches that may be used Chief Executive and General Secretary never previously been established. of the Royal College of Nursing to determine the nursing workforce 17 Authors and acknowledgments 18 Therefore, in the collective interests of patient safety and quality of care, the Royal College of Nursing (RCN) Emergency Care Association (ECA) and the Royal College of Emergency Medicine (RCEM) have collaborated to define, for the first time, the nursing workforce standards for Type 1 EDs. This collaboration represents something greater than just a workforce standard – it represents a recognition that the ED team is truly multidisciplinary. Dr Katherine Henderson President of the Royal College of Emergency Medicine 2 3 Scope Glossary of Nursing Roles in the Emergency Department Adapted from the RCN ECA National Foundation Staff Nurse: A Registered Nurse who This document details the nursing These standards are not intended for use Curriculum and Competency Framework is either newly qualified, or new to emergency workforce standards for Type 1 EDs. -
Emergency Department Resuscitation of the Critically Ill Review by Stephen C
BOOK AND MEDIA REVIEW Emergency Department Resuscitation of the Critically Ill Review by Stephen C. Morris, MD, MPH 0196-0644/$-see front matter Copyright © 2018 by the American College of Emergency Physicians. Emergency Department Resuscitation of the crashing morbidly obese patient reviews some of the nuanced Critically Ill management we should be striving for as more of our patients become obese, such as specific airway and ventilation Winters ME, Bond MC, Marcolini EG, et al management and use of ideal versus total body weight American College of Emergency Physicians calculations for critical-care-specific medications. Consider It was with great pleasure that I agreed to review the another example from the chapter on left ventricular assist second edition of Emergency Department Resuscitation of the devices. Although these patients have long been the domain Critically Ill, by Michael E. Winters. I had read and relied of specialty centers, with complex physiology and on the first edition posttraining. Like most who work in complications, the longevity now offered by the devices will emergency medicine, I practice a great deal of critical care; ultimately make them the domain of the community however, I have not completed a fellowship in critical care, emergency department. Additionally, at the cutting edge of nor do I review critical care literature with the level of our practice, the text contains a chapter on extracorporeal scrutiny that I would like. For those of us who want to membrane oxygenation, with a discussion of the practical ensure that we are up to date to guarantee clinical and clinical aspects of implementation. -
Lee Patient ED Nursing Lead Transformation Tom Sagdahl ED Matron
The Impact of Implementing ‘Fast-Track’ Streaming for Complex Walk-in Patients in an Emergency Department Lee Patient ED Nursing Lead Transformation Tom Sagdahl ED Matron Background Mean initial assessment times Jun-15 Jul-15 Apr-15 Many EDs have now developed Rapid Assessment and Treatment (RAT) models. This is the process of undertaking a rapid patient assessment and determining what investigations and immediate treatment is needed (1). This approach takes advantage of time efficiencies from parallel processing. Studies suggest there are advantages of this process including a reduction 20 in time to treatment, length of stay, left without being seen rates (3) and improved patient care 19 and experience (4). 18 17 16 At St Thomas’ (as in many ED’s), RAT is undertaken in the Major treatment area and walk-in 15 patients are assessed using a traditional nurse triage/assessment process. For patients with 14 complex needs, this can often mean there is a considerable delay in reaching the appropriate 13 12 treatment area and having a RAT assessment. At St Thomas’, walk-in patients were streamed 11 as they arrived which aimed to risk assess patients and direct to the most appropriate care. 10 This process however was only in operation from 10.00 to 20.00 each day. 9 (minutes) 8 7 6 5 Case for Change 4 At St Thomas’ ED work was undertaken by the emergency nursing team working with the Trust time assessment initial Mean 3 2 Transformation team and 20:20 to review the initial assessment process. It was found that Process for Walk-In Patients 1 although the overall mean initial assessment time was 12 minutes, there was a wide variation in 0 the mean time particularly in the evening. -
US States and Territories Modifying
U.S. States and Territories Modifying Licensure Requirements for Physicians in Response to COVID-19 (Out-of-state physicians in-person practice; license renewals) Last Updated: September 15, 2021 States with Waivers: 22 + DC + GU + USVI States with Waivers, not allowing new applications: 0 States without Waivers (or closed waivers): 28 States allowing OOS physicians long-term or permanent privileges: 4 + CNMI + PR On January 28, 2021, HHS announced the fifth amendment to the Public Readiness and Emergency Preparedness (PREP) Act, authorizing any healthcare provider who is licensed or certified in a state to prescribe, dispense, or administer COVID-19 vaccines in any other state or U.S. territory. The amendment also authorizes any physician, registered nurse, or practical nurse whose license or certification expired within the past five years to partake in the immunization effort, but first must complete a CDC Vaccine Training and an on-site observation period by a currently practicing healthcare professional. State Note Citation • The Alabama Board of Medical Examiners and the Medical Licensure Commission have adopted emergency administrative rules and procedures allowing for the emergency ALBME Press Release licensing of qualified medical personnel. These measures will allow physicians and physician assistants who possess full and unrestricted medical licenses from appropriate medical licensing agencies to apply for and receive temporary emergency licenses to Board of Med Guidance practice in Alabama for the duration of the declared COVID-19 health emergency. • Re: renewals - The Board and Commission recognize the difficulty licensees may have meeting the annual continuing medical education requirement in 2020 due to the public Temporary Emergency health emergency. -
The Nebraska Office of Emergency Health Systems Trauma Program Is Pleased That You Wish to Participate in the Statewide Trauma System
Revised July 2019 INSTRUCTIONS FOR FILLING OUT PRE-REVIEW QUESTIONNAIRE (PRQ) The Nebraska Office of Emergency Health Systems Trauma Program is pleased that you wish to participate in the statewide trauma system. The Nebraska Statewide Trauma System is comprised of hospitals and clinics striving to improve trauma patient care. Through this system all facilities offering trauma care may become centers of excellence. Thank you for participating in this process. In order to prepare for your on-site review, please complete this questionnaire. All answers should directly follow the questions. The entire questionnaire is available on the web in a downloadable format @ http://dhhs.ne.gov/Pages/EHS-Statewide-Trauma-System-of-Care.aspx. The PRQ should be completed electronically if possible otherwise, you may submit a hard copy. Note: If a hard copy is printed a color printer should be used so that information and questions printed in blue appear on the page to the applicant. Return the completed questionnaire to: Sherri Wren EHS Trauma Program Manager Office of Emergency Health Systems P.O. Box 95026 Lincoln, NE 68509-5026 Phone: (402) 471-0539 E-mail: [email protected] If you have questions or concerns while filling out the PRQ, please contact: State of Nebraska Trauma Nurse Specialist OR your Regional Trauma Program Manager (please reference website list of Designated Trauma Centers on the website cited above for names and contact information). I. PURPOSE: A. The purpose of this questionnaire for Consultation Visits is: 1. To provide your institution with an outline of what site visitors will be discussing with you. -
Position Description
POSITION DESCRIPTION POSITION TITLE: LICENSED PRACTICAL NURSE DEPARTMENT: ACUTE CARE & PERSONAL CARE HOME PROGRAM CLASSIFICATION: LICENSED PRACTICAL NURSE UNION: MNU REPORTING RELATIONSHIPS POSITION REPORTS TO: CLINICAL TEAM MANAGER, MANAGER, SUPERVISOR, CLINICAL RESOURCE NURSE POSITIONS SUPERVISED: The following classifications may report to the incumbent: Health Care Aides Unit Clerks Other LPN’s & Nurse II’s when the LPN is assigned charge responsibilities POSITION SUMMARY The Licensed Practical Nurse provides comprehensive nursing care to patients/ residents/ clients in accordance with established standards, policies, and procedures. Licensed Practical Nurses recognize and fulfill their Professional responsibilities by practicing within the scope of practice of the Licensed Practical Nurses Act, the approved College of Licensed Practical Nurses of Manitoba (CLPNM) Scope of Practice and Entry–Level Competencies, provincial and federal legislation and within the guidelines of professional ethics. The position of Licensed Practical Nurse functions in a manner consistent with, and supports the Mission, Vision and Values of the Interlake-Eastern Regional Health Authority. ESSENTIAL FUNCTIONS AND DUTIES Function and duties include but are not limited to the following: IERHA – Licensed Practical Nurse Page 1 of 9 Responsibilities: 1. The LPN is required to practice in accordance with the following to their level of scope of practice, expertise, training and experience The Licensed Practical Nurses Act of Manitoba The CLPNM Standards -
THE BUSINESS of EMERGENCY MEDICINE … MADE EASY! Sponsored by AAEM Services, the Management Education Division of AAEM
THE BUSINESS OF EMERGENCY MEDICINE … MADE EASY! Sponsored by AAEM Services, the management education division of AAEM UDisclaimer The views presented in this course and syllabus represent those of the lecturers. The information is presented in a generalized manner and may not be applicable to your specific situation. Also, in many cases, one method of tackling a problem is demonstrated when many others (perhaps better alternatives for your situation) exist. Thus, it is important to consult your attorney, accountant or practice management service before implementing the concepts relayed in this course. UGoal This course is designed to introduce emergency physicians with no formal business education to running the business of emergency medicine. The title “The Business of Emergency Medicine Made Easy” is not meant to be demeaning. Instead, the course will convince anyone with the aptitude to become an emergency physician that, by comparison, running the business of emergency medicine is relatively simple. With off- the-shelf software and a little help from key business associates, we can run an emergency medicine business and create a win-win-win situation for the hospital, patients, and EPs. By eliminating an unnecessary profit stream as exists with CMGs, we can attract and retain better, brighter EPs. AAEM’s Certificate of Compliance on “Fairness in the Workplace” defines the boundaries within which independent groups should practice in order to be considered truly fair. Attesting to the following eight principles allows a group the privilege -
The Role of Emergency Nurses in Emergency Preparedness and Response
The Role of Emergency Nurses in Emergency Preparedness and Response Description Hospitals, and especially emergency departments (EDs), are an essential link in the medical system for emergency preparedness planning, response, and recovery.1 As a result, emergency nurses may routinely encounter patients who have been exposed to hazardous materials or infectious diseases, who are victims of no-notice events, or who are evacuees from an immediate threat to life. These patients may present via the emergency medical system, by private vehicle, or without prior notification and unrelated to a disaster.2–5 Disaster affected patients might also present to the ED in large volumes, creating a surge in patient visits, which can paralyze EDs that are not prepared. The United States Department of Homeland Security’s National Response Framework describes a disaster as “… any natural or manmade incident, including terrorism, which results in extraordinary levels of mass casualties, damage, or disruption severely affecting the population, infrastructure, environment, economy, national morale, or government functions.”16(p1) The increased risk associated with climate change and the need for coordination across the healthcare community to respond to the health effects of climate-related emergencies have been highlighted by the World Health Organization (WHO). Both the increased risk and the need for coordination requires focus as disaster plans are developed.6 Over the past decade more severe weather events associated with climate change have resulted in loss of life, injuries, and public health impacts.7 Optimal care for disaster patients is best achieved using a systematic, standardized approach across all facets of the healthcare system.1,8 A leading method for preparing to manage all types of disaster events is an all-hazards, capability-based approach to preparedness. -
A Qualitative Study of Workflow and Information Systems Within Emergency Departments in the UK
A qualitative study of workflow and information systems within Emergency Departments in the UK. By: Eliza M Mazlan A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy The University of Sheffield Faculty of Social Sciences Information School JANUARY 2017 TABLE OF CONTENTS CONFERENCE PAPERS AND POSTER ................................................................. i DOCTORAL CONSORTIUM ............................................................................... i LIST OF FIGURES .............................................................................................. ii LIST OF TABLES ............................................................................................... iv LIST OF APPENDICES ........................................................................................ v GLOSSARY OF ACRONYMS ............................................................................. vii GLOSSARY OF TERMS ...................................................................................... x FLOW CHART DIAGRAM KEYS ........................................................................ xv ACKNOWLEDGMENT .................................................................................... xvi ABSTRACT ................................................................................................... xvii CHAPTER 1: INTRODUCTION ............................................................................1 1.1. Overview .................................................................................................................................