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Ambulatory Practice Module (APM) Outpatient Internal Medicine Family Medicine Community-Based Primary Care
UNIVERSITY OF IOWA CARVER COLLEGE OF MEDICINE CLINICAL YEARS CORE/REQUIRED CLERKSHIP COURSE DESCRIPTIONS 2017 Ambulatory Practice Module (APM) Outpatient Internal Medicine Family Medicine Community-Based Primary Care Inpatient Internal Medicine Pediatrics Obstetrics & Gynecology Surgery Neurology (4) Psychiatry (4) Selectives Anesthesia (2) Dermatology (2) Ophthalmology (2) Orthopaedics (2) Otolaryngology (2) Radiology (2) Urology (2) 1 AMBULATORY PRACTICE MODULE Description: The Ambulatory Practice Module is a collaboration among three clerkships—Outpatient Internal Medicine, Family Medicine and Community-Based Primary Care. These three clerkships cooperate in selection and presentation of curriculum while maintaining separate 4-week clinical experiences. Formal curriculum is developed by faculty in all the disciplines and presented as a coordinated unit. The beginning and end of each of the clinical clerkships consists of Education Days involving all students taking the module. Students will also participate in local case-based learning sessions held at clerkship sites throughout the 12-week period. All students take Outpatient Internal Medicine in either Iowa City or Des Moines. Family Medicine and Community-Based Primary Care are located in sites away from Iowa City. While the three clerkships are grouped together in the 12-week module, each clerkship gives a separate final grade. Outpatient Internal Medicine and Family Medicine require a final examination. The Community- Based Primary Care Clerkship requires completion of a community health project. All three require participation in the APM PBA. Goals of the Module: Each clerkship develops its own specific objectives, but the goals of the collaboration include: • The student will review common procedures and skills used in primary care practices. -
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. -
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. -
Educational Goals & Objectives the Ambulatory Medicine Rotation Will
Educational Goals & Objectives The Ambulatory Medicine rotation will provide the resident with an opportunity to become skilled in the prevention, evaluation and management of acute and chronic medical conditions commonly seen in the outpatient setting. Residents will rotate through their Ambulatory Clinic, spending increasing amounts of time throughout their 3 years in the program. They will grow their own patient panel, with patients ranging from newborns through geriatrics. The focus will be on the doctor-patient relationship, continuity of care, and the effective delivery of primary care. Residents will gain exposure to a broad spectrum of medical conditions, ranging from core internal medicine issues to conditions requiring knowledge of allergy and immunology, nutrition, obstetrics and gynecology, ophthalmology, orthopedics, otolaryngology, preventative medicine, and psychiatry as they pertain to the general care of their outpatients in the community. This exposure will complement directed subspecialty-based experiences on other rotations. They will also learn about billing and coding, insurance coverage, Patient Centered Medical Home, and other concepts pertinent to systems-based practice in the outpatient setting. Faculty will facilitate learning in the 6 core competencies as follows: Patient Care and Procedural Skills I. All residents must be able to provide compassionate, culturally-sensitive care for their clinic patients. R2s should seek directed and appropriate specialty consultation when necessary to further patient care. R3s should be able to coordinate input from multiple consultants and manage conflicting recommendations. II. All residents will demonstrate the ability to take a complete medical history and incorporate information from the electronic medical record. R1s should be able to differentiate between stable and unstable symptoms and elicit risk factors for the development of chronic disease. -
Ambulatory and Primary Care What Is Ambulatory Care?
© Ambulatory and Primary Care 1 © Presentation Objectives o Define ambulatory care o Define primary care o Explain subsets of ambulatory care o Explain ambulatory care and accreditation o Challenges and future of ambulatory care 2 © What is Ambulatory Care? oDefine ambulatory care oDefine primary care oExplain subsets of ambulatory care oExplain ambulatory care and accreditation oChallenges and future of ambulatory care 3 1 © What is Ambulatory care? • Personal health care provided to individuals who are not occupying a bed in a health care institution or in a health facility. • Ambulatory care vs. primary care • Follow-up care following inpatient episodes • A contemporaneous shift to ambulatory care 4 © Where is Ambulatory Care Service Provided? In a variety of settings, including: Freestanding provider offices Hospital-based clinics School-based clinics Public health clinics Community health centers 5 © Ambulatory Care Visits Number of Ambulatory Care Visits 7.5 7.5 8 7 6 393.9 5 3.1 4 2.1 3 1.5 2 1 0 15‐24 25‐44 75+ Male Female 6 Source: Health United States 2000 (1998 data) 2 © Physician Office Visit (National Center for Health Statistics. 2006) 7 © Physician Office Visit (National Center for Health Statistics. 2006) 8 © Physician Office Visit Data‐1: (National Center for Health Statistics. 2006) Trend of Office Visit by Type of illness and Season 9 3 © Ambulatory Care Visits: Physician‐visits by Race Number of Ambulatory Visits by Race 90 80 70 60 50 40 30 20 10 0 ER Hospital Outpatient Physician's Office Black White Other 10 © Annual rate of visits to office‐based physicians by patient race and ethnicity 11 (National Center for Health Statistics. -
(June 2000) I. INTRODUCTION WHAT IS DOCUMENTATION and WHY
DRAFT EVALUATION & MANAGEMENT DOCUMENTATION GUIDELINES (June 2000) I. INTRODUCTION WHAT IS DOCUMENTATION AND WHY IS IT IMPORTANT? Medical record documentation is required to record pertinent facts, findings, and observations about an individual's health history including past and present illnesses, examinations, tests, treatments, and outcomes. The medical record chronologically documents the care of the patient and is an important element contributing to high quality care. The medical record facilitates: · the ability of the physician and other health care professionals to evaluate and plan the patient's immediate treatment, and to monitor his/her health care over time. · communication and continuity of care among physicians and other health care professionals involved in the patient's care; · accurate and timely claims review and payment; · appropriate utilization review and quality of care evaluations; and · collection of data that may be useful for research and education. An appropriately documented medical record can reduce many of the "hassles" associated with claims processing and may serve as a legal document to verify the care provided, if necessary. WHAT DO PAYERS WANT AND WHY? Because payers have a contractual obligation to enrollees, they may require reasonable documentation that services are consistent with the insurance coverage provided. They may request information to validate: · the site of service; · the medical necessity and appropriateness of the diagnostic and/or therapeutic services provided; and/or · that services provided have been accurately reported. II. GENERAL PRINCIPLES OF MEDICAL RECORD DOCUMENTATION The principles of documentation listed below are applicable to all types of medical and surgical Pg. 1 services in all settings. For Evaluation and Management (E/M) services, the nature and amount of physician work and documentation varies by type of service, place of service and the patient's status. -
Outcome and Assessment Information Set OASIS-D Guidance Manual Effective January 1, 2019
Outcome and Assessment Information Set OASIS-D Guidance Manual Effective January 1, 2019 Centers for Medicare & Medicaid Services PRA Disclosure Statement According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it displays a valid OMB control number. The valid OMB control number for this information collection is x. The time required to complete this information collection is estimated to average 0.3 minutes per response, including the time to review instructions, search existing data resources, gather the data needed, and complete and review the information collection. This estimate does not include time for training. If you have comments concerning the accuracy of the time estimate(s) or suggestions for improving this form, please write to: CMS, 7500 Security Boulevard, Attn: PRA Reports Clearance Officer, Mail Stop C4-26-05, Baltimore, Maryland 21244-1850. *****CMS Disclaimer*****Please do not send applications, claims, payments, medical records or any documents containing sensitive information to the PRA Reports Clearance Office. Please note that any correspondence not pertaining to the information collection burden approved under the associated OMB control number listed on this form will not be reviewed, forwarded, or retained. If you have questions or concerns regarding where to submit your documents, please contact Joan Proctor National Coordinator, Home Health Quality Reporting Program Centers for Medicare & Medicaid. OASIS-D Guidance Manual Table of Contents Page -
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. -
Informing PTAC's Review of Telehealth and Pfpms
Informing PTAC’s Review of Telehealth and PFPMs: We Want to Hear from You Responses On September 18, 2020, the Physician-Focused Payment Model Technical Advisory Committee (PTAC) requested input from the public on information that could help inform their review of the use of telehealth to optimize health care delivery under physician-focused payment models (PFPMs) and alternative payment models (APMs). PTAC received nine responses from the following stakeholders that are listed below in the order in which their responses were received: 1. Eitan Sobel, MD 2. Center for Healthcare Quality & Payment Reform 3. American Physical Therapy Association 4. American Academy of Family Physicians 5. National Committee for Quality Assurance 6. National Association of Pediatric Nurse Practitioners 7. OCHIN 8. Jean Antonucci, MD 9. Partnership to Empower Physician-Led Care For additional information about PTAC’s request, see PTAC’s solicitation of public input. 9/24/2020 Physician-Focused Payment Model Technical Advisory Committee (PTAC) c/o US DHHS Asst. Secretary of Planning and Evaluation Office of Health Policy 200 Independence Ave., SW. Washington DC 2O20I TITLE: THE ‘MONEY-PIT’ BUSINESS OF REMOTE CARE (TELEHEALTH). Are there experiences and lessons learned?: Not long ago, we were inspired by the emergence of EMR technologies. The promise of better care, cost-saving, error reduction, and better communication prompted us to heavily invest in those technologies. EMR technologies indeed improved care delivery but the results were nowhere close to what we hoped to achieve. Many small entities like private physicians and small clinics did not survive the technology revolution and had to close. -
Pharmacist's Role in Palliative and Hospice Care
456 Medication Therapy and Patient Care: Specific Practice Areas–Guidelines ASHP Guidelines on the Pharmacist’s Role in Palliative and Hospice Care Palliative care arose from the modern hospice movement and and in advanced clinical practice (medication therapy man- has evolved significantly over the past 50 years.1 Numerous agement services, pain and symptom management consulta- definitions exist to describe palliative care, all of which fo- tions, and interdisciplinary team participation). cus on aggressively addressing suffering. The World Health Organization and the U.S. Department of Health and Human Purpose Services both stipulate the tenets of palliative care to include a patient-centered and family-centered approach to care, In 2002, ASHP published the ASHP Statement on the with the goal of maximizing quality of life while minimiz- Pharmacist’s Role in Hospice and Palliative Care.28 These 2 ing suffering. In its clinical practice guidelines, the National guidelines extend beyond the scope of that statement and Consensus Project for Quality Palliative Care of the National are intended to define the role of the pharmacist engaged in Quality Forum (NQF) describes palliative care as “patient the practice of PHC. Role definition will include goals for and family-centered care that optimizes quality of life by an- providing services that establish general principles and best ticipating, preventing, and treating suffering . throughout practices in the care of this patient population. This docu- the continuum of illness . addressing the