Module 3 – SLP

Medicare and Medicaid

Use the module required and optional materials and your own research to respond to the following questions:

1. Locate the Web site for your state’s health department.
2. Summarize eligibility criteria for the Medicaid program in your state of residence.
3. Describe your state’s Children’s Health Insurance Program (S-CHIP). What is it called? Who is eligible? What services are covered?

Length: Submit a 3-page paper, not including the cover page and the reference list.

SLP Assignment Expectations

Assessment and Grading: Your paper will be assessed based on the performance assessment rubric. You can view it under Assessmentsat the top of the page. Review it before you begin working on the assignment. Your work should also follow these Assignment Expectations.

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The major concepts within term community activism include social justice, consciousness-raising, praxis, critical reflection, and empowerment. Social justice attributes to the ultimate human rights and collective impartiality (DeAnne, Hilfinger, & Estrada, 2016). The society in a marginalized can demand fair and culturally suitable health services through community activism. Consciousness-raising, critical reflection and praxis are connected to the relationship between neighboring population tribulations such as political processes, which are associated with the alteration of inequality. Empowerment refers to a multilevel construct and results of social action where such groups as families and communities have control of the social, economic, and political contexts (DeAnne, Hilfinger, & Estrada, 2016). An illustration of empowerment includes collective empowerment in a family as they seek to improve the skills of a community member, which is necessary to maintain the quality of community life.

Advanced practice nurses can take part in community activism in several ways to eliminate additional negative health effects from Big Tobacco in the community. Among these approaches of engagement, include taking part, at a personal level, in educating the populace on the effects of tobacco use and exposure to the smoke. Academic institutions often lack a sufficient number of nurses who are responsible for the students’ health. The nurses can attend school board meetings to discuss the negative effects of tobacco among the students and the need for having more nurses to control the health status of the students. Secondly, the advanced nurses can support some of the policy strategies such as promoting smoke-free workplaces and extending the availability of the tobacco cessation resource (Maryland & Gonzalez, 2012). The nurses can point out how the quality of the services can be improved with an increased number of new cessation resources. The nurses can add voice to the national tobacco control efforts such as demanding for an increase in tax campaigns and advance World Health Organization Framework Convention on Tobacco (WHO FCTC) (Maryland & Gonzalez, 2012). They can also become role models to other expert groups.

References

DeAnne, K., Hilfinger, M., & Estrada, D. R. (2016). An introduction to community Activism. Chapter 82. In Policy and politics: Nursing and Health Care. (7th Ed). St. Louis, Missouri: Elsevier, Saunders.

Maryland, M., Gonzalez, R., (January 31, 2012) “Patient Advocacy in the Community and Legislative Arenas” OJIN: The Online Journal of Issues in Nursing Vol. 17, No. 1, Manuscript 2. Retrieved from http://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-17-2012/No1-Jan-2012/Advocacy-in-Community-and-Legislative-Arena.html

2-rosquete

            Community activism for advanced nurse practitioners is a crucial complement to nursing practice because nurses are in a unique position to not only provide bedside care but also to advocate for change within the community at large. Preparing professional nurses for community-based practice involving community activism and civic engagement requires developing and sustaining a philosophy that supports service learning and community partnerships (Mason, Gardner, Outlaw, Freida & O’Grady, 2016). The concepts of service, community, collaboration, empowerment, and activism are essential foundations.

            Community activism relating to the negative impacts of tobacco use are ideas inherent in educationally preparing nurses to meet the healthcare needs of individuals and communities (Stephens, 2015). Many nursing students, however, seem either intimidated by or uninterested in the community aspect of professional nursing practice. There are however, educational strategy embedded in master prepared nursing student that involves an account of how to make the best of community engagement to combat big tobacco industries.  For example, talk at local schools and educate young minds about the dangers of tobacco use.

References

Mason, J., D., Gardner, B, D., Outlaw, H., Freida, O’Grady, T., E. (2016). Policy & Politics in Nursing and Health Care, 7th Edition.

Stephens, B. (2015). Perspectives on Advanced Practice Registered Nursing and Community Activism. Retrieved from https://www.georgiawatch.org/wp-content/uploads/2015/01/APRN01072015WEB.pdf

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Knee Injury Case Studies

A 15-year-old gymnast has noted knee pain that has become progressively worse during the past several months of intensive training for a statewide meet. Her physical examination indicated swelling in and around the left knee. She had some decreased range of motion and a clicking sound on flexion of the knee. The knee was otherwise stable.

Studies

Results

Routine laboratory values

Within normal limits (WNL)

Long bone (femur, fibula, and tibia) X-ray

No fracture

Arthrocentesis with synovial fluid analysis

Appearance

Bloody (normal: clear and straw-colored)

Mucin clot

Good (normal: good)

Fibrin clot

Small (normal: none)

White blood cells (WBCs)

<200 WBC/mm3 (normal: <200 WBC/mm3)

Neutrophils

<25% (WNL)

Glucose

100 mg/dL (normal: within 10 mg/dL of serum glucose level)

Magnetic resonance imaging (MRI) of the knee

Blood in the joint space. Tear in the posterior aspect of the medial meniscus. No cruciate or other ligament tears

Arthroscopy

Tear in posterior aspect of medial meniscus

Diagnostic Analysis

The radiographic studies of the long bones eliminated any possibility of fracture. Arthrocentesis indicated a bloody effusion, which was probably a result of trauma. The fibrin clot was further evidence of bleeding within the joint. Arthrography indicated a tear of the medial meniscus of the knee, a common injury for gymnasts. Arthroscopy corroborated that finding. Transarthroscopic medial meniscectomy was performed. Her postoperative course was uneventful.

Critical Thinking Questions

1. One of the potential complications of arthroscopy is infection. What signs and symptoms of joint infection would you emphasize in your patient teaching?
2. Why is glucose evaluated in the synovial fluid analysis?
3. What are special tests used to differentiate type of Tendon tears in the knee ? Explain
   how they are performed (Always on boards)

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Create a 10–12-slide PowerPoint presentation to identify medications associated with a chosen disease or health condition, explain the actions and side effects of the medications, and discuss any controversies related to the medications. Explain a treatment regime, including pharmacology, for the disease or health condition you selected, along with how the treatment regime may affect a client’s lifestyle. 

Imagine your supervisor has asked you to conduct a lunch and learn session to educate your fellow nursing staff on pharmacological interventions.

Preparation

Select a disease or health condition that requires pharmacological intervention. You may choose any disease or health condition you wish, but the disease or health condition must be relevant to nurses from a variety of settings (for example: ER, pediatrics, public health, et cetera).

Requirements

Once you have selected a disease or health condition, create a PowerPoint presentation you could use in your lunch and learn session, including the following:

• Identify the disease or health condition you have chosen, along with the areas where nurses are likely to see it. (Do this in the agenda slide or next slide after the agenda.)
• Identify the three drugs used most often in the treatment of the disease or health condition.
• Explain the types of actions, side effects, indications, and contraindications that could be expected from the pharmacological treatment.
• Describe the treatment regime most often prescribed for the disease or health condition. This should include pharmacology but not be limited to pharmacology.
• Explain how the treatment regime (including pharmacology) may impact a client’s lifestyle. Consider things such as finances, ease or complexity of administration, instructions (frequency, duration), et cetera.
• Describe how a nurse should monitor a client being treated for the disease or health condition in order to obtain a quality patient outcome.
• Explain any controversies associated with the drugs used in the treatment. For example, is there a black box warning with any of the drugs?

Use the notes section of each slide to expand your points or draft your mock oral presentation (or both) and reference your resources. Use at least 3 peer-reviewed or professional resources to support your work in this assessment. Be sure your PowerPoint includes a title slide, a slide with your agenda or list of topics to be covered, and a reference slide. Follow current APA style and formatting guidelines for your citations and references.

Additional Requirements

• Number of slides: 10–12, not including the title and reference slides.
• Be creative. Consider your intended audience.

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This is Part Two – Make sure to use the information from Part One – listed below in the Topic

Topic is: Policy Proposal in regards to Medication Errors increase in the Medical Surgery Department at Mercy Medical Center up 50% from 2015 (4) to 2016(8)

Preparation

After reviewing your benchmark evaluation, senior leaders in the organization have asked you to draft a policy change proposal and practice guidelines addressing the benchmark metric for which you advocated action.

In their request, senior leaders have asked for a proposal of not more than 2–4 pages that includes a concise policy description (about one paragraph), practice guidelines, and 3–5 credible references to relevant research, case studies, or best practices that support your analysis and recommendations. You are also expected to be precise, professional, and persuasive in justifying the merit of your proposed actions.

When creating your policy and guidelines it may be helpful to utilize the template that your current care setting or organization uses. Your setting’s risk management or quality department could be a good resource for finding an appropriate template or format. If you are not currently in practice, or your care setting does not have these resources, there are numerous appropriate templates freely available on the Internet.

Proposal Requirements – Must answer all the below requirements

In your proposal, senior leaders have asked that you:

· Explain why a change in organizational policy or practice guidelines is needed to address a shortfall in meeting a performance benchmark prescribed by applicable local, state, or federal health care laws or policies.

. What is the current benchmark for the organization? What is the numeric score for the underperformance?

. How might the benchmark underperformance be affecting the quality of care being provided or the operations of the organization?

. What are the potential repercussions of not making any changes?

· Recommend ethical, evidence-based strategies to resolve the performance issue.

. What does the evidence-based literature suggest are potential strategies to improve performance for your targeted benchmark?

. How would these strategies ensure improved performance or compliance with applicable local, state, or federal health care laws or policies?

. How would you propose to apply these strategies in the context of your chosen professional practice setting?

. How would you ensure that the application of these strategies is ethical and culturally inclusive?

. Does your policy encompass the key components of your recommendations?

· Analyze the potential effects of environmental factors on your recommended strategies.

. What regulatory considerations could affect your recommended strategies?

. What organizational resources could affect your recommended strategies (for example, staffing, finances, logistics, and support services)?

. Are your policy and guidelines realistic in light of existing environmental factors?

· Propose a succinct policy and guidelines to enable a team, unit, or the organization as a whole to implement recommended strategies to resolve the performance issue related to the relevant local, state, or federal health care policy or law.

· Identify colleagues, individual stakeholders, or stakeholder groups who should be involved in further development and implementation of your proposed policy, guidelines, and recommended strategies.

. Why is it important to engage these colleagues, individual stakeholders, or stakeholder groups?

. Do your proposed guidelines help colleagues, individual stakeholders, or stakeholder groups understand how to implement your proposed policy?

. How might engaging these colleagues, individual stakeholders, or stakeholder groups result in a better organizational policy and smoother implementation?

. Are your proposal and recommended strategies realistic, given the care team, unit, or organization you are considering?

· Communicate your proposed policy, guidelines, and recommended strategies in a professional and persuasive manner.

. Write clearly and logically, using correct grammar, punctuation, and mechanics.

· Integrate relevant sources to support your arguments, correctly formatting source citations and references using current APA style

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