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GCU Medication Errors Discussion

GCU Medication Errors Discussion

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Description

Please respond to the following discussion post as a peer making a comment:

“Medical error is a reality within the healthcare industry and concerns are continuously being discussed and addressed due to its grave impact on patient care and outcomes (Shah et al., 2022). Part of the solution is recognizing safety challenges and implementing solutions rather than using a culture of blame, shame, and punishment (Shah et al., 2022). Some of these error discovery techniques are event reporting systems, failure mode, and impact analysis.

Medication errors and how to prevent harm from medication mistakes, continue to be a concern of healthcare providers and patients. With legal action looming over the healthcare industry, many healthcare workers are afraid to report errors for fear of retribution including the loss of professional licensure and even imprisonment (Rogers et al., 2017). If the system is causing the mistake and this issue is not identified and fixed, then this will hurt patient care outcomes. By creating a just culture and having errors reported, root cause analysis (RCA) will be able to discover where the issue is and ensure that correction is made (Shah et al., 2022). A fundamental problem inhibiting the reporting of errors is the variation in how errors are defined, what information is reported, who is required to report these errors, and to whom (Rogers et al., 2017). Only serious or harmful medication errors are reported and errors that do not cause harm or near miss are not reported. These errors would need to be known to necessitate an error correction with the system to ensure that the error is corrected and prevent errors in the future. Structured root cause analysis and actions (RCA2) have become an area of interest. RCA2 process has a 2-fold benefit of educating healthcare employees in patient safety and ensuring meaningful changes to patient care will occur that might not have occurred with traditional quality improvement (Charles et al., 2017).

One example of RCA would be in the SNF where there are 90 patients and only 1 RN supervisor and 2 charge nurses overseeing the floor at pm shift. (3-11pm). This issue is still ongoing throughout the state due to staffing shortages. The SNF still admitting new patients though the staff is short. there were 3 patients coming on this shift for admission. The RN is not done yet with the first admission and a new patient came in that needs general assessment and needs wound care dressing change because the patient is complaining of severe pain on the surgical site and the dressing is leaking, then your charge nurse reported an emergency at her station patient is complaining of SOB. The RN supervisor needs to attend to the patient first who is having SOB and is full code then go attend to the needs of the patient who is in severe pain in this kind of situation, issues found that there is a lack of quality and safe care. In SNF anything can happen in one shift. The issue was addressed, and it was found that they need to hire more licensed nurses on all shifts to ensure that all needs of the patients are attended to, and this situation should be prevented. What is your take?

Charles, R., Hood, B., DeRosier, J. M., Gosbee, J. W., Bagian, J. P., Li, Y., Caird, M. S., Biermann, J. S., & Hake, M. E. (2017). Root Cause Analysis and Actions for the Prevention of Medical Errors: Quality Improvement and Resident Education. Orthopedics, 40(4), e628–e635. https://doi.org/10.3928/01477447-20170418-04

Rogers, E., Griffin, E., Carnie, W., Melucci, J., & Weber, R. J. (2017). A Just Culture Approach to Managing Medication Errors. Hospital pharmacy, 52(4), 308–315. https://doi.org/10.1310/hpj5204-308

Shah, F., Falconer, E. A., & Cimiotti, J. P. (2022). Does Root Cause Analysis Improve Patient Safety? A systematic review at the Department of Veterans Affairs. Quality management in health care, 10.1097/QMH.0000000000000344. Advance online publication. https://doi.org/10.1097/QMH.0000000000000344

 

    • Participation: RN-to-BSNIn discussions, you, as a student, will interact with your instructor and classmates to explore topics related to the content of this course. You will be graded for the following.
      1. Attendance

      Discussions (graded): Discussions are a critical learning experience in the online classroom. Participation in all discussions is required.

      1. Guidelines and Rubric for Discussions

      PURPOSE: Threaded discussions are designed to promote dialogue between faculty and students, and students and their peers. In the discussions students:

      • Demonstrate understanding of concepts for the week
      • Integrate scholarly resources
      • Engage in meaningful dialogue with classmates
      • Express opinions clearly and logically, in a professional manner

      Participation Requirement: You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday.

      Participation points: It is expected that you will meet the minimum participation requirement described above. If not:

      • You will receive a 10% point deduction in a thread if your response to the initial question is not posted by 11:59 p.m. MT on Wednesday
      • You will also receive a 10% point deduction in a thread if you do not post at least three (3) times in each thread on at least two (2) separate days.
      1. Threaded Discussion Guiding Principles

      The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

      1. Participation Guidelines

      You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday. Discussions for each week close on Sunday at 11:59 p.m. Mountain Time (MT). To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. For courses with Week 8 graded discussions, the threads will close on Wednesday at 11:59 p.m. MT. All discussion requirements must be met by that deadline

      1. Grading Rubric
      2. Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: GCU Medication Errors Discussion

        GCU Medication Errors Discussion

        GCU Medication Errors Discussion

    • Discussion Criteria  A
      (100%)
      Outstanding or highest level of performance 
      B
      (87%)
      Very good or high level of performance
      C
      (76%)
      Competent or satisfactory level of performance
      F
      (0)
      Poor or failing or unsatisfactory level of performance
      Answers the initial graded threaded discussion question(s)/topic(s), demonstrating knowledge and understanding of concepts for the week.
      16 points
      Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding regarding all weekly concepts.

      16 points

      Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of most of the weekly concepts.

      14 points

      Addresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of some of the weekly concepts.

      12 points

      Minimally addresses the initial discussion question(s) or does not address the initial question(s).

      0 points

      Integrates evidence to support discussion. Sources are credited.*
      ( APA format not required)
      12 points
      Integrates evidence to support your discussion from:

      • assigned readings** OR online lessons, AND
      • at least one outside scholarly source.***

      Sources are credited.*

      12 points

      Integrates evidence to support discussion from:

      • assigned readings OR online lesson.

      Sources are credited.*

      10 points

      Integrates evidence to support discussion only from an outside source with no mention of assigned reading or lesson.

      Sources are credited.*

      9 points

      Does not integrate any evidence.

      0 points

      Engages in meaningful dialogue with classmates or instructor before the end of the week.
      14 points
      Responds to a classmate and/or instructor’s post furthering the dialogue by providing more information and clarification, thereby adding much depth to the discussion.

      14 points

      Responds to a classmate and/or instructor furthering the dialogue by adding some depth to the discussion.

      12 points

      Responds to a classmate and/or instructor but does not further the discussion.

      10 points

      No response post to another student or instructor.

      0 points

      Communicates in a professional manner.
      8 points
      Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation).

      8 points

      Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation).

      7 points

      Presents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation).

      6 points

      Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation).

      0 points

      PARTICIPATION:
      Response to initial question: Responds to initial discussion question(s) by
      Wednesday, 11:59 p.m. M.T.
      0 points lost

      Student posts an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT.

      -5 points

      Student does not post an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT.

      PARTICIPATION
      Total posts: Participates in the discussion thread at least three times on at least two different days.
      0 points lost

      Posts in the discussion at least three times AND on two different days.

      -5 points

      Posts fewer than three times OR does not participate on at least two different days.

      NOTES:
      * Credited means stating where the information came from (specific article, text, or lesson). Examples: Our text discusses…. The information from our lesson states…, Smith (2010) claimed that…, Mary Manners (personal communication, November 17, 2011)…. APA formatting is not required.
      ** Assigned readings are those listed on the syllabus or assignments page as required reading. This may include text readings, required articles, or required websites.
      *** Scholarly source – per the APA Guidelines in Course Resources, only scholarly sources should be used in assignments. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. Wikipedia, Wikis, .com website or blogs should not be used as anyone can add to these. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. Outside sources do not include assigned required readings.
      NOTE: A zero is the lowest score that a student can be assign 

      Read also: HCM 520 Healthcare Errors Discussion

 

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