Identify a program, policy, grant and/or interventions in your community/state/region that has improved the conditions in people’s environment and

Drug PowerPoint Presentation Gabapentin

The purpose of the presentation is for you to educate your colleagues on the drug you have selected. The presentation must include information about the:
Drug pharmacology, pharmacokinetics
Brand name
Generic name
Dosing
Indications for use
Side effects
Contraindications
Pregnancy class
You must also perform a cost analysis of the drug.
Provide a patient case study on a patient in which you would utilize the drug you have selected and include at least two peer-reviewed evidence-based studies related to the drug.
Describe the appropriate patient education.
What is your role as a Nurse Practitioner for prescribing this medication to this patient on your case study presentation?
Describe the monitoring and follow-up.
Submission Instructions:
Presentation is original work and logically organized in current APA style including citation of references.
Incorporate a minimum of 4 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.
PowerPoint presentation with 10-15 slides, excluding the title slide and the reference slide.

Explain what competencies are most important and beneficial for your success as a leader in your practice. Be specific

Nursing Assignment Help Explain what competencies are most important and beneficial for your success as a leader in your practice. Be specific and provide examples.
Appraise the leadership strategies, addressed in Standard 11, that you might employ to establish a culture that supports new information technology initiatives. Be specific.
Analyze whether or not you currently have these skills. Then, explain approaches you might recommend implementing to become competent or more proficient in this skill.

Note: Be sure to include the completed Nursing Informatics Competency Assessment Survey with your paper.

SBAR Communication

SBAR Tool: Situation-Background-Assessment-RecommendationInstitute for Healthcare ImprovementCambridge, Massachusetts, USA
The SBAR (Situation-Background-Assessment-Recommendation) technique provides a framework for communication between members of the health care team about a patient’s condition.
S = Situation (a concise statement of the problem)
B = Background (pertinent and brief information related to the situation)
A = Assessment (analysis and considerations of options — what you found/think)
R = Recommendation (action requested/recommended — what you want)
SBAR is an easy-to-remember, concrete mechanism useful for framing any conversation, especially critical ones, requiring a clinician’s immediate attention and action. It allows for an easy and focused way to set expectations for what will be communicated and how between members of the team, which is essential for developing teamwork and fostering a culture of patient safety (Links to an external site.).

IPEP/SBAR Communication Tool (10%): The purpose of this assignment is to introduce the student to interprofessional standardized communication to ensure effective and safe handoff and communication regarding patient care. After reviewing the IHI video (https://www.youtube.com/channel/UCapHQvNqZ40z-aC2P…) and sample SBAR tool (attached below), the
student will complete the SBAR Tool located in Module 1. The student is to follow the example provided in Module 1. The student is graded on clarity, relevance, accuracy, conciseness and comprehensiveness of information.
Assignment below:
STUDENTS ARE TO COMPLETE AT LEAST TWO SBAR COMMUNICATION FROM THE SCENARIOS LISTED BELOW (Select two of three listed, submit both on one document in APA format):
Scenario 1
Mr. O is 63 years old. He was dizzy and light-headed at home and almost fell. His wife brought him by car to the ER. Mr. O was admitted to AMU with syncope. This is not his first time being admitted to the hospital. He has been treated in the past for congestive heart failure and acute myocardial infarction. He feels like he is pretty healthy as he only takes NSAIDs at home for chronic back pain.
Mr. O got to AMU at 1600. His nurse is Jenny, RN. Jenny, RN assessed him and found his blood pressure 138/84, pulse 76 and regular, and his respiratory rate 16. He is afebrile at 98.6. Mr. O’s labs were normal, but his IV infiltrated during transport. Jenny, RN started a new IV and put a warm compress on the old site. Jenny, RN reported off to Ben, RN at 1900.
At 2130, the PCA found Ben, RN and told him that he had just helped get Mr. O. off the bedpan. Mr. O had a large, black tarry stool and was complaining of not feeling well. Ben, RN went into assess Mr. O. His vital signs were; blood pressure 94/66, pulse 114, and respiratory rate 24. His pulse ox was 97%. He was pale and his skin was clammy.
Ben, RN asked him how he was feeling. Mr. O said he just didn’t feel well and could not get comfortable. He asked if he could have something for his belly. “It is really hurting!” Ben, RN assessed his abdomen and found that it was distended and Mr. O had diffuse abdominal pain. He rated his pain a 6 on a scale of 1-10.
Scenario 2
Mrs. S is a 72 year old retired school teacher. She lives alone with her dog Ginger and is very independent. She was shoveling snow on Monday morning after the big storm. While shoveling she developed a crushing sensation in her chest. This is not the first time she has had chest pain. Mrs. S has a history of angina, though she has never had a heart attack. She takes an aspirin every day at home and keeps nitroglycerin tabs in her pocket “just in case”. Mrs. S took a nitroglycerin tab and an aspirin and drove herself to the hospital. Mrs. S was admitted to the hospital on Monday afternoon with chest pain, rule out myocardial infarction.
She has been a patient on cardiology for 4 days now. She has had no chest pain since Monday and has been ruled out for a heart attack. She has a IV of .9NS at keep open and expects to go home in the morning. At 2200, Mrs. S put her call light on. Her nurse Sue, RN, answered the call light. Mrs. S stated that she was having chest pain and rated it a 9/10 on the pain scale. Sue, RN, had the PCA check her vitals and get an EKG. Sue, RN, went to get her a nitroglycerin tab. Mrs. S blood pressure was 90/52. Her EKG shows ST changes. Her HR was 120. Her breathing was labored at 36 and her pulse ox was 85% on room air. Sue gave Mrs. S a nitroglycerin tab sublingually. There was no relief to her chest pain and her blood pressure decreased to 80/52. Sue, RN, placed Mrs. S on oxygen at 2L and her pulse ox improved to 91%. Mrs. S is very anxious and states she feels terrible.
Sue, RN, increased her IV fluids to 100cc/hr and called the physician.
Scenario 3
Margie Colby, a 25-year-old primipara, is in the recovery room after a low forceps delivery of a nine pound, two ounce, term male. Although this was an unplanned pregnancy, Margie and her husband adjusted to the idea, and are now very excited parents. Margie plans to breast feed the baby.
Forty-five minutes after delivery, Margie’s vital signs are BP 100/60, pulse 88 and respirations 16. Her fundus is firm and is at level of umbilicus, no clots observed. She has continuous trickle of bright red lochia. No change in perineal edema, ice pack applied and peripads changed. Peripads and chux weight indicate 300cc of blood loss.
Fifteen minutes later the fundus is massaged and remains firm at umbilical level and midline. A constant trickle of bright red lochia persists with no clots expressed. Peripads and Chux weighed showing and additional 200 cc blood loss. Vital signs are now BP 90/52, pulse 110 and respirations 20.