PAYING FOR LONG-TERM CARE

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  1. QUESTION

     PAYING FOR LONG-TERM CARE 

    For this assignment you will develop an infographic designed to educate the public on the current payment structure for long-term care, paying particular attention to the misconception that Medicare pays for nursing home services. Infographics are everywhere today and convey a large amount of information in a small space. Health websites make use of infographics to inform their consumers.

    Review the rubric to make sure you understand the criteria for earning your grade.
    Read the Long-term Care Financing in the United States issue brief from the University of Pennsylvania.
    Review LongTermCare.gov's web page, The Basics.
    Research long-term care payment and delivery issues.
    Using the information provided in the background section of this assignment, go to Easel.ly to design a new infographic.
    Create an infographic explaining current financing of long-term care.
    Ensure the infographic conveys the message in a manner understandable to the general public.
    Be creative.
    Create a reference page for sources used in the development of the infographic.
    When you have completed your infographic, use the "Share" tab on Easelly to obtain a shareable link to your project. Paste the link into the Comment section on the Assignment Submission page, and attach your reference pages as a Word document.
    Submit your Easelly link and references to your instructor by the end of the workshop.

    RUBRIC Criteria Level 4:

    Criterion Score:

    Infographic Content
    40 points
    The infographic clearly and insightfully provides educational content regarding the current financing of long-term care. It corrects misconceptions and provides accurate information for future decision making.

    Infographic Quality
    20 points
    The infographic is clearly and thoughtfully designed. It conveys the information in an attractive and easily read format. It is not overwhelming and balances words and graphics appropriately.

    References, Grammar, Spelling, and Citation
    10 points
    The infographic is presented free of grammatical and spelling errors. Citations and references use appropriate APA formatting

    RESOUCES:

    • Bible
    • Textbook: Essentials of Health Policy and Law
    • Web page: Long-Term Care Financing
    • Web page: The Basics
    • Website: Easelly
    • Blog: Show, Don't Tell

    BACKGROUD INFORMATION:

    In this assignment you will create an infographic.  We see these everywhere today.  Infographics are informational graphics (posters) that allow you to share a large amount of information in a small and attractive manner.  The website Easelly  allows you to create your infographic for free once you sign up. They will try to get you to upgrade, but it is not necessary to complete this assignment. There are multiple videos available on YouTube which will assist you in creating the infographic. The Easelly blog also provides tips on creating infographics. A helpful post is entitled Show, Don’t Tell.

    One note on Easelly: with free access, you are limited in ways you can download the created infographic. However, you can create a shareable link which will allow others access to your creation. To get this link:

    1. Open your created infographic.
    2. Click on “Share” located in the ribbon at the top of the page.
    3. Click “Copy Link”.

    When you are ready to submit your assignment for grading, go to the Access the Assignment Submission page then scroll down to the Comments section. You can paste the link to the infographic there.

    Link to the infographic

    https://www.easel.ly/infographic/cprkcs

     

     

    References

    Chappell, K. A. (2017). Health Promotion in Older Adults: A Look at Medicare Annual Welnness Visits.

    Frederix, I., Solmi, F., Piepoli, M. F., & Dendale, P. (2017). Cardiac telerehabilitation: a novel cost-efficient care delivery strategy that can induce long-term health benefits. European journal of preventive cardiology, 24(16), 1708-1717.

    Neuman, P., & Jacobson, G. A. (2018). Medicare advantage checkup. N Engl J Med, 379(22), 2163-2172.

    Schiff, C., & Abate, M. P. (2016). Medicare Advantage: Fading Misconceptions and Remaining Uncertainty. Health Law., 29, 21

     

    4.QUESTION

     Suicide Precaution Policy    

    Purpose of Assignment:

     

    To demonstrate understanding of creating a therapeutic and safe environment for a suicidal client.

     

    Instructions:

     

    This assignment will use a word document to create a policy outline. Clearly identify sections of the policy based upon the listed expectations.

     

    Content:

     

    You are working on a newly opened observation unit in the hospital. Recently there has been an overflow of suicidal clients awaiting placement at the psychiatric facility. The staff recognizes there is not a fully developed policy on how to safely care for a suicidal client. Working together with case management and other staff nurses, you have been asked to create policy recommendations. Your recommendations should include:

     

    How to create a safe environment

    Considerations or actions needed when a client is admitted or discharged

    Considerations or actions during the client’s admission (length of stay)

    Identify allowable and restricted personal items for the client

    Expectations of client monitoring

    Describe the requirements of how the client is to be monitored, how often, and by whom.

    Nursing Considerations

    Expectations of nursing interactions when dealing with suicidal client

    Required documentation expectations

    Describe the roles of CNA, LPN, RN

     

    Format:

    Standard American English (correct grammar, punctuation, etc.)

    Logical, original and insightful

     

    Professional organization, style, and mechanics in APA format 7th

     

     

     

    Grading Rubric

    Safe Environment (24 Pts)--

    Levels of Achievement:

    Emerging - Limited or developing demonstration of criteria. 14 (17.50%) points

    Competence - Adequate or basic demonstration of criteria. 20 (25.00%) points

    Proficiency - Clear or effective demonstration of criteria. 22 (27.50%) points

    Mastery - Advanced or exceeds demonstration of criteria. 24 (30.00%) points

    Monitoring a Client (24 Pts)--

    Levels of Achievement:

    Emerging - Limited or developing demonstration of criteria. 14 (17.50%) points

    Competence - Adequate or basic demonstration of criteria. 20 (25.00%) points

    Proficiency - Clear or effective demonstration of criteria. 22 (27.50%) points

    Mastery - Advanced or exceeds demonstration of criteria. 24 (30.00%) points

    Expecations of the Nursing Staff (24 Pts)--

    Levels of Achievement:

    Emerging - Limited or developing demonstration of criteria. 14 (17.50%) points

    Competence - Adequate or basic demonstration of criteria. 20 (25.00%) points

    Proficiency - Clear or effective demonstration of criteria. 22 (27.50%) points

    Mastery - Advanced or exceeds demonstration of criteria. 24 (30.00%) points

    Spelling and Grammar (4 Pts)--

    Levels of Achievement:

    Emerging - Limited or developing demonstration of criteria. 1 (1.25%) points

    Competence - Adequate or basic demonstration of criteria. 2 (2.50%) points

    Proficiency - Clear or effective demonstration of criteria. 3 (3.75%) points

    Mastery - Advanced or exceeds demonstration of criteria. 4 (5.00%) points

    APA Citation (4 Pts)--

    Levels of Achievement:

    Emerging - Limited or developing demonstration of criteria. 1 (1.25%) points

    Competence - Adequate or basic demonstration of criteria. 2 (2.50%) points

    Proficiency - Clear or effective demonstration of criteria. 3 (3.75%) points

    Mastery - Advanced or exceeds demonstration of criteria. 4 (5.00%) points

     

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Subject Nursing Pages 10 Style APA
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Answer

  • Therapeutic and Safe Environment for Suicidal Clients

    Patients with suicidal tendencies first contact the emergency department and may be sent to the psychiatric unit or hospitals (Greenberg, 2020). Therefore, this environment is critical to the safety and healing of the patient. The hospital is implicated in providing a safe environment for the patient and staff. Greenberg (2020) explains that the initial contact is critical to determining how the treatment process will turn out. The purpose of this paper is to show a succinct understanding of the creation of therapeutic and safe surroundings for suicidal patients in the hospital. 

    Creating a Safe Environment

    The initial step to ensuring a safe environment is considering available risk factors that undermine the patients' health or hospital staff's safety. According to Elrefaay (2019), the most prevalent form of injury for suicidal patients include hanging objects such as strong cords and strong showerheads, strangulation facilitated by protruding wall objects like faucet handles and towel bars, suffocation using plastic wrappers and jumping off high areas or into dangerous objects. Elrefaay (2019) notes other predisposing factors, such as the availability of lethal medication and chemicals. From the above risk factors, mitigating the risk of harm and creating a safe environment will involve removing the risk factors. Elrefaay (2019) explains that these precautions are applicable for patients in the ED or those in inpatient care units as they ensure the patients' safety and others. 

    This environment can also entail suicide reduction strategies, delaying spontaneous patient impulses (Barczyk, 2020). This method will also allow the staff to discover the oncoming crisis and reduce them, respectively. The staff will also intervene when necessary and take mitigating actions to protect the patients at the hospital. Collectively, these measures create a safe environment for suicidal patients and other patients in the hospital and staff members. 

    Considerations for an Admitted or Discharged Patient

    Medications are crucial when managing patients who have suicidal tendencies (Miller, 2020). Nonetheless, this treatment is dependent on the fundamental psychiatric diagnosis of the patient. On most occasions, clinicians rely on selective serotonin reuptake inhibitors as the first go-to treatment option for depressive disorders. Miller (2020) points out that these medications are mostly tolerated by patients and have a success rate in reducing suicidal ideologies among patients. At the same time, other medication options are used as the first line of treatment for depressive tendencies. In some other cases, patients may fail to respond to the medication positively or may have other comorbidities like bipolar or schizophrenia. Generally, these patients will be given additional medication as seen fit by the physician. 

    Miller (2020) explains that research shows that different kinds of antidepressants have alleviated suicidal thoughts in individuals. If the patient is being discharged, the nurse should ask about the living conditions of the patient. This includes the availability of harmful objects like firearms, living arrangements with family or friends, and daily activities of the patients (Miller, 2020). Such information is essential for the creation of a suicide prevention plan for the patient while at home. In the case of other people in the home, the nurse should ask them to remove any dangerous objects and ensure the patient's close monitoring. 

    Considerations during the Patient's Length of Stay

    Studies show that during the client's admission period, the relationship between the patient and staff members determines the course of treatment (Tsujii, 2020). Thus, an initial agreement is essential for stressing the collaboration between the patient and nurses, especially at the onset of a crisis. The importance of this agreement also corresponds to Tsujii (2020), who argues that the effectiveness of the treatment process is founded on a therapeutic alliance. 

    Promoting a good relationship means that the nurse should listen to the patients' concerns and needs, provided that they are imperative to the treatment process. After a mutual understanding has been arrived at, patients will be more inclined to accept medication, restraints, and seclusions during different crisis periods. The patient will also voluntarily accept medication and other interventions that will help them prevent future suicide attempts. 

    Allowable and Restricted Personal Items for the Patient

    According to Miller (2020), all items that threaten the patient's safety and nurses should be taken away from them. These items include sharp objects like pens, knives, nail clippers, or sharp metallic cutlery. At the same time, personal items can be confiscated as long as they threaten the credibility of a safe environment. These items include necklaces, strings, and IV tubes. For a suicidal patient, all these items are useful and can potentially end their life. On the other hand, items allowed include blunt objects like plastic spoons, books, mobile phones, and laptops. 

    Client Monitoring

    Sitters are essential when monitoring suicidal patients (Kiley, 2020). Relocating the inpatient units to space closest to the nurses' station will allow clock monitoring from different nurses. The hospital can also add safe rooms specifically designed to contain peculiar behavioral health and allow close monitoring. Other interim safety measures include removing all dangerous items from the units and rooms and using competent sitters to monitor the patients at regular intervals (Kiley, 2020).

    Requirements of Client Monitoring

    Patients are monitored by either nurses or sitters in hospitals (Kiley, 2020). Monitoring patients can be done at regular intervals, like after every 15 or 30 minutes during the day. If the patient shows the danger to themselves or those around them, they can be restrained either physically or chemically or be secluded in a safe room within the hospital. If the safety of the nurse or sitter is at risk, then a security guard can accompany the caregiver to the psychiatric unit.  

    Nursing Considerations

    A nurse should establish a cordial relationship between the patients within the unit (Vandewalle, 2020). This relationship will, in itself, reduce the chances of another suicidal attempt. For a discharged patient, follow-ups are recommended in hospital visits or hospital calls to provide extra support when necessary. 

    Required Documentation

    According to Zhou (2020), documentation is crucial because, in case of any malpractice claims, the documentation helps evaluate patients' management and treatment. Some of the documentation required is patient information, risk assessment forms, the reason for patient assessment, and proceeding treatment methods in the hospital. Medical conclusions and any changes in the medical treatment plan should also be documented. 

    The Roles of CAN, LPN, and RN

    Vandewalle (2020) explains that CAN play a role in observation, reporting, and documentation of behavioral patterns of suicidal patients. LPNs are implicated in providing primary care to the clients, such as ensuring comport, checking their blood pressure, changing their dressing, and inserting catheters. LPNs work together with RNs responsible for reporting the status of the patients to the registered nurses and physicians (Vandewalle, 2020). These processes are carried out while maintaining patient confidentiality within the safe environment of the hospital unit.

    Conclusion

    Suicidal patients first come in contact with the ED in hospitals before being taken to the psychiatric units. To facilitate a smooth treatment, this environment needs to be safe for both patients and staff at admission and length of stay. After patient discharge, follow up activates like phone calls and hospital visits will provide additional support. Collectively, these processes will reduce subsequent suicidal attempts of patients. 

     

     

    ).

References

Barczyk, A. N., Gillon, J. T., Piper, K., Crocker, C. L., Christie, L. M., & Lawson, K. A. (2020). Predictors of traumatic suicide attempts in youth presenting to hospitals with Level I trauma centers. The Journal of Emergency Medicine.

Elrefaay, S. H., & Shalaby, M. H. (2019). suicide among psychiatric patients and nursing role a literature review. Journal of Nursing and Women's Health.

Greenberg, T. M. (2020). The Therapeutic Alliance and Maintaining Physical Safety. In Treating Complex Trauma (pp. 67-81). Springer, Cham.

Kiley, K., Volpe, D., Schenkel, S. R., & DeGrazia, M. (2020). Constant observation of pediatric patients at risk for self-harm and suicide: An evidence-based practice inquiry. Applied Nursing Research, 151294.

Miller, M., Salhi, C., Barber, C., Azrael, D., Beatriz, E., Berrigan, J., ... & Runyan, C. (2020). Changes in Firearm and Medication Storage Practices in Homes of Youths at Risk for Suicide: Results of the SAFETY Study, a Clustered, Emergency Department–Based, Multisite, Stepped-Wedge Trial. Annals of emergency medicine.

Tsujii, N., Shirakawa, O., Niwa, A., Yonemoto, N., Kawanishi, C., Yamamoto, K., ... & Hirayasu, Y. (2020). Hopelessness is associated with repeated suicidal behaviors after discharge in patients admitted to emergency departments for attempted suicide—Journal of affective disorders.

Vandewalle, J. (2020). Caring for individuals with suicidal ideation: rudiments of interpersonal interactions and relationships in mental health nursing (Doctoral dissertation, Ghent University).

Zhou, E., DeCou, C. R., Stuber, J., Rowhani-Rahbar, A., Kume, K., & Rivara, F. P. (2020). Usual care for emergency department patients who present with suicide risk: a survey of hospital procedures in Washington State. Archives of suicide research24(3), 342-354.

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