Describe the healthcare setting in which a person currently work or hope to work in the future and Give a few reasons why using medical records and terminology correctly in their current or future workplace is important. How will a good understanding of medical records and terminology help a person perform their job? Cite a specific example or scenario.

Emergency Preparedness Guide for Assisted Living

Your long-term care facility has asked you as a member of human resources to join the company team to create an Emergency Preparedness Guide for your Assisted Living facility.

1. You are asked to explain the emergency operations plan as part of Emergency Preparedness Guide for an Assisted Living facility. Explain these operations. What is the action strategy to be taken to maintain resident care in the facility and to limit the movement of residents, staff and visitors in order to protect people and property from a hazard? Who will be onsite to ensure the strategy is implemented?
2. Access the planning process as part of Emergency Preparedness Guide for an Assisted Living facility. What does the planning process as part of an Emergency Preparedness Guide for an Assisted Living facility look like for your facility? Who at your facility needs to be involved?
3. Provide a Shelter in Place plan for your facility as part of Emergency Preparedness Guide for an Assisted Living facility. If you were to hand this off to family members what main areas will it cover?
4. Develop a Communications Plan. Have one slide of the highlights to show what will it look like—it will need to address stakeholders including media so the community is aware. The Communications Plan is part of Emergency Preparedness Guide for the Assisted Living facility. Who at your facility will be responsible for updating the media?

Description:

Sylvia Gonzales, a 51-year-old female, is at the office for a 3-month return check for her newly diagnosed Type 2 diabetes. She states that she has taken the medication she received for her “sugar” and she knows the doctor wants to a do a special “sugar test” this time. Her medication list includes Januvia® 100 mg daily.

The physician has ordered a fasting blood sugar (FBS) and a hemoglobin A1C blood test. You will need to perform both of these waived tests in your office lab.

Discussion Questions:

1. Identify equipment used by a medical assistant in an office laboratory.

2. You will be measuring Sylvia’s fasting blood glucose using a glucometer. You know this is classified as a waived test. What does the classification of waived test mean?

3. The glucometer contains an instrument called a photometer. How is blood glucose measured using a photometer?

4. Measuring blood glucose is a quantitative test. What does this mean?

5. What type of controls do you expect to use when measuring Sylvia’s blood glucose?

6. When should you run the controls?

Please answer all 6 questions separately. Thank you so much.

Power point presentation on liver.

Discussion: Change & amp; Innovation in Nursing Creating Innovative Models of Clinical Nursing Education Innovation leads to change, and that change leads to improvements in care, service, quality, and professionalism. Real improvements in quality, care, and services come from effective, insightful change and positive innovation that is derived from people who are prepared to take the lead and act on their ideas. It is not suggested that every change is positive or good. Clearly change for change's sake or change that is ill-conceived or poorly planned can have negative consequences. However, change, facilitated or driven by clinical leaders, people, being innovative that leads to improvements in quality, care, and services is considered valuable and essential. Clinical leaders are the health professionals best placed to lead change in practice and suggest innovations that impact positively on clinical quality. Innovation can also mean bringing into existence something new that can be sustained, and which has some value or utility. In effect, innovation results in a breakthrough of some sort. The problem and need for change Although nursing care has changed significantly over the past 30 years, methods to clinically train nursing students have not. The traditional model of clinical nursing education, where a faculty member oversees a group of six to eight students on an acute care unit for a 4- to 8-hour shift, provides a haphazard approach to learning. A need exists to add innovative ways to effectively train more nursing students to better prepare them for today’s health care environment. Using a change framework, seven approaches to clinical nursing education were created through academic-practice partnerships. These approaches may increase the effectiveness and efficiency of the clinical nursing education system. For that change to be successful, one must undertake a series of eight thoughtful steps. The first two steps set the stage for change to occur and include creating a sense of urgency and establishing a group of people to guide the change process. The next step creates a vision for change. The next four steps involve making change happen and include communicating the vision, empowering others to lead change, acknowledging short-term wins, and perseverance. The final step targets ways to make change last. These eight steps can provide a solid framework for implementing clinical nursing education effort Rationale for change This innovation includes a call to redesign the nursing educational system to better meet the demands of the current and future nursing practice environment. This redesign includes increasing nursing students’ community-based experiences and exposing students to complex health care issues, such as those found in long-term care settings. Research question With significant changes in nursing practice, what are the best innovative ways to train futures nurses to match the 21st a century and beyond.

please can someone help me with a response this post

Do you think Technology used in healthcare can dangerous and why?

Briefly describe why and how members of the following professional groups are involved in the treatment of chronically ill patients by discussing possible interventions (one for each group).

1. Physical Therapist
2. Occupational Therapists
3. Dietitians
4. Social Workers
5. Clinical Psychologists

SITUATION A: You just gave an injection to a patient, and after withdrawing the needle, you notice that there is no sharps container in the room. Action: Recap the needle using a one-handed recapping technique. Why?

Situation B: You are getting ready to apply gloves and notice that you have a cut on your finger.

Situation C: You accidentally get some blood on your bare hands while removing your gloves.

Situation D: A part-time clinical medical assistant was just hired. She is not immunized against hepatitis B.

The following situations may occur in the medical office. For each situation, Discuss an appropriate action to take that complies with the OSHA Occupational Exposure to Bloodborne Pathogens Standard.

Situation: You just gave an injection to a patient, and after withdrawing the needle, you notice that there is no sharps container in the room. Action: Recap the needle using a one-handed recapping technique. Why?

Situation: You are getting ready to apply gloves and notice that you have a cut on your finger.

Situation: You accidentally get some blood on your bare hands while removing your gloves.

Situation: A part-time clinical medical assistant was just hired. She is not immunized against hepatitis B.

The following situations may occur in the medical office. For each situation, Discuss an appropriate action to take that complies with the OSHA Occupational Exposure to Bloodborne Pathogens Standard.

Situation: You just gave an injection to a patient, and after withdrawing the needle, you notice that there is no sharps container in the room. Action: Recap the needle using a one-handed recapping technique. Why?

Situation: You are getting ready to apply gloves and notice that you have a cut on your finger.

Situation: You accidentally get some blood on your bare hands while removing your gloves.

Situation: A part-time clinical medical assistant was just hired. She is not immunized against hepatitis B.

Consider a recent practice change that resulted from research efforts. What were some barriers to implementation? What are common barriers for translating research into practice?

Please provide references.

Patient C is a high school senior. During the opening drive in the Friday night football game, Patient C is hit from behind. When he falls, he sustains open, comminuted fractures of his left tibia and fibula. Because he is unable to stand, an ambulance is brought onto the field to transport the young player to the hospital for evaluation.

Upon arrival at the emergency department, Patient C's leg is examined, x-rayed, and evaluated by the orthopedic surgeon on call. It is determined that prompt stabilization and cleansing of the wound would be optimal for the best possible outcome; thus, Patient C is prepared for surgery. His parents, who were at the game, arrive in the emergency department just moments after the ambulance and are available to give permission for the operative procedure. As Patient C has been medicated for pain, a history is obtained from the parents. There are no notable problems; Patient C is a healthy young man in excellent physical condition. He has not had previous operations and no previous exposure to anesthesia.

Patient C is transferred to the operating room. The anesthesiologist gives the patient a number of preoperative medications, including those to prevent PONV. The anesthesia of choice is enflurane (Ethrane), a volatile gas. The patient first receives succinylcholine prior to intubation, followed by the anesthetic gas. Within minutes, the anesthesiologist notes that Patient C's carbon dioxide levels are beginning to rise. Just as the surgeon is to begin, the patient sustains a cardiac arrest.

The anesthesiologist immediately stops the insufflation of the gas and begins to administer 100% oxygen. A code response is initiated by the remaining members of the operating team. The rescuer performing chest compressions notes that the patient's skin is warm. While resuscitative efforts continue, blood for laboratory evaluation is obtained. The arterial blood gas results demonstrate a pH of 6.9, partial pressure of oxygen (PaO₂) of 110 mm Hg, and a partial pressure of carbon dioxide (PaCO₂) of 55 mm Hg. At this point, the anesthesiologist's suspicions are confirmed; the patient is experiencing an episode of malignant hyperthermia.

As soon as the diagnosis is confirmed, the staff is ordered to administer dantrolene at a dose of 2 mg/kg. The operating room personnel contact the PACU to ask for assistance in drawing up and preparing the dantrolene. Only one nurse is available to leave the PACU, and she assists with mixing and administering the dantrolene as soon as it is prepared. Additionally, the patient requires repeat doses of sodium bicarbonate to combat the falling serum pH.

Within 15 minutes of administering the dantrolene, the patient begins to demonstrate a perfusing rhythm, although this is punctuated by frequent runs of premature ventricular contractions. Antiarrhythmics are administered to control the cardiac complications.

Simultaneously, the patient is cooled with external cold packs applied to the groin and axilla areas. The leg wound is dressed to prevent further contamination during the resuscitative efforts. Repeat blood is obtained for laboratory analysis. The patient's potassium is elevated, and the patient is started on a glucose-insulin drip.

After the patient's cardiac condition is stabilized, the operating room staff request transfer of the patient to the PACU for further management. The patient is moved, and the PACU staff becomes responsible for managing the patient. The antiarrhythmics, the glucose-insulin drip, and the cooling measures are continued. During the first 30 minutes in the PACU, the patient's urine is noted to be deep red color, indicative of developing rhabdomyolysis and potential renal failure. The patient is given 100 mg furosemide, and fluids are increased to 150 mL/hour. Within 20 minutes, the urine lightens in color, although it retains a reddish tinge.

Approximately three hours after the first cardiac arrest, the patient suffers a second arrest with the development of ventricular fibrillation. A second code response is called, and the patient is again resuscitated with dantrolene, antiarrhythmics, and sodium bicarbonate. Once again, the patient responds to treatment and regains a perfusing cardiac rhythm.

The patient is ordered to receive dantrolene every 4 hours for the following 48 hours to ensure that another episode of malignant hyperthermia does not develop. The patient is subsequently stabilized and transferred to the ICU, where he remains for 72 hours.

1. What went well? Could anything have been improved?

2. Why do you suspect the patient developed MH?

3. Do you think that the patient's fracture was stabilized and repaired? What will need to happen during subsequent surgical procedures for this patient?

A CCMA is caring for a patient who has active tuberculosis.

Which PPEs must be used during the patient’s care and why?