Good afternoon, this is all the information

Good afternoon, this is all the information provided, please if you can’t answer leave it for another tutor, thank you!: Ethical- Legal- Middle Adult Case Study #3- Maria is a registered nurse who recently lost her husband after he suffered a massive stroke. One of her patients is a 42-year-old male with a left hemisphere cerebrovascular accident (CVA). She notes on his history that he is married with three young children. Currently, his only form of communication is by slowly writing with his left, nondominant hand. He has requested a do not resuscitate (DNR) order and asked that his feeding tube be removed. Maria finds the patient alert and oriented to time, place, and person. After spending time with the patient during rehabilitation therapy, she also determines that he is competent to make health care decisions. During their interaction, the patient asks that his wife not be informed of his wishes concerning the feeding tube and the DNR status. Maria has trouble acknowledging the patient’s wishes because they go against her value of human life and belief in the patient’s ability to recover with compensation for deficits. Assignment: Explain the care you will be providing throughout this case study for your patient. 1. Apply all six of the QSEN Competencies (Patient Centered Care, Teamwork & Collaboration, Evidence Based Practice, Quality Improvement, Informatics, Safety) to all criteria in patient care and follow-up. FOCUS ON Teamwork and Collaboration (Care management, Collaborative Care, Care Choices : include cultural/spiritual focus.) REFERENCE: PATIENT CENTERED CARE -Recognize the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patient’s preferences, values, and needs. Knowledge Skills Attitude -physical comfort and emotional support -Provide information, communication, and education to patient and significant others -involvement of family and friends in the treatment plan -Examine how the safety, quality and cost effectiveness of health care can be improved through the active involvement of patients and families -Examine common barriers to active involvement of patients in their own health care processes -Describe strategies to empower patients or families in all aspects of the health care process -Explore ethical and legal implications of patient-centered care -Describe the limits and boundaries of therapeutic patient-centered care -Elicit patient values, preferences and expressed needs as part of clinical interview -implementation of care plan -Evaluation of the treatment -Remove barriers to presence of families and other designated surrogates based on patient preferences -Assess level of patient’s decisional conflict and provide access to resources -Engage patients or designated surrogates in active partnerships that promote health, safety and well-being, and self-care management -Recognize the boundaries of therapeutic relationships -Facilitate informed patient consent for care -Value seeing health care situations “through patients’ eyes” -Respect and encourage individual expression of patient values, preferences and expressed needs -Recognize personally held attitudes about working with patients from different ethnic, cultural and social background -Willingly support patient-centered care for individuals and groups whose values differ from own -Value active partnership with patients or designated surrogates in planning, implementation, and evaluation of care -Respect patient preferences for degree of active engagement in care process -Respect patient’s right to access to personal health records -Acknowledge the tension that may exist between patient rights and the organizational responsibility for professional, ethical care Appreciate shared decision-making with empowered patients and families, even when conflicts occur TEAMWORK AND COLLABORATION -Function effectively within nursing and inter-professional teams, fostering open communication, mutual respect, and shared decision-making to achieve quality patient care. Knowledge Skills Attitude -Describe own strengths, limitations, and values in functioning as a member of a team -Describe scopes of practice and roles of health care team members -Describe strategies for identifying and managing overlaps in team member roles and accountabilities Recognize contributions of other individuals and groups in helping patient/family achieve health goals -Describe examples of the impact of team functioning on safety and quality of care -Explain how authority gradients influence teamwork and patient safety -Demonstrate awareness of own strengths and limitations as a team member -Initiate plan for self-development as a team member -Act with integrity, consistency and respect for differing views -Function competently within own scope of practice as a member of the health care team -Assume role of team member or leader based on the situation -Initiate requests for help when appropriate to situation -Clarify roles and accountabilities under conditions of potential overlap in team member functioning -Integrate the contributions of others who play a role in helping patient/family achieve health goals -Follow communication practices that minimize risks associated with handoffs among providers and across transitions in care -Assert own position/perspective in discussions about patient care -Choose communication styles that diminish the risks associated with authority gradients among team members -Acknowledge own potential to contribute to effective team functioning -Appreciate importance of intra- and inter-professional collaboration -Value the perspectives and expertise of all health team members Respect the centrality of the patient/family as core members of any health care team Respect the unique attributes that members bring to a team, including variations in professional orientations and accountabilities -Appreciate the risks associated with handoffs among providers and across transitions in care – EVIDENCED BASED PRACTICE -Integrate best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care. Knowledge Skills Attitude -Demonstrate knowledge of basic scientific methods and processes -Describe EBP to include the components of research evidence, clinical expertise and patient/family values. -Differentiate clinical opinion from research and evidence summaries -Describe reliable sources for locating evidence reports and clinical practice guidelines -Discriminate between valid and invalid reasons for modifying evidence-based clinical practice based on clinical expertise or patient/family preferences -Participate effectively in appropriate data collection and other research activities -Adhere to Institutional Review Board (IRB) guidelines -Base individualized care plan on patient values, clinical expertise and evidence -Read original research and evidence reports related to area of practice -Locate evidence reports related to clinical practice topics and guidelines -Consult with clinical experts before deciding to deviate from evidence-based protocols -Appreciate strengths and weaknesses of scientific bases for practice -Value the need for ethical conduct of research and quality improvement -Value the concept of EBP as integral to determining best clinical practice -Appreciate the importance of regularly reading relevant professional journals -Acknowledge own limitations in knowledge and clinical expertise before determining when to deviate from evidence-based best practices QUALITY IMPROVEMENT -Use data to monitor the outcomes of care processes and use improvement methods to design and test changes to continuously improve the quality and safety of health care systems. Knowledge Skills Attitude -Describe strategies for learning about the outcomes of care in the setting in which one is engaged in clinical practice -Explain the importance of variation and measurement in assessing quality of care -Describe approaches for changing processes of care -Seek information about outcomes of care for populations served in care setting -Seek information about quality improvement projects in the care setting -Use quality measures to understand performance Use tools (such as control charts and run charts) that are helpful for understanding variation Identify gaps between local and best practice -Design a small test of change in daily work (using an experiential learning method such as Plan-Do-Study-Act) -Practice aligning the aims, measures and changes involved in improving care -Use measures to evaluate the effect of change -Appreciate that continuous quality improvement is an essential part of the daily work of all health professionals -Value local change (in individual practice or team practice on a unit) and its role in creating joy in work -Appreciate the value of what individuals and teams can to do to improve care SAFETY -Minimizes risk of harm to patients and providers through both system effectiveness and individual performance. Knowledge Skills Attitude -Examine human factors and other basic safety design principles as well as commonly used unsafe practices (such as, work-arounds and dangerous abbreviations) -Discuss effective strategies to reduce reliance on memory -Delineate general categories of errors and hazards in care -Describe factors that HAVE a culture of safety (such as, open communication strategies and organizational error reporting systems) -Discuss potential and actual impact of national patient safety resources, initiatives and regulations -Demonstrate effective use of technology and standardized practices that support safety and quality -Demonstrate effective use of strategies to reduce risk of harm to self or others -Use appropriate strategies to reduce reliance on memory (such as, forcing functions, checklists) -Communicate observations or concerns related to hazards and errors to patients, families and the health care team Use organizational error reporting systems for near miss and error reporting -Use national patient safety resources for own professional development and to focus attention on safety in care settings -Value the contributions of standardization/reliability to safety Appreciate the cognitive and physical limits of human performance -Value own role in preventing errors -Value relationship between national safety campaigns and implementation in local practices and practice settings INFORMATICS -Use information and technology to communicate, manage knowledge, mitigate error, and support decision making. Knowledge Skills Attitude -Explain why information and technology skills are essential for safe patient care -Identify essential information that must be available in a common database to support patient care -Contrast benefits and limitations of different communication technologies and their impact on safety and quality -Describe examples of how technology and information management are related to the quality and safety of patient care -Recognize the time, effort, and skill required for computers, databases and other technologies to become reliable and effective tools for patient care -Seek education about how information is managed in care settings before providing care -Apply technology and information management tools to support safe processes of care -Navigate the electronic health record -Document and plan patient care in an electronic health record -Employ communication technologies to coordinate care for patients -Respond appropriately to clinical decision-making supports and alerts -Use information management tools to monitor outcomes of care processes -Use high quality electronic sources of healthcare information -Appreciate the necessity for all health professionals to seek lifelong, continuous learning of information technology skills -Value technologies that support clinical decision-making, error prevention, and care coordination -Protect confidentiality of protected health information in electronic health records -Value nurses’ involvement in design, selection, implementation, and evaluation of information technologies to support patient care SCIENCE HEALTH SCIENCE NURSING NUR 3805

******CLICK ORDER NOW BELOW AND OUR WRITERS WILL WRITE AN ANSWER TO THIS ASSIGNMENT OR ANY OTHER ASSIGNMENT, DISCUSSION, ESSAY, HOMEWORK OR QUESTION YOU MAY HAVE. OUR PAPERS ARE PLAGIARISM FREE*******."