Describe the mission, assumptions and objectives for the upcoming budget year for the departments involved. (Nursing, Laboratory, Pharmacy & Radiology)

Question Description

1 Describe the mission, assumptions and objectives for the upcoming budget year for the departments involved. (Nursing, Laboratory, Pharmacy & Radiology) 2 Establish statistics volume projections for the budget year 2015 for all four (4) departments. 3 Establish a position control plan for the new Psychiatric Unit. (Part of Nursing) 4 Establish a position control plan for nursing and laboratory. 5 Complete expense item for laboratory & radiology for 2015. 6 Project the expected net revenue for all Medicare, HMO, and all Other Insurance patients. The percentage breakdown of patients by payor mix is as follows: Medicare 51% Blue Cross 16% Medical Asst 08% HMO 10% Commercial INS 07% Other 05% Self Pay 03% Total 100% In the new fiscal year, the hospital plans to: 1 Establish a separate distinct 15-bed inpatient psychiatric unit. 2 Install new equipment in the laboratory to enable the hospital to do 35% more tests in-house rather than send them to a reference lab. 3 Recruit a general surgeon and a Internist. 4 Purchase an additional CT scanner which is expected to increase current radiology volumes by 3.25%. THREE DEPARTMENTS ARE INVOLVED IN OUR BUDGET EXERCISE. THEY ARE NURSING, LABORATORY, PHARMACY AND OUTPATIENT/AMBULATORY SERVICES. STATISTICAL DATA 2012 – 2013 2013- 2014 2014- 2015 Admissions In Pt (Nursing) 7,395 7,400 7,370 Laboratory Test 399,330 411,810 421,564 Pharmacy Rx 99,832 100,011 99,642 Radiology Exams 68,222 69,124 68,950 LABORATORY EXPENSES 2012 2013 2014 Supplies $79,866 $86,480 $96,959 RADIOLOGY EXPENSES Supplies $395,205 $405,222 $410,100 PARIENT REVENUE Gross Revenue Projected for the 2014-2015 budget year is as follows: In Patient $30,675,000 Out Patient $36,878,000 Total $67,553,000 Current Reimbursement Formulas: In Patient Out Patient Medicare $5760/case 38% of Charge HMO $1215.00/pat day 31% of Charge Other Insurance $7655.00/discharge 42.5% of Charge

Application 1: Nursing Informatics Pioneers

Nursing Informatics Pioneers

Application 1: Nursing Informatics Pioneers

One of the major drivers in recent health care reform legislation is the American Reinvestment and Recovery Act’s (ARRA) HiTech Incentive. This act, passed in 2009, earmarked $22 billion for the adoption of electronic health records (EHRs), with a goal of 100% adoption in all practice settings by the year 2014. The HiTech Act provides an example of the pivotal role that health information technology plays in the delivery of quality health care services. Yet, health information technology is a relatively new field. This Application Assignment provides an opportunity for you to examine the contributions of pioneers in this arena and consider how their contributions have influenced health informatics and nursing practice today.

To prepare:

  • Visit the AMIA Video Library 1: Nursing Informatics Pioneers webpage listed in the Learning Resources.
  • Review the biographies and video presentations of pioneers who are of interest to you, or may hold a position that you aspire to achieve.
  • Select two nursing informatics pioneers and conduct further research on their contributions.
  • Consider how their contributions have influenced health information technology and nursing practice today.

By Thursday 09/07/17, Write a scholarly 3- to 4-page paper comparing two nursing informatics pioneers in APA format with a minimum of 4 references from the list below which include the level one headings as numbered below:

1)     What are the professional accomplishments of each individual?

2)     How have their contributions influenced nursing practice?

3)     How have their contributions shaped the field of nursing informatics?

4)     What lessons can you take away from their experiences?

5)     What skills or ideas demonstrated by these leaders might you apply to your professional practice?

Required Readings

Course Text: Ball, M. J., Douglas, J. V., Hinton Walker, P., DuLong, D., Gugerty, B., Hannah, K. J., . . . Troseth, M. R. (Eds.) (2011). Nursing informatics: Where technology and caring meet (4th ed.). London, England: Springer-Verlag.

Chapter 1, “Nursing Informatics: Transforming Nursing”

Chapter 12, “The Evolving National Informatics Landscape”

 Chapter 1 introduces the need for health care reform by detailing cost concerns and future needs of the nursing profession. A look at the beginning stages of the TIGER collaborative is also given, detailing its start at the 2006 Uniformed Services University of Health Sciences in Bethesda, Maryland. Chapter 12 provides an overview of technology’s emergence into the health care industry.

Course Text: American Nurses Association. (2008). Nursing informatics: Scope and standards of practice. Silver Spring, MD: Author.

“Introduction” (pp. 1–2)

“Informatics Competencies” (pp. 33–40)

 The 2-page excerpt from the introduction offers a brief description of the field of informatics and presents the rationale for referring to the scope and standards throughout your nursing career. The excerpt from the “Informatics Competencies” section uses research and matrices to correlate informatics competencies with the education and roles of nursing professionals.

Cesnik, B., & Kidd, M. R. (2010). History of health informatics: A global perspective. Studies in Health Technology and Informatics, 151, 3–8.

Retrieved from the Walden Library databases.

 The authors of this article begin by summarizing the rise of computer development and use. They then examine how technology will build the capabilities of future businesses.

Hovenga, E. J., Kidd, M. R., Garde, S., & Hullin Lucay Cossio, C. (2010). Health informatics: An introduction. Studies in Health Technology and Informatics, 151, 9–15.

Retrieved from the Walden Library databases.

 A brief explanation of informatics principles is given in this article.

Ozbolt, J. G., & Saba, V. K. (2008). A brief history of nursing informatics in the United States of America. Nursing Outlook, 56(5), 199–205.

Retrieved from the Walden Library databases.

 Examine the initiatives and technological developments that have informed the field of informatics by using this article as a guide.

Technology Informatics Guiding Education Reform (TIGER). (n.d.). The TIGER Initiative: Informatics competencies for every practicing nurse: Recommendations from the TIGER collaborative. Retrieved from:

 For this week, focus on the executive summary and Appendix A, B, and C for review of the TIGER initiative and resulting competencies.

Required Media

Laureate Education, Inc. (Executive Producer). (2011). Transforming nursing and healthcare through technology: What is health informatics? Baltimore, MD: Author.

 Note:  The approximate length of this media piece is 13 minutes.

 In this week’s media presentation, the presenters discuss the extensive applications, implications, and benefits of health informatics for patients, practitioners, and health care organizations as a whole.

HIMSS/AMDIS Physician Community Podcast Series. (Producer). (2009). Episode #15: TIGER initiative – technology informatics guiding education reform. [Audio podcast]. Retrieved from

 Joyce Sensmeier, vice president of informatics at the Healthcare Information and Management Systems Society (HIMSS), presents the Technology Informatics Guiding Education Reform (TIGER) initiative that is aimed at educating nurses on new digital technologies. This podcast also highlights the organizational accomplishments and future informatics goals of the TIGER initiative. To access the podcast, scroll through the page linked above to find Episode #15.

American Medical Informatics Association. (2011). Video Library 1: Nursing informatics pioneers.

 Retrieved from

 The AMIA developed a Nursing Informatics History Project, aimed at documenting and preserving the history of nursing informatics. This project consists of two video libraries. Video Library 1 portrays the viewpoints and accomplishments of those recognized as pioneers in the informatics field.

Optional Resources

 Gugerty, B. Delaney, C. (August, 2009). Technology Informatics Guiding Educational Reform (TIGER). TIGER Informatics Competencies Collaborative (TICC) Final Report. Retrieved from

Technology Informatics Guiding Education Reform (TIGER). (n.d.). Evidence and Informatics Transforming Nursing: 3-Year Action Steps toward a 10-Year Vision. Retrieved from

Identify which of the Responsibilities and Competencies of a health educator a media campaign would address.

Using the media as a tool can be powerful when promoting a health program. There are a number of steps that need to be taken in order to effectively disseminate a message out to the group you are tryi

Using the media as a tool can be powerful when promoting a health program. There are a number of steps that need to be taken in order to effectively disseminate a message out to the group you are trying to influence. Media advocacy and social marketing are useful resources a health educator can use in a number of different ways and for a number of different reasons. For example, social marketing may be used to influence individual behavior whereas media advocacy might be utilized when attempting to influence policy makers (CFOC, 2008).

 Identify the steps you would take when designing a social media campaign (provide 5-6 steps, use your required readings as a guide, and use bold headings to clearly identify each step.)

 Describe each step you identified and its importance when designing a media campaign. 

Identify which of the Responsibilities and Competencies of a health educator a media campaign would address. 

Describe at least 3 different budget strategies a health educator could use when implementing a health communication plan. 

Length: 2-3 pages (excluding the cover page and the reference list).

Surgical Nursing

edical Surgical Nursing 2 S2 2016 Before you begin NUR251 Assessment 1 It is strongly… 

NUR251 Medical Surgical Nursing 2 
S2 2016 
Before you begin NUR251 Assessment 1 
It is strongly recommended that students revisit and ensure they understand the University and 
Unit policies and guidelines related to academic integrity, plagiarism, submission, extension, late submission and resubmission. 
The Unit Coordinator cannot be held responsible for information about Assessment 1 that students’ access outside of the NUR251 Learnline site. 
This includes information students may access from other students, whether enrolled in the unit or not, using social media tools such as Facebook and/or friends and/or colleagues they may discuss their assignment with. 
The Unit Coordinator is the person to contact if you have any questions or queries about Assessment 1 
NUR251 Assessment 1 
Nursing care of a patient with altered urinary and renal function 
Due date: 
Week 8 Monday 12th September 2016 1500 (3pm) CST 
Length: 2000 words 
Contribution to overall grade: 40% 
Assessment purpose Learning objectives 
Assessment 1 is the only written academic assignment in NUR251 for students to demonstrate they: 
• Are developing the ability to locate, interpret, integrate, synthesize and apply nursing knowledge from NUR251 to a relevant nursing practice scenario in medical surgical settings 
• Are developing appropriate critical thinking, clinical reasoning and sound clinical decision making processes and strategies essential for safe, evidence-based and competent nursing practice in medical surgical settings 
• Are able to focus their attention to the needs of the individual patient as the key concern of nursing practice in medical surgical settings 
• Are able to explain and justify or defend their nursing care decisions 
• Have a developing understanding of the role and scope of practice of the registered nurse in the Australian health care context 
• Are progressing towards the level of professional written communication required for nursing practice in Australia 
• Are demonstrating ethical and professional practice by adhering to the University’s academic integrity standards and plagiarism policy This assessment addresses the unit learning outcomes; 
1, 2, 3, 4 and 5 
Medical Surgical Nursing 2: Assessment 1 Topic and Tasks 

• Timely completion of study materials including modules 1 ,2 and 3 with participation or review of online collaborate sessions, pre-recorded lectures or internal classes. 
Assessment 1 is to be submitted and presented: 
• On the Assessment 1 template located in the Assessment 1 folder on NUR251 Learnline • As a computer generated document in Word format. 
• 1.5 spaced using Arial or Calibri font in size 11 or 12 
• In clear, coherent Australian English that demonstrates progression towards the standard for written communication for professional nursing practice in Australia 
• Using appropriate professional terminology 
• Contents page, title page, introduction and conclusion are NOT required 
• With no acronyms, abbreviations and/or nursing jargon 
• Unless otherwise indicated, grammatically correct sentences and topic paragraphs are required 
• No more than 20% over or under the stated word count o Note: Headings, any task information copied in and in-text citations are included in the word count 
• Use of trade names is not acceptable. Only generic terms or names are to be used when referring to specific medications or other prescribed treatments or resources that may be used in nursing practice 
Students are reminded of their academic responsibilities and professional nursing practice requirements when using the work of others in assignments. 
Reminder marks are allocated for academic integrity. See the marking criteria for Assessment 1 for full details. Breaches of academic integrity will be lodged on the University system and may have serious consequences for students. 
• All information is to be interpreted and restated in your own original words demonstrating your ability to interpret, understand and paraphrase material from your sources 
• CDU APA 6th referencing style is to be used for both in-text citations and end of assessment references. 
• Use current, reliable evidence for practice 
• Markers must be able to access ALL your resources therefore ensure they can be accessed via CDU databases or freely available by internet search. 
• All resources for NUR251 assignments should be from quality, reliable and reputable journals relevant to nursing practice and the Australian healthcare industry or reputable, reliable, professional websites. 
• All resources must be dated between 2008 and 2016 
• There must be at least 12 peer-reviewed journal articles cited in your assignment. 
Please complete the assessment task on the next page. 
Assessment 1: Case scenario 
This is Sonya 
You will be caring for her today. 
Photo used with permission from Flicker – 
Shift handover: 
Sonya, a 45year old female, is being admitted to your ward from the emergency department during your afternoon shift for observations, treatment and further investigations of her urinary and renal symptoms. 
Sonya was referred to the local hospital by her GP after returning 5 days ago from her honeymoon overseas with a urinary tract infection (UTI). Her primary concern was dysuria and frequent scant urination. Sonya was prescribed an oral antibiotic for 5 days and rest. 
On assessment Sonya stated 3-4 days of fevers with rigors, lower back and flank pain which is not responding to regular paracetamol, nausea with intermittent vomiting and lethargy. She has been unable to tolerate oral intake for over 24 hours and her urine remains dark and offensive. 
In the emergency department the preliminary diagnosis of pyelonephritis was made by the medical team but confirmation is pending pathology results and renal ultrasound. 
Sonya has a past medical history of hypertension, hyperlipidaemia and renal calculi but has been unable to tolerate her regular medications. She has a documented allergy to penicillin. 
Prior to transfer her observations have been charted and remain stable: 
Vital Signs Urinalysis 
Glasgow Coma Scale 15 alert & orientated 
Blood Pressure 110/60mmHg 
Heart Rate 117bpm regular 
Oxygen saturation 99% on nasal prongs@2L 
Respiratory rate 18bpm 
Pain score 5/10 
Temperature 38.6oC 
Output 30mL/hr cloudy & dark 
LEU Positive 
NIT Positive 
URO Negative 
PRO Positive 
pH 6.0 
BLO Positive 
SG 1.005 
KET Negative 
BIL Negative 
GLU Negative 
Medical orders 
• Regular observations 
• Monitor fluid input and output 
• Nil by mouth until ultrasound completed 
• Urine to be strained for renal calculi Medications orders 
• Hartmann’s 1000mls over 12 hours 
• intramuscular Ondansetron 4mg prn 12 hourly 
• oral Paracetamol 1g 4hourly, oral ibuprofen 400mg 8hourly and S/C morphine 5mg prn • intravenous Vancomycin 1g 12hourly 
Assessment 1 Tasks: 
Using the template provided in the Assessment 1 folder and, based on the handover you received at the beginning of your shift today, other information included below and current reliable evidence for practice, address the following tasks. 
Do not make up or assume information in relation to or about Sonya. Only use what you know from the information you received today. 
Task 1: 
Based on the handover information and in grammatically correct sentences identify: 
• The charts and documentation that will accompany her from the emergency department or that you need to commence for Sonya’s care on admission. 
For each chart/document you have identified explain: 
• Why it is necessary for Sonya’s diagnosis and nursing care? 
• What consequences can occur if this documentation is not in place or completed accurately? 
(200 words, 5 marks) 
Task 2: 
Based solely on the handover you have received and using the template provided, develop a full nursing care plan for Sonya. Your plan must address the physical, functional and psychosocial aspects of care. 
Note: Students are expected to demonstrate they have read beyond the set texts to prepare their nursing care plan. Reliance on text books alone is no guarantee that your information is current and reliable evidence for practice. However, set texts are a good place to start to identify key points and to develop search strategies to locate appropriate journal articles. 
For each nursing problem on your plan you need to identify what it is in relation to and your: 
• Goal of care 
• Interventions 
• Rationales for interventions 
• Evaluation 
Notes for Task 2 only 
• The nursing problem of pain has been provided for you as an example. This will not be included in marking allocation. 
• Dot points may be used in the care plan template 
• Appropriate professional language must be used, no abbreviations or nursing jargon 
• Rationales must be appropriately referenced. It is strongly recommended only current, reliable journal articles be used as references when providing rationales 
(750-1000 words, 30 marks) 
Task 3: 
Two important aspects of medication management by registered nurses is for the nurse to understand why a patient has been prescribed specific medications, how to monitor the patient to ensure they are responding to the prescribed medications as they should and identify any contraindications with medication type or administration choice. 
• In grammatically correct sentences briefly explain why Sonya has been prescribed; 
o Analgesics orally o Vancomycin intravenously o Hartman’s 1000mls over 12 hours AND 
• Identify and explain o The nursing responsibilities associated with administering the three (3) medications/fluid above 
o How you will assess or monitor Sonya to ensure she is responding appropriately to these three (3) medications/fluid you are administering today? 
(350 words, 10 marks) 
Information needed for Tasks 4 and 5 
You will need to use the following information to complete tasks 4 and 5 (this information is for these tasks only). 
During your shift the following occurs: 
Vital signs 
Glasgow Coma Scale 14 confused and disorientated 
Blood Pressure 95/50mmHg 
Heart Rate 135bpm thready & irregular 
Oxygen saturation 96% on Hudson mask@6L 
Respiratory rate 26bpm 
Pain score Unable to assess score – verbal groans only 
Temperature 39.9oC 
Output 25mL/hr dark, cloudy, purulent, offensive 
Capillary refill 3sec, pale, poor skin turgor 
• Indwelling catheter in place with hourly collection bag 
• MC&S collect and sent to pathology 
• Blood cultures taken by attending doctor and sent to pathology 
• Ultrasound completed still waiting for the report 
• No arterial blood gas done 
• Cannula in right arm has signs of inflammation yet still flushing well 
• Offensive vaginal discharge noted during personal cares 
• Fluid challenge of 300mls given with no change 
• Medical team have reviewed Sonja and requested urgent transfer to ICU 
Task 4: 
Based on what has occurred during your shift (see previous page) address the following: 
• What conclusion would you make from the signs and symptoms 
• Explain why you have come to this conclusion about Sonya’s current condition 
(200 words, 2.5marks) 
Task 5: 
Clinical communication – handover ward transfer 
Using ISBAR and incorporating the additional information from the previous page prepare a written handover for the nurse taking over Sonya’s care in ICU. Handover must address the physical, functional and psychosocial aspects of care and reflect any changes required to your nursing care plan above. You must use appropriate professional language with no jargon or abbreviations. 
(250 words, 5 marks) 
Task 6: 
An important part of the clinical reasoning process is to reflect on what you have done and learnt as well as to help you understand the concepts of holistic nursing practice. 
• Reflecting on the care plan you have prepared for Sonya, tell me about your experience developing the care plan. Things you might consider to include: what was easy for you and what was challenging? 
• Reflect on how applying the nursing care plan framework you used in Task 2 will help you to provide holistic nursing care for people in the clinical setting. 
(200 words, 2.5 marks) 
Notes for Task 6 only 
Reflective writing is the opportunity for you to document your thoughts and feelings. This requires a different writing style to the rest of the assignment. 
As you are expressing your thoughts and feelings, you write in the first person. It is expected to see words like “I” and “my“ and phrases like “I have learnt…”, “I now understand or realise that…” 
It is not appropriate to reference your own personal thoughts and feeling. However, if you refer to professional nursing standards and codes, information from specific sources (eg a text book or NUR251 Learnline) or draw on your understanding of the role and scope of practice of the registered nurse, you must provide a reference to support your statements.