This is my policy please implement it into the paper
I. Purpose
It is the policy of Tulane Medical Center to provide safe and high quality healthcare for all patients and to enable health care providers the ability to communicate with each other to ensure quality care safe discharges.
II. Policy
To outline the procedure for the effective discharge of stroke patients and to prevent readmissions
III. Scope
This procedure applies to discharging stroke patients and preventing readmissions
IV. Procedure
Self-Care Management 1. Set the stage for Discharge planning
Assess readiness to learn
Provide written, verbal, and audio education
Provide prompts for when and who to call before returning to the ED
2. Medication adherence
Reconcile medications to reduce discrepancies
Teach when why and how to take prescribed medications
Include a pharmacist to educate & reconcile to avoid potential adverse events
3. Early Follow up & Support
Have follow up appointment setup prior to discharge
Have patient set up with support groups prior to discharge
Communicate with primary physician
Community Referrals-Home care- population health
4. Communication & transfer of Information
Include family and care givers in discharge planning
Access your own Electronic Health Records
When to call 911
5. Patient Criteria
Stable Vitals
Diagnostic testing completed
Discharged by physician
At the conclusion of Week 6, you will have completed all of the ADPIE steps of program planning. In this assignment, you combine it all into a community plan.
Inclusions:
- Introduction
- Integrate all previous assignments with revisions if necessary
- Definition of Community
- Windshield Survey
- Community Assessment
- Community Partners and Resources Community Health
- Diagnosis
- Objectives
- Identify the intervention activities and resources needed to achieve the objectives and accomplish the goal(s). Describe what you did for your project. Interventions must be specific and indicate:
- Who will implement the intervention? Krystal Gettys RN BSN, Valencia Thompson RN, Dr. Justin Salerian Medical stroke director. Dr. Anthony Alvarodo Assistant medical stroke director.
- What, how, and when it will be implemented? Policy Procedure will be implemented. It will be set up as an education for the nurses.
- How will people be notified of this? New Education for all Nurses working the stroke unit and the Neuro ICU
- (Consideration should be given to education space needed, educational materials needing to be developed, advertising, and activity promotion through TV or radio)
- Describe the proposed implementation of a project or activity. Include teaching, development of educational materials, etc.
- Include in an appendix any material you developed: pamphlets, pictures of posters, advertising material, etc.
- Propose an evaluation you would use to measure how you met the stated goal.
- How will the success of your interventions be evaluated?
- State what you might change to better accomplish the goal if it were not met. As you may remember from care planning, unmet goals usually need a change in interventions, or a change in the goal to be more realistic.
- Conclusion
- Post to ePortfolio tab #2. A zero will be given for this assignment if it is not uploaded to your e-portfolio as directed.
Additional Instructions:
- Reference page (minimum of 12 references)
- Final Paper 10 – 12 pages (not including title and reference page)
- APA format
- Running head
- A title page and a reference page
Please review the rubric to ensure that your assignment meets criteria.
Estimated time to complete: 6 – 8 hours
Rubric
NU 474 Unit 6 Written Community Plan Rubric
| NU 474 Unit 6 Written Community Plan Rubric |
| Criteria |
Ratings |
Pts |
| This criterion is linked to a Learning Outcome Topic |
| 10.0 pts
5
Identifies a creative, focused, and manageable topic clearly addressing important points. |
9.0 pts
4
Identifies a manageable topic that addresses important points. |
8.0 pts
3
Identifies a focused topic that addresses important points. |
7.0 pts
2
Identifies a topic that while doable, is too narrowly focused. |
6.0 pts
1
Identifies a topic that is far too general and wide-ranging as to be doable. |
0.0 pts
0
Does not clearly identify a topic or identifies a topic that is not relevant to the assignment. |
|
10.0 pts |
| This criterion is linked to a Learning Outcome Existing Knowledge, Research, and/or Views |
| 15.0 pts
5
Uses in-depth information from relevant sources representing multiple points of views (3 or more) or research aspects (3 or more). |
14.0 pts
4
Describes in-depth information from relevant sources representing at least two points of view or research aspects. |
12.0 pts
3
Explains information from relevant sources representing at least two points of view or research aspects. |
11.0 pts
2
Relates information from relevant and irrelevant sources. No clear point of view(s) of approach(s) are identified. |
9.0 pts
1
Tells information from irrelevant sources representing a single point of view or does not identify points of view or approaches |
0.0 pts
0
Information is irrelevant to the topic. No clear point of view/approaches. |
|
15.0 pts |
| This criterion is linked to a Learning Outcome Content |
| 25.0 pts
5
Demonstrates the ability to construct a clear and insightful problem statement/thesis statement/topic statement with evidence of all relevant contextual factors. |
23.0 pts
4
Demonstrates the ability to construct a problem statement, thesis statement/topic statement with evidence of most relevant contextual factors, and problem statement is adequately detailed |
20.0 pts
3
Begins to demonstrate the ability to construct a problem statement/thesis statement/topic statement with evidence of most relevant contextual factors, but problem statement is superficial. |
18.0 pts
2
Demonstrates a limited ability in identifying a problem statement/thesis statement/topic statement or related contextual factors. |
15.0 pts
1
Demonstrates the ability to explain contextual facts but does not provide a defined statement. |
0.0 pts
0
There is no evidence of a defined statement. |
|
25.0 pts |
| This criterion is linked to a Learning Outcome Analysis |
| 25.0 pts
5
Organizes and compares evidence to reveal insightful patterns, differences, or similarities related to focus. |
23.0 pts
4
Organizes and interprets evidence to reveal patterns, differences, or similarities related to focus. |
20.0 pts
3
Organizes and describes evidence according to patterns, differences, or similarities related to focus. |
18.0 pts
2
Organizes evidence, but the organization is not effective in revealing patterns, differences, or similarities. |
15.0 pts
1
Describes evidence, but it is not organized and/ or is unrelated to focus. |
0.0 pts
0
Lists evidence, but it is not organized and/ or is unrelated to focus. |
|
25.0 pts |
| This criterion is linked to a Learning Outcome Conclusion |
| 15.0 pts
5
Assembles a conclusion that is a logical interpretation from findings. |
14.0 pts
4
Constructs a conclusion that is logical from inquiry findings. |
12.0 pts
3
Identifies a conclusion specifically from and responds specifically to the findings. |
11.0 pts
2
Produces a general conclusion that, because it is so general, also applies beyond the scope of the inquiry findings. |
9.0 pts
1
States an ambiguous or unsupportable conclusion from findings. |
0.0 pts
0
States an illogical conclusion from findings. |
|
15.0 pts |
| This criterion is linked to a Learning Outcome Limitations and Implications |
| 10.0 pts
5
Insightfully discusses in detail relevant and supported limitations and implications. |
9.0 pts
4
Examines relevant and supported limitations and implications. |
8.0 pts
3
Discusses relevant and supported limitations and implications. |
7.0 pts
2
Presents relevant and supported limitations and implications. |
6.0 pts
1
Presents limitations and implications, but they are unsupported. |
0.0 pts
0
Presents limitations and implications, but they are irrelevant. |
|
10.0 pts |
| This criterion is linked to a Learning Outcome Writing |
| 10.0 pts
5
The paper exhibits a excellent command of written English language conventions. The paper has no errors in mechanics, grammar, or spelling. |
9.0 pts
4
The paper exhibits a good command of written English language conventions. The paper has no errors in mechanics, or spelling with minor grammatical errors that impair the flow of communication. |
8.0 pts
3
The paper exhibits a basic command of written English language conventions. The paper has minor errors in mechanics, grammar, or spelling that impact the flow of communication. |
7.0 pts
2
The paper exhibits a limited command of written English language conventions. The paper has frequent errors in mechanics, grammar, or spelling that impede the flow of communication. |
6.0 pts
1
The paper exhibits little command of written English language conventions. The paper has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning. |
0.0 pts
0
The paper does not demonstrate command of written English language conventions. The paper has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty discerning the meaning. |
|
10.0 pts |
| This criterion is linked to a Learning Outcome APA |
| 10.0 pts
5
The required APA elements are all included with correct formatting, including in-text citations and references. |
9.0 pts
4
The required APA elements are all included with minor formatting errors, including in-text citations and references. |
8.0 pts
3
The required APA elements are all included with multiple formatting errors, including in-text citations and references. |
7.0 pts
2
The required APA elements are not all included. AND/OR there are major formatting errors, including in-text citations and references. |
6.0 pts
1
Several APA elements are missing. The errors in formatting demonstrate limited understanding of APA guidelines, in-text-citations, and references. |
0.0 pts
0
There is little to no evidence of APA formatting. AND/OR there are no in-text citations AND/OR references. |
|
10.0 pts |
| Total Points: 120.0 |
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