Root Cause Analysis (Registered Nurse)

In this written assignment, you will explore a patient incident using root cause analysis.

Step 1 Read the scenario.

Step 2 Complete the chart.

You have been charged with leading the interprofessional team that will investigate Mr. Jones’s issue. Your analysis should focus on systems and processes, not individual performance.

Step 3 Develop a plan of action.

Based on your investigation, develop a minimum two-page plan of action, not counting the title or reference page, detailing the recommendations your team makes. Your plan should answer the question “What can be done to prevent a similar incident?”

  • Attach the completed Root Cause Analysis Chart to the end of your paper as an appendix or attach it separately with your assignment.



    image1.jpg Professional Issues in Nursing


    Handout for Assignment 9.1: Root Cause Analysis Scenario

    For your assignment, read the scenario below.


    John Jones requires a blood transfusion due to hemorrhage following a motor vehicle accident. The physician enters the order for blood to be drawn for a type and cross-match and then to transfuse one unit of packed red blood cells using computerized physician order entry. The nurse confirms the order for the blood work and prints the laboratory forms and stickers. The nurse gives the laboratory forms to the student nurse technician and asks him to draw blood on Mr. Jones and send it to the laboratory. The student nurse technician reviews the chart and confirms the order for blood work.

    When the student nurse technician arrives at John’s semi-private room, he has to wade through several family members to reach the patient’s bed. John seems distracted by the questioning of his well-meaning family members. So the student, not wanting to interrupt their discussion, quickly asks the patient if his name is Mr. Jones. John responds with a simple yes while continuing his discussion with his family. With just the verbal confirmation and without checking the patient’s ID band, the student nurse technician proceeds to draw the blood and send it to the laboratory.

    When the blood arrives on the unit two hours later, the nurse performs a cross check with another nurse to confirm the patient name, unit number, and blood type on the blood and the blood slip. They then go the patient’s room to administer the blood. The nurse asks the patient his name and he states, John Jones, which matches his ID band. The two nurses then check the ID band against the blood and the medical record. All names match. The nurses continue with their bedside check and hang the blood.

    Within minutes of hanging the blood, Mr. Jones begins to complain to shortness of breath. The nurse immediately stops the blood and begins infusing normal saline. She notifies the physician and the blood bank of a possible transfusion reaction. The physician immediately comes to see the patient, who responds well to treatment. The blood bank reports that the blood and tubing that were returned to them did not match the patient’s blood type.

    Professional Issues in Nursing Handout 9.1 V3.0 Page 1 of 1 11/9/2017

    © 2013 Pearson Education



    image1.jpg Professional Issues in Nursing


    Handout for Assignment 9.1: Root Cause Analysis Chart

    Question Response Identify possible causal factors
    List team members. (Include name, title, and rationale for inclusion on team)    
    Give a chronological description of the event    
    When did event happen?    
    Where did it happen?    
    What is the severity of the actual or potential of the harm?    
    What is the chance it will happen again?    
    What are the consequences?    
    What is the plan of action?    

    Professional Issues in Nursing Handout 9.1 V3.0 Page 1 of 1 11/9/2017

    © 2013 Pearson Education

Plan For Remote Practicum In Physical Rehabilitation PROJECT !!!!

Plan for Remote Practicum in Physical Rehabilitation (Choose pediatric or adult)

Hours to be completed through remote projects: 145



  1. All remote work must relate directly to the APIED process in Recreational Therapy.
  2. All remote work must relate directly to the NCTRC Job Analysis and Knowledge areas (
  3. Student will keep a detailed time log of how time is spent; ie, 3 hours researching… and must complete 145 hours worth of projects as listed below.

Remote Projects:

  1. Research and write Intervention Protocols for the interventions listed below.

The expectation is that you research the intervention design for the physical rehabilitation population. Your protocol may have to identify/limit the program to specific populations based on your research. The research should be done using the NTL Learning Commons. Please make sure all research is from peer reviewed journals. List all references in APA format. You will then write the protocol based on the research. See attached outline and sample for the Intervention Protocol. Each completed protocol to the level expected will be worth 20 hours.

  1. Leisure Education (required)
  2. Community Reintegration (required)
  3. Social Skills
  4. Exercise Group (choose from various types such as yoga, tai chi, aerobics, etc.)
  5. Aquatics
  6. Stress Management (various types such as diaphragmatic breathing, meditation, guided imagery, etc.)
  7. For protocols, as appropriate, create 4 week activity plans/program plans/session plans/scripts, etc. Create these in such a way that a therapist can pick them up and run your program exactly as described. Each 4 week activity plan will be worth 5 hours if completed as expected.
  8. Or Create a Resource Guide for online leisure activities, e.g. museum tours, zoo live cams, relaxation sessions, yoga workouts, etc. that are relevant to the population. Describe how they can be used therapeutically with goals/outcomes. Include a description of services and how to access them. Worth 5 hours.
  • Data/PresetImageFill5-28.jpg


















    docx M10.3.9-7029.9.8-4




Patho Mod 4 Quiz

Please go to the following web address:  Please sign in with the following information:


Password: Addie!0823

Click on Courses on the top, and then click on Section 01 Pathophysiology, click on Module 4, then assignments. Scroll down to Module 04 Quiz – Cardiovascular & Immune System Disorders. Complete the quiz.

Module 4 Case Study Patho

Please go to the following web address:

Please sign in with the following information:


Password: Addie!0823

Click on Courses on the top, and then click on Section 01 Pathophysiology, click on Module 4, then assignments. Complete Module 04 Assignment – Case Study.


Advanced Primary Care Of Family

Community Acquired Pneumonia (CAP)

Clinical Standard of Practice Presentation (5% of Grade)

Students are expected to expand their use of resources for evidence-based practice beyond the required text and explore nursing and related literature to improve their understanding and application of advanced interventions. Each student will present a Clinical Practice Presentation. The focus of the presentation must reflect current treatment recommendations from accepted professional organizations. Presentations will be evaluated related to the criteria listed. Presentations must be no more than twelve to 18 slides in a PowerPoint format with a Reference List in APA format. Once done each Presentation must be uploaded to BB Ultra during the period of time frame for this activity posting.


respond to b this discussion post

Health care in the United States has been an ongoing issue for many years regarding healthcare spending and coverage for everyone. “According to U.S. Census Bureau, in 2005, 45.6 million people had no coverage (U.S. Census Bureau, 2006).” Presidents over the years have tried to come up with different ways to address health care reform and it continues to be an issue to be addressed on president’s agenda.

APRN Certification

Family APRN certification application

Answer the following five questions (word document)

1.) Which are the Family Advanced Practitioner Register Nurses (APRN) certification bodies in USA.? ( AANP,  and ANCC

2.) According to the certification body you selects, which are the application requirements?

  • Credits required from you graduated school
  • How many CEUs ?, from those which are mandatory?

3.) When can you apply?

4.) What is the passing test score?

5.) How much does the certification exam cost?\

6.) How often NP recertification is due?

Communicable Disease

Write a paper (2,000-2,500 words) in which you apply the concepts of epidemiology and nursing research to a communicable disease. Refer to “Communicable Disease Chain,” “Chain of Infection,” and the CDC website for assistance when completing this assignment.

Communicable Disease Selection

  1. Chickenpox
  2. Tuberculosis
  3. Influenza
  4. Mononucleosis
  5. Hepatitis B
  6. HIV
  7. Ebola
  8. Measles
  9. Polio
  10. Influenza

Epidemiology Paper Requirements

  1. Describe the chosen communicable disease, including causes, symptoms, mode of transmission, complications, treatment, and the demographic of interest (mortality, morbidity, incidence, and prevalence). Is this a reportable disease? If so, provide details about reporting time, whom to report to, etc.
  2. Describe the social determinants of health and explain how those factors contribute to the development of this disease.
  3. Discuss the epidemiologic triangle as it relates to the communicable disease you have selected. Include the host factors, agent factors (presence or absence), and environmental factors. Are there any special considerations or notifications for the community, schools, or general population?
  4. Explain the role of the community health nurse (case finding, reporting, data collection, data analysis, and follow-up) and why demographic data are necessary to the health of the community.
  5. Identify at least one national agency or organization that addresses the communicable disease chosen and describe how the organizations contribute to resolving or reducing the impact of disease.
  6. Discuss a global implication of the disease. How is this addressed in other countries or cultures? Is this disease endemic to a particular area? Provide an example.

A minimum of three peer-reviewed or professional references is required.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.


Communicable Disease Chain



Infectious Agent


Microbes – All Types




Infective Dose






Means of Transmission








Portal of Re-entry


Same as Exit



Portal of Exit









Susceptible Host


Defense Mechanisms













© 2011. Grand Canyon University. All Rights Reserved.

Typing Template for APA Papers: A Sample of Proper Formatting for APA Style


Student A. Sample

College Name, Grand Canyon University

Course Number: Course Title

Instructor’s Name






Assignment Due Date

Typing Template for APA Papers: A Sample of Proper Formatting for APA Style

This is an electronic template for papers written according to the style of the American Psychological Association (APA, 2020) as outlined in the seventh edition of the Publication Manual of the American Psychological Association. The purpose of the template is to help students set the margins and spacing. Margins are set at 1 inch for top, bottom, left, and right. The text is left-justified only; that means the left margin is straight, but the right margin is ragged. Each paragraph is indented 0.5 inch. It is best to use the tab key to indent, or set a first-line indent in the paragraph settings. The line spacing is double throughout the paper, even on the reference page. One space is used after punctuation at the end of sentences. The font style used in this template is Times New Roman and the font size is 12 point. This font and size is required for GCU papers.

The Section Heading

The heading above would be used if you want to have your paper divided into sections based on content. This is a Level 1 heading, and it is centered and bolded, and the initial word and each word of four or more letters is capitalized. The heading should be a short descriptor of the section. Note that not all papers will have headings or subheadings in them. Papers for beginning undergraduate courses (100 or 200 level) will generally not need headings beyond Level 1. The paper title serves as the heading for the first paragraph of the paper, so “Introduction” is not used as a heading.

Subsection Heading

The subheading above would be used if there are several sections within the topic labeled in a first level heading. This is a Level 2 heading, and it is flush left and bolded, and the initial word and each word of four or more letters is capitalized.

Subsection Heading

APA dictates that you should avoid having only one subsection heading and subsection within a section. In other words, use at least two subheadings under a main heading, or do not use any at all. Headings are used in order, so a paper must use Level 1 before using Level 2. Do not adjust spacing to change where on the page a heading falls, even if it would be the last line on a page.

The Title Page

When you are ready to write, and after having read these instructions completely, you can delete these directions and start typing. The formatting should stay the same. You will also need to change the items on the title page. Fill in your own title, name, course, college, instructor, and date. List the college to which the course belongs, such as College of Theology, College of Business, or College of Humanities and Social Sciences. GCU uses three letters and numbers with a hyphen for course numbers, such as CWV-101 or UNV-104. The date should be written as Month Day, Year. Spell out the month name.

Formatting References and Citations

APA Style includes rules for citing resources. The Publication Manual (APA, 2020) also discusses the desired tone of writing, grammar, punctuation, formatting for numbers, and a variety of other important topics. Although APA Style rules are used in this template, the purpose of the template is only to demonstrate spacing and the general parts of the paper. GCU has prepared an APA Style Guide available in the Student Success Center and on the GCU Library’s Citing Sources in APA guide ( for help in correctly formatting according to APA Style.

The reference list should appear at the end of a paper. It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text. A sample reference page is included below. This page includes examples of how to format different reference types. The first reference is to a webpage without a clear date, which is common with organizational websites (American Nurses Association, n.d.). Next is the Publication Manual referred to throughout this template (APA, 2020). Notice that the manual reference includes the DOI number, even though this is a print book, as the DOI was listed on book, and does not include a publisher name since the publisher is also the author. A journal article reference will also often include a DOI, and as this article has four authors, only the first would appear in the in-text citation (Copeland et al., 2013). Government publications like the Treatment Improvement Protocol series documents from the Center for Substance Abuse Treatment (2014) are another common source found online. A book without a DOI is the last example (Holland & Forrest, 2017).


American Nurses Association. (n.d.). Scope of practice.

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).

Center for Substance Abuse Treatment. (2014). Improving cultural competence (HHS Publication No. 14-4849). U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration.

Copeland, T., Henderson, B., Mayer, B., & Nicholson, S. (2013). Three different paths for tabletop gaming in school libraries. Library Trends, 61(4), 825–835.

Holland, R. A., & Forrest, B. K. (2017). Good arguments: Making your case in writing and public speaking. Baker Academic.

One Quick Paragraph For Each Questions






Please address the following in a Word document: 

1. Please review the services provided by Indiana and reflect. Please connect your reflection to what we discussed in class and how this information could be helpful for you now or in the future.  (This pertains to Link 1).

2. Please review 4 boxes within link two and reflect. Please connect your reflection to what we discussed in class and how this information could be helpful for you now or in the future.

3. Please explore link three and reflect. Please connect your reflection to what we discussed in class and how this information could be helpful for you now or in the future.

4. Please explore one caregiving topic within link four and reflect. Please connect your reflection to what we discussed in class and how this information could be helpful for you now or in the future.

5.  Please explore one topic within link five and reflect. Please connect your reflection to what we discussed in class and how this information could be helpful for you now or in the future.

Patient-Provider: Discussing Bad News &

End of Life Communication

Day 1 7



Agenda PPC-Discussing Bad News & End

of Life Communication





Provider Skills for (PCC)

Active listening Therapeutic interviewing Advice giving Empathy Bad news delivery

1. 2. 3. 4. 5.



Bad News Delivery as the process of health care providers presenting unfavorable medical information or

diagnoses to patients and/or their families that likely is unwelcome or disturbing

patients or patients’ families should not be given false hope, but instead must be presented

with accurate and truthful information

(Mattson & Hall, 2011)



Setting the environment of the health communication exchange and creating a

maximally conducive situation for the delivery of bad news

location of conversation is important to consider

quiet location

eye-level should not appeared rushed

block out potential interruptions

sustained eye contact & touching arm

(Mattson & Hall, 2011)



Perceptions of Health Status

determining perceptions of

health status allows health care

providers to correct any false

information and provide needed


reveal patients’ and/or their

families’ technical knowledge

of their health situation as

well as their emotional


(Mattson & Hall, 2011)

feelings about the state of an individual’s own health or the health of another



providers talk with patients and/or families about how much

information and in how much detail they would like to know about

their health and by what means they would prefer to receive that


respects that patients and their families are unique and

have different informational needs and desires


(Mattson & Hall, 2011)




consider medical knowledge of


provide information in small chunks check of level of understanding

and emotional state

when the bad news is told to patients and/or their families

can provide a warning “I am sorry to have to tell you…”


avoid being excessively blunt

“You have cancer and have weeks to live” (Mattson & Hall, 2011)



Providers must be aware of patients’ and/or families

emotional responses whether overt (crying) or more

introverted (silence)

Providers need to name or identify the emotions expressed to

themselves. If unsure, ask patients/their families

Providers should identify reasons for the emotions

“My patient is scared because the radiation did not shrink the tumor”

Providers should voice an empathetic response that names

and validates patients’ and/or their families’ emotions

“I understand that you are feeling frightened because of the poor

test results”








Four-Step Technique for Responding to Emotions and

Providing an Empathetic Response

address and respond to patients’ and/or their families’ emotions

while expressing empathy

(Mattson & Hall, 2011)



Summary provide a summary of the information provided & present a

strategy for future treatment

focus on creating a mutual plan for

making the patients and/or families

as comfortable and contented as


focus on creating a mutual plan for

making the patients and/or families

as comfortable and contented as


(Mattson & Hall, 2011)



Key Points from Brandt (2013)



“However, sometimes when patients ask a direct question, they’re less sure they want a direct answer. So one of the things I try to do is make sure the patient actually wants the information he or she is asking for, and whether the timing and setting are correct. Often when probed, patients are not ready to hear difficult information, or they might need some time or a loved one present.”

(Brandt, 2013, para. 5)

(Dr. Kavitha Jennifer Ramchandran)



“Ask permission. Patients can tell me whether they’re ready to receive certain information.” “Establish a comfortable setting. No one can talk when they are in pain or uncomfortable.” “Make sure the right players are in the room. Some patients can’t make a decision without their partner, a parent, or a child present.” “If patients don’t want information, find out who they want us to communicate with. Establish a surrogate decision- maker.”





(Brandt, 2013, para. 7)

(Dr. Kavitha Jennifer Ramchandran)



“I usually provide a care map or plan with clear lefts and rights. I let people know that I have a certain number of tools in my toolbox but at some point, those tools will no longer be effective and the disease will become more difficult to control. I try to focus on the “disease” rather than the “fight” because basically even with all of our best efforts, some of these diseases are not curable. This isn’t the fault of the patient or the physician.”

(Brandt, 2013, para. 11)

(Dr. Kavitha Jennifer Ramchandran)



“Absolutely. Their journey is just beginning, while their loved ones’ journey is ending. It’s a different path and struggle. The same questions and rules apply around information giving, kindness, and making a plan.”

(Brandt, 2013, para. 14)

(Dr. Kavitha Jennifer Ramchandran)



(Brandt, 2013, para. 19-20)

“Be humble. We’re not in their shoes. Be kind. Do unto others as you would want done to you. Listen carefully. A hug is okay in the right setting. It’s okay to cry at times… Cancer sucks.”

“At the end of the day, find the things that keep you whole and happy… It will let you do all the right things again the next day.”

(Dr. Kavitha Jennifer Ramchandran)

(Dr. Kavitha Jennifer Ramchandran)




AL. (2008)



Li et al. (2020) Malhotra et al. (2020) RA 10 Due by 11:59 pm ET Podcast





AGENDA Review Li et al. (2020) Malhotra et al. (2020) Activity Homework

1. 2. 3. 4. 5.




(Wittenberg et al., 2017)




(Wittenberg et al., 2017)




(Wittenberg et al., 2017)




(Wittenberg et al., 2017)



LI ET AL. (2020) (PP. 4-6) “Cancer Patients & Caregivers have diff COM needs”(p. 1)

Target (WHO-wish to talk with) Healthcare professionals Peers Patients Caregivers ETC **decide with whom and when to talk and context

Content (WHAT-they wish to talk about) disease-related info

reducing symptoms (pain & breathing), emotional management (anxiety & fear)(CAREGIVER NEEDS) diagnosis(results), treatment, rehab, and prognosis (PATIENT NEEDS)

emotional support providing empathy & emotional convos (CAREGIVER NEEDS) cared for, supported, understood, encouraged, (PATIENT NEEDS) diagnosis and final stage

daily life breast, ovarian & rectal cancer

info about eating, exercise, and maintaining a healthy weight

metastatic breast cancer normal working life maintain QOL

head and neck cancer using the bathroom

sex/fertility about sex history (diagnosis) (PATIENT) fertility after diagnosis (PATIENT)

death clarify knowledge of death & how to COM with the patient (CAREGIVER) widowers talk about death-prepare to say goodbye (CAREGIVER)



“Cancer Patients & Caregivers have diff COM needs”(p. 1) Style (HOW-COM style)

honesty, compassion, patience, respect, and balance btw truth and hope (BOTH) empathy, competence, honesty, patience & respect (PATIENTS) empathy and sincerity (BOTH) struggled with authenticity and hope balance (BOTH) Australia-providers use direct language about death (PROVIDERS) ability to ask questions easy words to understand importance of delivery (caregiver and provider, step by step from providers to patients) personalized advice diff com for diff stages of cancer diff COM channels (FTF, a phone call- older) (social media and the Internet)

Timing (WHEN-COM timing needs) info early on (BOTH)

say goodbye before things are needed

when things become bad

LI ET AL. (2020) (P. 6) (CONT.)



MALHOTRA ET AL. (2020) oncologist-patient/caregiver communication intervention

TEAMS “training oncologists and empowering patients in effective communication during medical consultation in Singapore” (p. 1)

Feasible & acceptable to oncologists Improved more empathic responses (oncologists) Improved oncologist-patient/caregiver

prognosis goals of care frequency



needs to be at least 500 words with at least three scholarly articles within the past five years. No plagiarism


According to the AACN (2006) Essentials of Doctoral Education for Advanced Nursing Practice, DNP graduates are distinguished by their abilities to use information systems/technology to support and improve patient care and healthcare systems and provide leadership within healthcare systems and/or academic settings” (p. 12).

Reflect on the AACN DNP “Essential IV: Information Systems/Technology and Patient Care Technology for the Improvement and Transformation of Health Care” and your own technology experience and answer the following.

  • What were your initial thoughts on reading the AACN Information Systems/Technology Essentials for the DNP graduate?
  • Did you find any of the essentials surprising? Why or Why not?
  • Describe the changes you have seen in your practice setting over the past five years that have been brought about by the use of technology and evidence-based practice.
  • Describe the changes you expect to see in your practice setting over the next five years based on technology.
  • How have these changes affected nursing practice in your setting?