NR 361 Week 6 Discussion: Distractors in our Environments

NR 361 Week 6 Discussion: Distractors in our Environments

NR 361 Week 6 Discussion: Distractors in our Environments

Distractors in our Environments

Discussion

Purpose

This week’s graded discussion topic relates to the following Course Outcome (CO).

Course Outcomes

This assignment enables the student to meet the following course outcomes:

CO 6: Discuss the principles of data integrity, professional ethics, and legal requirements related to data security, regulatory requirements, confidentiality, and client’s right to privacy. (PO 6)

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Due Date

During the assigned week (Sunday the start of the assigned week through Sunday the end of the assigned week):

Posts in the discussion at least two times, and

Posts in the discussion on two different days

Total Points Possible: 50 points

Preparing the Discussion

Discussions are designed to promote dialogue between faculty and students, and students and their peers. In discussions students:

Demonstrate understanding of concepts for the week

Integrate outside scholarly sources when required

Engage in meaningful dialogue with classmates and/or instructor

Express opinions clearly and logically, in a professional manner

Use the rubric on this page as you compose your answers.

Best Practices include:

Participation early in the week is encouraged to stimulate meaningful discussion among classmates and instructor.

Enter the discussion often during the week to read and learn from posts.

Select different classmates for your reply each week.

Discussion Question

Distractions are everywhere. They may include cellphones, multiple alarms sounding, overhead paging, monitors beeping, and various interruptions that disrupt your clinical practice.

Give an example of an ethical or legal issue that may arise if a patient has a poor outcome or sentinel event because of a distraction such as alarm fatigue. What does evidence reveal about alarm fatigue and distractions in healthcare when it comes to patient safety?

Grading

To view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric. See Syllabus for Grading Rubric Definitions.

RNBSN_50_Point_Discussion_Rubric_1_21

RNBSN_50_Point_Discussion_Rubric_1_21

Criteria Ratings Pts
This criterion is linked to a Learning Outcome Answer Post

•Answers the discussion question(s) in a detailed manner, and

•Demonstrates excellent knowledge and understanding of course concepts
16 pts

100% Excellent

Answers the discussion question(s) in a detailed manner and demonstrates excellent knowledge and understanding of course concepts.

14 pts

88% Good

Answers the discussion question(s) but detail is lacking, and demonstrates good knowledge and understanding of course concepts.

13 pts

80% Fair

Partially answers the discussion question(s) and partially demonstrates knowledge and understanding of course concepts.

6 pts

38% Poor

Minimally answers the discussion question(s) and minimally demonstrates knowledge and understanding of course concepts.

0 pts

0% Missing

Does not answer the discussion question(s).
16 pts

This criterion is linked to a Learning Outcome Scholarly Sources

•Integrates evidence from assigned reading OR lesson,

•Integrates evidence from at least one outside scholarly source,

•All sources are credited within the body of the post,

•Evidence supports the discussion, and

•APA format is not required but is encouraged.
12 pts

100% Excellent

Integrates evidence from assigned reading OR lesson AND from at least one outside scholarly source. All sources are credited within the body of the post. Evidence supports the discussion.

11 pts

88% Good

Integrates evidence from assigned reading OR lesson only. All sources are credited within the body of the post. Evidence supports the discussion.

10 pts

80% Fair

Integrates evidence from outside scholarly source only. All sources are credited within the body of the post. Evidence supports the discussion.

5 pts

38% Poor

Lists sources at conclusion of post but does not integrate/credit evidence into body of post OR integrates evidence but evidence does not support the discussion.

0 pts

0% Missing

Does not integrate any evidence.

12 pts
This criterion is linked to a Learning Outcome Reply Post

•Replies to a classmate’s and/or instructor’s post,

•Reply post provides additional information or clarification, and

•Reply post adds excellent depth to the discussion.
14 pts

100% Excellent

Replies to a classmate’s and/or instructor’s post by providing additional information or clarification. Reply post adds excellent depth to the discussion.

12 pts

88% Good

Replies to a classmate’s and/or instructor’s post by providing additional information or clarification. Reply post adds good depth to the discussion.

11 pts

80% Fair

Replies to a classmate’s and/or instructor’s post. Limited information or clarification provided. Brief reply post adds fair depth to the discussion.

5 pts

38% Poor

Replies to a classmate’s and/or instructor’s post. Reply does not provide additional information or clarification. Brief reply post does not add depth to the discussion.

0 pts

0% Missing

No reply post to classmates or instructor.
14 pts

This criterion is linked to a Learning Outcome Communicates Professionally

All posts:

•are clear and concise,

•are respectful, civil, and caring, and

•contain excellent English grammar, spelling, and punctuation.

8 pts

100% Excellent

All posts are clear, concise, respectful, civil, and caring. Posts contain excellent English grammar, spelling, and/or punctuation.

7 pts

88% Good

All posts are clear, concise, respectful, civil, and caring. Posts contain good English grammar, spelling, and/or punctuation.

6 pts

80% Fair

All posts are respectful, civil, and caring but are not clear or concise. Posts contain fair English grammar, spelling, and/or punctuation.

3 pts

38% Poor

All posts are not clear and concise, AND contain poor English grammar, spelling, and/or punctuation.

0 pts

0% Missing

All posts are not respectful, civil, and caring.
8 pts
This criterion is linked to a Learning Outcome Participation

During the assigned week (Sunday the start of the assigned week through Sunday the end of the assigned week):

•Posts in the discussion at least two times, and

•Posts in the discussion on two different days

0 pts

No Points Deducted

During the assigned week (Sunday the start of the assigned week through Sunday the end of the assigned week): •Posts in the discussion at least two times, and •Posts in the discussion on two different days

0 pts

Points Deducted (-5 Points)

During the assigned week (Sunday the start of the assigned week through Sunday the end of the assigned week): •Does NOT post in the discussion at least two times AND/OR •Does NOT post in the discussion on two different days

0 pts

Total Points: 5

Welcome to Week 6! Our topic this week is distractions in healthcare. It is probably safe to say that distractions really are everywhere and can potentially affect us. I look forward to hearing everyone’s input!

We will be addressing the following Course Outcomes:

CO 6: Discuss the principles of data integrity, professional ethics, and legal requirements related to data security, regulatory requirements, confidentiality, and the client’s right to privacy. (PO 6)

A Sample Of This Assignment Written By One Of Our Top-rated Writers

NR 361 Week 6: Discussion: Distractors in our Environments

Patient safety and quality outcomes are essential for healthcare providers as they enhance quality of care. Nurses as healthcare providers must ensure patient safety by avoiding any errors that can emanate from distractions in their environment. Alarm fatigue is a well-documented issue that occurs in nursing practice and can lead to significant negative outcomes, including possible sentinel events due to their distractive nature (Mcmullan et al., 2021). Ethical and legal issues can arise from such distractions imploring nurses to ensure that they can overcome alarm fatigue.

An ethical issue that can emanate due to alarm desensitization in care, especially in critical care settings, is the inability to accurately identify appropriate alert among others. Due to this lack of effective identification, a patient may experience delays in treatment or get medications at the wrong time. Such an event may violate the ethical principle of beneficence and non-maleficence as the patient may not benefit from the treatment since it increases possible harm (Alsuyayfi et al., 2022). Because of processing multiple false alerts, providers may experience alarm fatigue that can lead to missed care and other errors which can have a fundamental effect on patients, including possible legal ramifications for negligence and lack of duty of care.

Alarm fatigue and distractions in healthcare can have significant effects on patient safety as they hinder providers from accurately identifying the right alerts to offer appropriate care. Evidence from research suggests that alarm fatigue is a critical multifaceted issue and arises from many contributing factors that include false alarms and non-actionable alarms. Imperatively, providers need to develop effective interventions that would help reduce their occurrences since they lead to negative patient outcomes. Studies by Alsuyayfi et al. (2022) and Lewandowska et al. (2020) show that alarm fatigue and associated distractions can lead to serious consequences for both providers and patients. As such, introducing a strategy of alarm management and measuring the fatigue level is essential to address the negative aspects associated with these systems.

References

Alsuyayfi, S., & Alanazi, A. (2022). Impact of clinical alarms on patient safety from nurses’

perspective. Informatics in Medicine Unlocked, 32, 101047. https://doi.org/10.1016/j.imu.2022.101047

Lewandowska, K., Weisbrot, M., Cieloszyk, A., Mędrzycka-Dąbrowska, W., Krupa, S., & Ozga,

8409. (2020). Impact of alarm fatigue on the work of nurses in an intensive care environment—a systematic review. International journal of environmental research and public health, 17(22), 8409. DOI: 10.3390/ijerph17228409

Mcmullan, R. D., Urwin, R., Gates, P., Sunderland, N., & Westbrook, J. I. (2021). Are operating

room distractions, interruptions and disruptions associated with performance and patient safety? A systematic review and meta-analysis. International journal for quality in health care, 33(2), 1-10. DOI: 10.1093/intqhc/mzab068.