Case Management Implementation Plan

/in /by

Case Management Implementation Plan

Create a plan to implement case management at your workplace.  What is your recommended plan for the use of case managers in your organization for patients with your chosen chronic illness?  Identify people within your organization who are stakeholders or would support your plan.  Whose support do you need to get your plan implemented?  Identify your goals – what do you hope to accomplish with your case management plan?

Often, starting with our goals helps – it’s a backwards design.  As we think about a case management plan we are proposing for our workplace, what do we want to accomplish?  Remember – goals should be measurable.  For example, if the chosen chronic disease is diabetes, one goal may be:

  • Clients will have decreased incidences of hyperglycemia requiring hospitalization

Once we determine what we want to accomplish, we can begin to construct our plan to achieve the goal.  To achieve this goal, our plan may include providing education in a manner the client can understand (being sensitive to cultural needs), access to phone support, or inputting glucose readings into their electronic health record for documentation the case manager can evaluate and use to reach out to the client.

To put this plan in action, whose support would we need?  Primary Care Physicians, Utilization Review personnel, and the Chief Financial Officer would all have an interest in optimizing patient health and reducing costs.

Reading and Resources

Read Ferrier, G. D., & Trivitt, J. S. (2013). Incorporating quality into the measurement of hospital efficiency: A double DEA approach. Journal of Productivity Analysis, 40(3), 337-355. https://search.proquest.com/docview/1448800469?accountid=169658

Search the site for US Department of Health and Human Services “Hospital Compare” and use the interactive database to compare and contrast health plans, hospitals, etc. How might you use this site with patients as a case manager?

Additional Instructions:

  • All submissions should have a title page and reference page.
  • Utilize a minimum of two scholarly resources.
  • Adhere to grammar, spelling and punctuation criteria.
  • Adhere to APA compliance guidelines.
  • Adhere to the chosen Submission Option for Delivery of Activity guidelines.

Submission Options:

Choose One:

Instructions:

The post Case Management Implementation Plan appeared first on Infinite Essays.

: PROVISIONAL PRIMARY AND DIFFERENTIAL DIAGNOSIS 1

/in /by

Running head: PROVISIONAL PRIMARY AND DIFFERENTIAL DIAGNOSIS 1

PROVISIONAL PRIMARY AND DIFFERENTIAL DIAGNOSIS 1

 

 

 

 

 

 

 

Provisional Primary and Differential Diagnosis

Name

Institutional Affiliation

 

Provisional Primary and Differential Diagnosis

The provisional diagnosis of the patient, Ricardo is tonsillitis. After examination, the patient was found to have a temperature of 38 degrees centigrade. Tonsillitis is often accompanied by a fever and feeling tired. Also, the patient was complaining of pains when swallowing but he does not have a cough, though he could breathe and swallow normally, there was still some pain. this diagnosis was made based on tender enlarged anterior cervical lymph nodes on the left side, and enlarged red left tonsil partially covered in white exudate and his right tonsil was also red but not very enlarged. All this accompanied by fever are some of the symptoms of tonsillitis (Ann Pietrangelo and Rachel Nall, RN, BSN, CCRN, 2019).

A differential diagnosis for the patient would be sore throat, mononucleosis, or strep throat. The diagnoses were made based on the symptoms of the patient due to the lack of medical history of the patient. The common symptoms of strep throat are a sudden fever of 38 degrees centigrade or higher, red throat with white patches, trouble and pain while swallowing, as well as swollen lymph nodes in the neck (Higuera, 2019). Mononucleosis is mostly seen in young adults like the patient, the symptoms include fatigue, swollen lymph nodes, swollen tonsils, fever, and trouble when swallowing, it is often misdiagnosed as strep throat. The symptoms found in the sore throat are difficulty and pain while swallowing, white patches or pus on the tonsils and swollen red tonsils. The patient showed these symptoms. Due to the patient not having any serious medical conditions before, he was administered with ibuprofen to reduce the pain and antibiotics to clear the infection and was also advised to gaggle with warm salty water several times a day and get lots of rest.

 

References

Ann Pietrangelo and Rachel Nall, RN, BSN, CCRN. (2019). Tonsillitis: Causes, symptoms, and diagnosis. Retrieved from https://www.healthline.com/health/tonsillitis#symptoms

Higuera, V. (2019). Strep throat: Symptoms, pictures, diagnosis, and treatment. Retrieved from https://www.healthline.com/health/strep-throat#symptoms

The post : PROVISIONAL PRIMARY AND DIFFERENTIAL DIAGNOSIS 1 appeared first on Infinite Essays.

Code of Ethics for the Nutrition and Dietetics Profession

/in /by

Code of Ethics

for the Nutrition and Dietetics Profession

Effective Date: June 1, 2018

 

Preamble:

When providing services the nutrition and dietetics practitioner adheres to the core values of customer focus,

integrity, innovation, social responsibility, and diversity. Science-based decisions, derived from the best available research

and evidence, are the underpinnings of ethical conduct and practice.

This Code applies to nutrition and dietetics practitioners who act in a wide variety of capacities, provides general

principles and specific ethical standards for situations frequently encountered in daily practice. The primary goal is the

protection of the individuals, groups, organizations, communities, or populations with whom the practitioner works and

interacts.

The nutrition and dietetics practitioner supports and promotes high standards of professional practice, accepting

the obligation to protect clients, the public and the profession; upholds the Academy of Nutrition and Dietetics (Academy)

and its credentialing agency the Commission on Dietetic Registration (CDR) Code of Ethics for the Nutrition and Dietetics

Profession; and shall report perceived violations of the Code through established processes.

The Academy/CDR Code of Ethics for the Nutrition and Dietetics Profession establishes the principles and ethical

standards that underlie the nutrition and dietetics practitioner’s roles and conduct. All individuals to whom the Code

applies are referred to as “nutrition and dietetics practitioners”. By accepting membership in the Academy and/or accepting

and maintaining CDR credentials, all nutrition and dietetics practitioners agree to abide by the Code.

 

Principles and Standards:

1. Competence and professional development in practice (Non-maleficence) Nutrition and dietetics practitioners shall:

a. Practice using an evidence-based approach within areas of competence, continuously develop and enhance

expertise, and recognize limitations.

b. Demonstrate in depth scientific knowledge of food, human nutrition and behavior.

c. Assess the validity and applicability of scientific evidence without personal bias.

d. Interpret, apply, participate in and/or generate research to enhance practice, innovation, and discovery.

e. Make evidence-based practice decisions, taking into account the unique values and circumstances of the

patient/client and community, in combination with the practitioner’s expertise and judgment.

f. Recognize and exercise professional judgment within the limits of individual qualifications and collaborate

with others, seek counsel, and make referrals as appropriate.

g. Act in a caring and respectful manner, mindful of individual differences, cultural, and ethnic diversity.

h. Practice within the limits of their scope and collaborate with the inter-professional team.

2. Integrity in personal and organizational behaviors and practices (Autonomy) Nutrition and dietetics practitioners shall:

a. Disclose any conflicts of interest, including any financial interests in products or services that are

recommended. Refrain from accepting gifts or services which potentially influence or which may give the

appearance of influencing professional judgment.

b. Comply with all applicable laws and regulations, including obtaining/maintaining a state license or

certification if engaged in practice governed by nutrition and dietetics statutes.

c. Maintain and appropriately use credentials.

d. Respect intellectual property rights, including citation and recognition of the ideas and work of others,

regardless of the medium (e.g. written, oral, electronic).

e. Provide accurate and truthful information in all communications.

f. Report inappropriate behavior or treatment of a patient/client by another nutrition and dietetics practitioner or

other professionals.

g. Document, code and bill to most accurately reflect the character and extent of delivered services.

h. Respect patient/client’s autonomy. Safeguard patient/client confidentiality according to current regulations

and laws.

i. Implement appropriate measures to protect personal health information using appropriate techniques (e.g., encryption).

 

3. Professionalism (Beneficence) Nutrition and dietetics practitioners shall:

a. Participate in and contribute to decisions that affect the well-being of patients/clients.

 

 

b. Respect the values, rights, knowledge, and skills of colleagues and other professionals.

c. Demonstrate respect, constructive dialogue, civility and professionalism in all communications, including

social media.

d. Refrain from communicating false, fraudulent, deceptive, misleading, disparaging or unfair statements or

claims.

e. Uphold professional boundaries and refrain from romantic relationships with any patients/clients, surrogates,

supervisees, or students.

f. Refrain from verbal/physical/emotional/sexual harassment.

g. Provide objective evaluations of performance for employees, coworkers, and students and candidates for

employment, professional association memberships, awards, or scholarships, making all reasonable efforts to

avoid bias in the professional evaluation of others.

h. Communicate at an appropriate level to promote health literacy.

i. Contribute to the advancement and competence of others, including colleagues, students, and the public.

4. Social responsibility for local, regional, national, global nutrition and well-being (Justice) Nutrition and dietetics practitioners shall:

a. Collaborate with others to reduce health disparities and protect human rights.

b. Promote fairness and objectivity with fair and equitable treatment.

c. Contribute time and expertise to activities that promote respect, integrity, and competence of the profession.

d. Promote the unique role of nutrition and dietetics practitioners.

e. Engage in service that benefits the community and to enhance the public’s trust in the profession.

f. Seek leadership opportunities in professional, community, and service organizations to enhance health and

nutritional status while protecting the public.

 

Glossary of Terms: Autonomy: ensures a patient, client, or professional has the capacity and self-determination to engage in individual decision-

making specific to personal health or practice.1

Beneficence: encompasses taking positive steps to benefit others, which includes balancing benefit and risk.1

Competence: a principle of professional practice, identifying the ability of the provider to administer safe and reliable services on

a consistent basis.2

Conflict(s) of Interest(s): defined as a personal or financial interest or a duty to another party which may prevent a person from

acting in the best interests of the intended beneficiary, including simultaneous membership on boards with potentially conflicting

interests related to the profession, members or the public.2

Customer: any client, patient, resident, participant, student, consumer, individual/person, group, population, or organization to

which the nutrition and dietetics practitioner provides service.3

Diversity: “The Academy values and respects the diverse viewpoints and individual differences of all people. The Academy’s

mission and vision are most effectively realized through the promotion of a diverse membership that reflects cultural, ethnic,

gender, racial, religious, sexual orientation, socioeconomic, geographical, political, educational, experiential and philosophical

characteristics of the public it services. The Academy actively identifies and offers opportunities to individuals with varied skills,

talents, abilities, ideas, disabilities, backgrounds and practice expertise.”4

Evidence-based Practice: Evidence-based practice is an approach to health care wherein health practitioners use the best

evidence possible, i.e., the most appropriate information available, to make decisions for individuals, groups and populations.

Evidence-based practice values, enhances and builds on clinical expertise, knowledge of disease mechanisms, and

pathophysiology. It involves complex and conscientious decision-making based not only on the available evidence but also on

client characteristics, situations, and preferences. It recognizes that health care is individualized and ever changing and involves

uncertainties and probabilities. Evidence-based practice incorporates successful strategies that improve client outcomes and are

derived from various sources of evidence including research, national guidelines, policies, consensus statements, systematic

analysis of clinical experience, quality improvement data, specialized knowledge and skills of experts.2

Justice (social justice): supports fair, equitable, and appropriate treatment for individuals1 and fair allocation of resources.

Non-Maleficence: is the intent to not inflict harm.1

 

References:

1. Fornari A. Approaches to ethical decision-making. J Acad Nutr Diet. 2015;115(1):119-121. 2. Academy of Nutrition and Dietetics Definition of Terms List. June, 2017 (Approved by Definition of Terms Workgroup

Quality Management Committee May 16, 2017). Accessed October 11, 2017.

http://www.eatrightpro.org/~/media/eatrightpro%20files/practice/scope%20standards%20of%20practice/academydefinitionof

termslist.ashx

The post Code of Ethics for the Nutrition and Dietetics Profession appeared first on Infinite Essays.

Ethical Issues for Students

/in /by

Ethical Issues for Students

ETHICAL ISSUES, SUCH AS DIS-honesty, plagiarism, andconfidentiality, are regularlyfaced by nutrition/dietetics students as well as by their professors and preceptors. The Code of Ethics for the Profession of Dietetics provides a roadmap to evaluate ethical situations that occur, and applies to studentmem- bers of the Academy of Nutrition and Dietetics (Academy) as well as to prac- titioners.1 In addition to the Code of Ethics, students must also be aware of the integrity policies at their schools as well as the privacy policies (The Health Insurance Portability and Accountabil- ity Act of 1996 [HIPAA]) of the organi- zations in which they are placed for practice. As social media proliferates, issues arise that provide students and practitioners additional opportunities to consider their professional code of ethics.

Dietetics students and dietetics in- terns are exposed to the Code of Ethics for the Profession of Dietetics as a re- quirement of all programs accredited by the Accreditation Council for Educa- tion in Nutrition and Dietetics.2 It has been found that ethical behaviors dem- onstrated as a student correlate with later behaviors as a professional.3

Therefore, it is critical that dietetics stu- dents understand the Code of Ethics and its relevance to them.

Health professions students in other health disciplines learn about their codes of ethics and how to apply them to clinical practice. One study of 214 Finnish nursing students found that they learned about confidentiality, im- partiality, and developing professional competence, and that 56% felt that eth- ical concepts were covered extensively in their training.4 Yet students rated knowledge of their professional code of ethics and their skill in being able to ap- ply the code in practice as only “aver- age” on a Likert scale. Most students regularly participate

in some form of social media. Profes- sors must address dilemmas such as how to handle “friend” requests from their students.5 Even in training, stu- dents need to remember to portray a professional image on social media platforms. Also, students must realize that information shared on social me- dia about colleagues, preceptors, and patients might be considered confiden- tial in nature and subject to the profes- sional code of ethics, school integrity guidelines, and/or HIPAA rules. Four brief scenarios follow demon-

strating situations nutrition and dietet- ics studentsmay experience that can be evaluated using the Code of Ethics for the Profession of Dietetics.

SCENARIO 1—REQUESTING THE USE OF A CLASSMATE’S MEMBER NUMBER AND PASSWORD Susan is enrolled in a medical nutrition therapy course and has an assignment that would be easier to complete if she used the EvidenceAnalysis Library. Try- ing to save money, Susan did not be- come a student member of the Acad- emy. She asks her fellow students if they would share their member num- ber and log-in password to complete the class assignment.

Ethical Issue Because Susan is not a member of the Academy she is not bound by the Acad- emy/Commission on Dietetic Registra- tion Code of Ethics with regard to her

conduct. However, her classmates and professors, who are members, would need to consider Principle 1 of the Code: “The dietetics practitioner con- ducts himself/herself with honesty, in- tegrity, and fairness.”1 Giving a mem- ber number and password to a student who chose not to join the Academy would be considered a dishonest act.

SCENARIO 2—ACADEMIC INTEGRITY Paul is a student member of the Acad- emy. He attends a college that has an academic integrity policy. He needs to get a high grade on an examination to complete a required course for his in- ternship application. Paul was ob- served during this examination using a smart phone in his lap to access equa- tions and definitions that were to have been memorized.

Ethical Issue Similar to the first scenario, Principle 1 in the Code of Ethics has been breached.1 Because this college has an academic integrity policy, Paul and his professor will need to follow the proce- dures established in the course syllabus and by the school for handling this cheating incident. The outcomes could range from a discussion with the pro- fessor, failing an examination, attend- ing a cheating program, or even dis- missal from the major. It is important for students to be aware of their school’s academic integrity policies, procedures, and consequences. Some health care academic programs have stricter cheating policies than the school because the potential for harm to patients as a result of student cheat- ing could be a matter of life and death.

SCENARIO 3—PLAGIARISM Loren is preparing a case study for a pa- per and oral presentation that are due tomorrow. Feeling under time pres- sure, Loren copied some information from a few websites and journal arti- cles and included them in the paper and PowerPoint without attribution. Lo-

This article was written by Nadine Braunstein, PhD, RD, LD, assistant professor and the Allied Health Program Director at Towson University, Towson, MD.

doi: 10.1016/j.jand.2012.06.017

Meets Learning Need Codes 1000, 1050, 1090, and 1140. To take the Continuing Professional Education quiz for this article, log in to www. eatright.org, click the “MyProfile” link under your name at the top of the homepage, select “Journal Quiz” from the menu on your myAcademy page, click “Journal Article Quiz” on the next page, and then click the “Additional Journal CPE Articles” button to view a list of available quizzes, from which you may select the quiz for this article.

FROM THE ACADEMY Ethics in Action

© 2012 by the Academy of Nutrition and Dietetics. JOURNAL OF THE ACADEMY OF NUTRITION AND DIETETICS 1253

 

 

ren’s professor recognized these pas- sages as being plagiarized, and con- tacted the student about this serious infraction.

Ethical Issue Plagiarism is defined as “presenting work, products, ideas, words, or data of another as one’s own.”6 It is possible that Loren did not know that copying the information was plagiarism. How- ever, the guidelines will undoubtedly have been reviewed in several of Lo- ren’s classes. Loren’s professor will most likely review the consequences of plagiarism using the school’s academic integrity policy, taking action accord- ingly. In addition, examining Principle 1 of the Code of Ethics1 would indicate that Loren had not “conducted himself/ herself with honesty [or] integrity.”

SCENARIO 4—PROFESSIONALISM ON FACEBOOK Jerry is a dietetics intern doing a clinical rotation at a large metropolitan medi- cal center. Recently the parent of a ter- minally ill oncology patient sent Jerry a Facebook “friend” request that was ac- cepted. This parent was distraught when she found the intern had in- cluded private information about other patients, dietetics interns, and precep- tors on the Facebook page. The parent met with the internship director to dis- cuss her concerns.

Ethical Issues Social media provides new opportuni- ties for students and professionals to apply the Code of Ethics. There are sev- eral issues in this scenario. First, it would be important to determine whether “friending” the parent of a pa- tient on Facebook is considered profes- sionally appropriate by reviewing poli- cies of both the internship and the hospital. Second, the actual content of the in-

formation posted on Facebook would need to be evaluated to determine whether confidentiality had been com- promised. Principle 10 in the Code states, “The dietetics practitioner pro- tects confidential information and makes full disclosure about any limita- tion on his or her ability to guarantee full confidentiality.”1 If the intern had been an employee of the hospital, re-

vealing confidential patient informa- tion could be grounds for dismissal. Therefore, students and interns doing placements must also be knowledge- able about what information that is posted using social media is considered confidential as well as the confidential- ity policies at the organizations where training occurs.

CONCLUSION Studentmembers of the Academymust remember that they are held to the same Code of Ethics as all member cat- egories. In addition, students need to follow the integrity and confidentiality policies of their schools and their place- ment organizations. Because students are emerging professionals it is essen- tial to practice the ethical behaviors that will be expected when they enter the workforce.

References 1. Edge M, Fornari A, Bittle C, et al. American

Dietetic Association/Commission on Di- etetic Registration Code of Ethics for the profession of dietetics and process for con- sideration of ethics Issues. J Am Diet Assoc. 2009;109(8):1461-1467.

2. Eligibility Requirements and Accreditation Standards of the Accreditation Council for Education in Nutrition and Dietetics (ACEND). http://www.eatright.org/CADE/ content.aspx?id!57. Accessed January 2, 2012

3. Langone M. Promoting integrity among nursing students. J Nursing Educ. 2009;46 (1):45-47.

4. Numminen OH, Leino-Kilpi H, van der Ar- end A and Katajisto J. Nursing students and teaching of codes of ethics: An empirical re- search study. Intl Nurs Rev. 2009;56(4):483- 490.

5. Aase, S. Toward E-professionalism: Think- ing through the implications of navigating the digital world. J Am Diet Assoc. 2010; 110(10):1442-1449.

6. Towson University Division of Academic Af- fairs. Student Academic Integrity Policy. http:// www.new.towson.edu/provost/resources/ studentacademic.asp. Accessed February 23, 2012.

FROM THE ACADEMY

1254 JOURNAL OF THE ACADEMY OF NUTRITION AND DIETETICS August 2012 Volume 112 Number 8

The post Ethical Issues for Students appeared first on Infinite Essays.