Discussion – Endometriosis

Discussion – Endometriosis

Discussion – Endometriosis

Endometriosis is a chronic inflammation of the uterus, causing the endometrial tissue to fall outside the uterus and leading to pelvic pain and risk for infertility (Chapron et al., 2019).

Etiology

The actual causes of endometriosis remain uncertain. However, the development of the condition is linked to hormonal, neurological, and immunological factors that mostly contribute to the development of the symptoms of endometriosis (Saunders & Horne, 2021). These underlying factors are believed to interact with various aspects of the individual’s internal and external environment to influence the development of endometriosis.

Epidemiology

Endometriosis is classified as a common gynecological condition. It is currently estimated to affect around 10 percent, roughly around 190 million of the women at their reproductive age (World Health Organization, 2023). Women at their early reproductive age are at an increased risk of developing the condition compared to other age groups. Regardless, endometriosis is a syndrome that can affect women of any age.

Pathophysiology

Endometriosis lesions can occur spontaneously in menstruating species such as humans (Saunders & Horne, 2021). Due to the fluctuations in hormones across the menstrual cycle, inflammation occurs in the endometrial tissue. The inflammation causes the development of scar tissue, which can then lead to the growth of endometrial tissue and fall outside of the uterus (Saunders & Horne, 2021).

Clinical Manifestations

Endometriosis is commonly manifested in chronic pelvic pain (cyclical and non-cyclical), pain during sexual intercourse, and menstruation periods (Saunders & Horne, 2021). Other notable symptoms of the condition are painful defecation and urination, nausea, depression, and issues with getting pregnant.

Work-up

Endometriosis can be diagnosed using diagnostic imaging technologies such as transvaginal ultrasound and magnetic resonance imaging (MRI) (Chapron et al., 2019). The work-up for endometriosis also considers the patient’s medical and family history regarding the condition. Diagnosis can also include physical examinations of the uterus and pelvis.

Non-Pharmacological and Pharmacological Management

Endometriosis can be managed using either non-pharmacological and pharmacological management methods or a combination of both. The non-pharmacological methods of managing endometriosis involve changes in the patient’s lifestyle, including eating habits and activity levels. The patient can also opt for physical therapy to improve the condition’s outcomes.

Pharmacological options include non-steroidal anti-inflammatory drugs (NSAIDs) and analgesics such as ibuprofen and naproxen (World Health Organization, 2023). Other hormonal regulation methods include combined oral contraceptives, gonadotropin-releasing hormone (GnRH) agonists, and aromatase inhibitors (Saunders & Horne, 2021). Surgery also remains an option for managing endometriosis.

Education and Follow-up

Since endometriosis is majorly unpreventable, education involving knowledge of the condition, the need for early and regular check-ups, and the need for treatment are necessary to prevent complicated outcomes. After treatment, it is important to follow up on the patients to ensure the treatment is successful, as well as provide support throughout the treatment period. Patients should be provided with information about the condition, its potential impact on fertility, and available interventions.

Conclusion

Endometriosis is a significant gynecological syndrome with unknown etiology. Education, early diagnosis, treatment, and follow-up are required to prevent complications, pain, and infertility.

References

Chapron, C., Marcellin, L., Borghese, B., & Santulli, P. (2019). Rethinking mechanisms, diagnosis and management of endometriosis. Nature Reviews Endocrinology 2019 15:11, 15(11), 666–682. https://doi.org/10.1038/s41574-019-0245-z

Saunders, P. T. K., & Horne, A. W. (2021). Endometriosis: Etiology, pathobiology, and therapeutic prospects. Cell, 184(11), 2807–2824. https://doi.org/10.1016/J.CELL.2021.04.041

World Health Organization. (2023). Endometriosis. WHO. https://www.who.int/news-room/fact-sheets/detail/endometriosis.

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Question 


Discussion - Endometriosis

Discussion – Endometriosis

Discuss Etiology, Epidemiology, Pathophysiology, Clinical Manifestations, Work-up, Nonpharmacological and Pharmacological management Education,and Follow-up for the diagnosis of Endomeotrosis . 500 words

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Certified Nurse Midwife

Certified Nurse Midwife

Certified Nurse Midwife

Certified Nurse Midwives (CNMs) are Advanced Practice RNs (APRNs) who are specialized in the provision of healthcare services focused on women’s reproductive health and childbirth. A CNM, therefore, is a registered nurse who has completed their master’s or a doctoral degree and has gained clinical experience and knowledge from education and application of their education in real midwifery care settings (Schuiling et al., 2019).

CNMs usually provide their care services in primary care settings. Their roles include attending to the reproductive health needs of women. CNMs provide preventive and maintenance health care services to women’s reproductive health. They also provide appropriate care throughout the continuum of pregnancy. Therefore, CNM roles include taking care of women during pregnancy, childbirth, and during in post-partum. They also carry out other auxiliary roles, such as the provision of education and care services during and post-abortion (Mainey et al., 2020). To carry out their roles, CNMs are required to possess core midwifery competencies in women’s productive health, pregnancy, childbirth, newborn care, and management of sexually transmitted diseases (STDs).

Additional Educational and Certification Requirements to Become a Certified Nurse Midwife

A Certified Nurse Midwife is previously noted as an APRN who has completed a Master’s or doctoral degree program and has attained certification and licensure for CNM practice and roles. The educational requirements for a Certified Nurse Midwife include the need to first attain a registered nurse (RN) license before entering the midwifery education program. The RN must obtain a graduate degree from an accredited college or university or have an existing RN practice license. An RN who has not completed her graduate education and lacks a graduate degree can undertake a bridging program to qualify for the midwifery program and achieve a CNM professional designation.

An RN must complete a midwifery program accredited by the Accreditation Commission for Midwifery Education (ACME) (Schuiling et al., 2019). The ACME is an accrediting agency that ensures the midwifery education programs provided by colleges meet the set standards and the needs of the community (American College). A registered nurse will further be required to pass an examination provided by the American Midwifery Certification Board (AMCB) to be professionally certified as a CNM (Marzalik et al., 2018).

After the completion of their education and certification process, Certified Nurse Midwives must obtain practice licensing before they can legally practice in the US. The licensure of practice can be obtained across the US from any of the CNM licensing bodies, such as the existing nursing boards like the American Midwifery Certification Board (AMCB). Others include the medical boards in the particular state of certification or the particular state’s departments of health. Once licensed, a CNM has the authority to practice in all 50 states of the US, the District of Columbia, and other US territories (American Midwifery Certification Board, n.d.).

Certified Nurse Midwife Importance in Healthcare

Certified Nurse Midwives play an important role in healthcare. As nurses, CNMs are excellent advocates for patients, especially women’s productive health. Their contribution to health care through practice and research is improving patient care and health outcomes. CNMs’ roles and practices in healthcare and research have been attributed to the improvement of quality in maternity care, birth experiences, and birth outcomes for women and newborns (Trego, 2020). The role of CNMs is proving to be essential in healthcare as women seek person-centred reproductive healthcare outside of hospital settings.

Moreover, CNMs provide education on family care and reproductive health. Women who seek care and are cared for by CNMs receive better reproductive health, prenatal care, and education as compared to the care delivered by other health professions. CNM-provided post-partum education leads to increased rates of breastfeeding and better outcomes for the mother and their child. A study comparing the birth outcomes between nurse-midwives and physicians in a military health system found that CNMs attended to more births with better quality health outcomes for women than physicians (Hamlin et al., 2021). Births assisted by CNMs are also more likely to need lower rates of labour augmentation, reduced need for neonatal intensive care unit admissions, reduced neonatal deaths, and reduced cases and risks of severe maternal morbidity (Loewenberg Weisband et al., 2018).

Certified Nurse Midwife Approach to Patient Care

Certified Nurse Midwives, like other nurses, are not only concerned with the physical outcomes of care, but they also focus on the mental and psychosocial needs of their patients. Therefore, they employ a holistic approach to the provision of care services. The holistic approach in nursing focuses on the person as a whole and appreciates and integrates the link between the mind, body, spirit, social and cultural, emotions, and environmental elements in the wellness of patients (Rosa et al., 2019). Poor perinatal mental health in maternity care settings has led to poor outcomes in pregnancy, childbirth, and in mother’s health (Bayrampour et al., 2018). Evidence-based perinatal palliative care competencies and practices in midwifery can help develop holistic care in midwifery and achieve better birth outcomes and experiences (LoGiudice & O’Shea, 2018).

 References

American Midwifery Certification Board. (n.d.). Why AMCB Certification. Retrieved June 7, 2022, from https://www.amcbmidwife.org/amcb-certification/why-amcb-certification-

Bayrampour, H., Hapsari, A. P., & Pavlovic, J. (2018). Barriers to addressing perinatal mental health issues in midwifery settings. Midwifery, 59, 47–58. https://doi.org/10.1016/J.MIDW.2017.12.020

Hamlin, L., Grunwald, L., Sturdivant, R. X., & Koehlmoos, T. P. (2021). Comparison of Nurse-Midwife and Physician Birth Outcomes in the Military Health System. Policy, Politics, and Nursing Practice, 22(2), 105–113. https://doi.org/10.1177/1527154421994071

Loewenberg Weisband, Y., Klebanoff, M., Gallo, M. F., Shoben, A., & Norris, A. H. (2018). Birth Outcomes of Women Using a Midwife versus Women Using a Physician for Prenatal Care. Journal of Midwifery & Women’s Health, 63(4), 399–409. https://doi.org/10.1111/JMWH.12750

LoGiudice, J. A., & O’Shea, E. (2018). Perinatal palliative care: Integration in a United States nurse-midwifery education program. Midwifery, 58, 117–119. https://doi.org/10.1016/J.MIDW.2017.12.024

Mainey, L., O’Mullan, C., Reid-Searl, K., Taylor, A., & Baird, K. (2020). The role of nurses and midwives in the provision of abortion care: A scoping review. Journal of Clinical Nursing, 29(9–10), 1513–1526. https://doi.org/10.1111/JOCN.15218

Marzalik, P. R., Feltham, K. J., Jefferson, K., & Pekin, K. (2018). Midwifery education in the U.S. – Certified Nurse-Midwife, Certified Midwife and Certified Professional Midwife. Midwifery, 60, 9–12. https://doi.org/10.1016/J.MIDW.2018.01.020

Rosa, W. E., Dossey, B. M., Watson, J., Beck, D. M., & Upvall, M. J. (2019). The United Nations Sustainable Development Goals: The Ethic and Ethos of Holistic Nursing. Journal of Holistic Nursing, 37(4), 381–393. https://doi.org/10.1177/0898010119841723

Schuiling, K. D., Sipe, T. A., & Fullerton, J. T. (2019). Compensation and benefits surveys for certified nurse-midwives and certified midwives. Nursing Economics, 37(3), 126-151.

Trego, L. L. (2020). Why Nurses Are Essential to Research on Birth Outcomes in the United States. Journal of Obstetric, Gynecologic & Neonatal Nursing, 49(4), 336–347. https://doi.org/10.1016/J.JOGN.2020.05.004

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Question 


ASSIGNMENT: As a starting assignment, you’ll have the opportunity to review some components of organizational behaviour:

Define organizational behaviour (business).
Describe different components of organizational behaviour.

Certified Nurse Midwife

Certified Nurse Midwife

Explain how the understanding of organizational behaviour can lead to the success and failure of an organization.

Format:

Make sure you follow this format:

Title Page

Introduction

Define organizational behavior. (APA Level 1)
Describe different components of organizational behaviour. (APA Level 1)
Explain how the understanding of organizational behaviour can lead to the success and failure of an organization (APA Level 1)

Conclusion

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Collaboration and Leadership

Collaboration and Leadership

Collaboration and Leadership

Hello and welcome to this collaboration and leadership reflection presentation. In this video, we will discuss healthcare collaborations and the role of nurses in collaborative approaches. Collaborative paradigms in healthcare have been lauded for their superiority in ensuring optimal care outcomes and improved patient experiences. Nurses maintain significance in interdisciplinary healthcare teams as their input and leadership help improve patient experiences and optimize clinical outcomes.

During my clinical rotation at Southwest Community Hospital, I was part of the team that piloted an outreach program on diabetes prevention. The program drew all stakeholders within the healthcare environment and the community. Nurses’ roles during the program included screening for diabetes, following up on known diabetics, and educating community members on preventive measures for diabetes. The program succeeded in several ways: first, the mobilization was excellent, and the turnout was also high. Second, all healthcare professionals within the hospital were also in attendance. Third, the outreach program also managed to achieve most of its goals. However, there were several delays in the flow of information. Notably, the chain of command was not adequately established during the program. There was no one to report to; sometimes, healthcare professionals involved in the program acted independently.

Nonetheless, the nursing team was proactive during the process. Nurses involved in the program were able to utilize their reflective practice skills to bridge the gap in communication between the stakeholders involved and ensure that the team remained on course. Reflective nursing practice allows them to use their strengths to guide an in-process activity. In this exercise, nurses bridged the apparent communication gap within the healthcare team.

Poor collaborations can be detrimental to human resources and financial management. Poor collaboration results in poor strategy execution, time wastage, disengagement of staff, and reduced team cohesion and morale. According to Szierbowski-Seibel et al. (writing in 2019), inefficiencies in human resource management have been implicated in reduced team cohesiveness and disengagement, which are a consequence of poor collaborations. In addition, financial resource management is also impacted when organizational strategies are not executed accordingly and time is wasted during organizational operationalization. Gilles et al. (writing in 2020) demonstrate that poor collaboration impedes an organization’s financial success as it reduces operational efficiencies. All these result from poor collaboration between stakeholders within the organization.

Accordingly, establishing collaborative leadership is pivotal in healthcare. Buljac-Samardzic et al. (writing in 2020) state that the best practice leadership strategies that improve collaboration include creating transparency in decision-making, building trust within the organization, adopting a shared purpose for all stakeholders, effective communication, and establishing a framework for conflict resolution. Healthcare leadership plays a role in ensuring collaborative approaches to care processes. In 2022, the authors McLaney, Morassaei, Hughes, Davies, Campbell, & Di Prospero pointed out that leaders are responsible for advancing competencies in healthcare and fostering a collaborative approach that ensures the attainment of the desired clinical outcomes. Employing the leadership best practices outlined may enable them to achieve this goal.

Further, interprofessional collaborative strategies foster teamwork and synergize healthcare processes. According to Buljac-Samardzic et al. (writing in 2020), the best interdisciplinary collaborative strategies include encouraging open communication, sharing knowledge and insights on clinical challenges, fostering a supportive team climate, respect, role definition, and mutual trust. Also, Dhawan (writing in 2016) notes that collaborative paradigms maintain superiority because of their diverse care approach and the ability to utilize vast and varying resources in care provision. It is, therefore, important that healthcare systems adopt a collaborative approach to care provision.

As I conclude, it is essential to note that healthcare collaborations maintain significance in the healthcare landscape. As healthcare leaders and crucial components of the healthcare provision, nurses should embrace the collaborative paradigm in healthcare. They should also employ the best leadership and collaborative strategies that foster good interprofessional collaborations. As demonstrated above, poor collaboration is detrimental to human and financial resource management and undesirable in healthcare.

Thank you for watching.

References

Buljac-Samardzic, M., Doekhie, K., & van Wijngaarden, J. (2020). Interventions to improve team effectiveness within health care: a systematic review of the past decade. Human Resources for Health18(1). https://doi.org/10.1186/s12960-019-0411-3

Dhawan, A. (2016). Collaborative Paradigm of Preventive, Personalized, and Precision Medicine with Point-of-Care Technologies. IEEE Journal of Translational Engineering in Health and Medicine4, 1-8. https://doi.org/10.1109/jtehm.2016.2635126

Gilles, I., Filliettaz, S., Berchtold, P., & Peytremann-Bridevaux, I. (2020). Financial Barriers Decrease Benefits of Interprofessional Collaboration within Integrated Care Programs: Results of a Nationwide Survey. International Journal of Integrated Care20(1), 10. https://doi.org/10.5334/ijic.4649

McLaney, E., Morassaei, S., Hughes, L., Davies, R., Campbell, M., & Di Prospero, L. (2022). A framework for interprofessional collaboration in a hospital setting: Advancing team competencies and behaviors. Healthcare Management Forum35(2), 112-117. https://doi.org/10.1177/08404704211063584

Szierbowski-Seibel, K., Wach, B., & Kabst, R. (2019). The Collaboration of Human Resource Management and Line Management–An International Comparison. Organization Management Journal16(4), 262-277. https://doi.org/10.1080/15416518.2019.1679076

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Question 


Collaboration and Leadership

Collaboration and Leadership

Assessment 1: Collaboration and Leadership Reflection Video
1
ASSESSMENT INSTRUCTIONS
For this assessment, you will create a 5-10 minute video reflection on an interprofessional collaboration experience and a brief discussion of an interprofessional collaboration scenario and how it could have been better approached.

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Accreditation Review

Accreditation Review

Accreditation Review

Accreditation Requirements for Leadership Positions Within Lifespan Management

The accreditation for a leadership position within lifespan management requires that the leader meet the required educational background standards related to health care management. Leadership within lifespan management also requires that the individual have professional experience in lifespan management and related care settings consistent with the regulations and requirements of lifespan management. Besides these, a leader within lifespan management must be able to carry out the duties of an administrator. Competencies for healthcare leadership and management focus on approaches to decision-making, resource and operations management, health environment knowledge, interpersonal and communication qualities, change management, and professionalism (Kakemam et al., 2020). Administrators in lifespan management are tasked with care planning in the short and long term, organizing, managing, and coordinating the resources for care, and ensuring the care management plans meet the expected outcomes. Therefore, for the leader to be accredited within lifespan management, they must be able to:

Prove the ability to organize and coordinate sufficient human and physical resources that assist the health care facility in meeting the patient’s needs.

Prove they are responsible and can make worthwhile decisions that enable the facility or organization to comply with existing local, state, and federal regulations on lifespan management and related forms of care services,

Prove their ability to effectively and efficiently manage a health organization’s human, financial, and knowledge resources in a way that supports efficient lifespan management,

Prove the ability to support the development, implementation, and monitoring of policies, action plans, procedures, and standards that define the daily activities and operations of lifespan management,

Have the capabilities to develop and utilize data to develop systematic procedures to help evaluate the effectiveness and efficiency of care in improving the wellness of the patient and enhance the quality of care to increase the patient’s longevity,

Have well-defined communication and interpersonal skills to support the organization of the resources required for effective and quality lifespan management to achieve patient comfort and satisfaction.

Leadership Accreditation Implications at the Local, State, and Federal levels

Lifespan management aims to support the continuity of life of a patient after treatment. Leadership is at the core of the capacity of accredited healthcare facilities to deliver quality and safe healthcare in all care settings (Figueroa et al., 2019). Accreditation of leaders in lifespan management benefits the individual, the organization, and health care at the local, state, and federal levels.

Accreditation as a leader implies that the individual has met the necessary standards to lead healthcare organizations and the federal government to achieve public health visions, missions, and goals. Having an accredited leader in lifespan management in an organization is an indicator that the healthcare facility can meet patient management requirements after treatment. The process of achieving leadership accreditation requires that the individual prove high standards towards patient care and ensure that they can work as per the recommended levels of lifespan management. It also requires that individuals realign their abilities and leadership capacities with the needs of the patients and with the set standards of lifespan management. Consequently, this enables the leader to ensure that the quality of care provided during lifespan management is consistent with the needs of the patient throughout the continuum of care and the life span of the patient.

Leadership accreditation can also improve the healthcare organization’s capacity to achieve and maintain accreditation at the local, state, and federal levels. Achieving and maintaining accreditation is also viewed as an indicator of the organization’s quality performance (Brooks et al., 2021). Having accredited leadership also shows that the organization will be able to comply with the regulatory standards of lifespan management at the local, state, and federal levels. Accredited facility leadership also influences the perception of the safety, quality, consistency, and effectiveness of the services provided by a healthcare facility. Ultimately, this impacts the facility’s social and business performance.

References

Brooks, M., Beauvais, B. M., Kruse, C. S., Fulton, L., Mileski, M., Ramamonjiarivelo, Z., Shanmugam, R., & Lieneck, C. (2021). Accreditation and Certification: Do They Improve Hospital Financial and Quality Performance? Healthcare 2021, Vol. 9, Page 887, 9(7), 887. https://doi.org/10.3390/HEALTHCARE9070887

Figueroa, C. A., Harrison, R., Chauhan, A., & Meyer, L. (2019). Priorities and challenges for health leadership and workforce management globally: A rapid review. BMC Health Services Research, 19(1), 1–11. https://doi.org/10.1186/S12913-019-4080-7/TABLES/3

Kakemam, E., Liang, Z., Janati, A., Arab-Zozani, M., Mohaghegh, B., & Gholizadeh, M. (2020). Leadership and Management Competencies for Hospital Managers: A Systematic Review and Best-Fit Framework Synthesis. Journal of Healthcare Leadership, 12, 59. https://doi.org/10.2147/JHL.S265825

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Question 


Determine accreditation requirements for leadership positions within lifespan management.

Accreditation Review

Accreditation Review

Consider implications at the local, state, and federal levels.

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