Areas of Potential Liability for the Advanced Practice Nurse

Springhouse Corporation (197) defines advanced practical nursing as caring for patients using advanced diagnostic skills, ordering diagnosis tests, prescribing medications and using medical, therapeutic and corrective measures to treat illness and improve health status. An advanced nurse has many areas of liability that are likely to attract regulatory laws. Common sense and informed judgments can however be useful tools in dealing with these areas.Advertising We will write a custom essay sample on Areas of Potential Liability for the Advanced Practice Nurse specifically for you for only $16.05 $11/page Learn More When an advanced nurse’s conduct result in patient’s death or injury the nurse can be held liable and be sued for malpractice. To be on the save side therefore, the nurse must familiarize himself or herself with the many state laws that affect nursing practice and education. There are many areas of potential liability for the adva nced nurse practice. Most of these areas are sensitive emergency cases which call for high professionalism, conduct and intelligence. According to (Springhouse Corporation 198) Coronary care and intensive care unit, Psychiatrics, Medical surgical care units, Pediatrics, Recovery rooms, Obstetrics units and areas of independents medical care are areas of frequent litigation. Nurses therefore, must be familiar with ways of reducing liability in their areas where both life of the patient and the welfare of the nurse are protected. There are therefore some management measures that can be used to reduce this liability for the manager, facility and the patient (Kellner 317-35). The first management is to ensure that nurses maintain competence in their areas of specialty. As a nurse, attending some educational seminars which could add to their knowledge is inevitable. This undertaking can instill competence and professionalism. The second measure is to know legal principals and try to appl y them into every day practice. Nurses should also have their institution policies and procedures in their finger tips to avoid collision and conflict of interests (Rhodes 54), which could result to legal implication. Moreover an advanced nurse must always respect and admit that he or she can not be a jack of all trades in medicine. To avoid liabilities, which can attract litigation, it is wise to handle only the nursing skills, within his or her scope of practice and, that one is proficient to perform. This is because there is a likelihood of a deadlock when one delves into an area he has little know how.Advertising Looking for essay on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More Maintaining openness, honesty to patients and their families can also manage potential liabilities. This has proved to win respect and enhances free communication. When patients are fully satisfied with the services offered, chances of them sui ng are reduced. Avoiding criticizing healthcare providers in patient’s presence is highly encouraged. Criticizing your subordinate openly takes away patient’s confidence of the nurse thus creating distrust (Mayberry 54). Finally it is always ethically professional to decline those clinical assignments that one does not feel competent to perform. Even when the assignments fall under one’s area of specialty, he or she must not attempt it unless one has utmost confidence in performing it. This is so especially in surgical areas where there are high chances of life loss in case of any anomaly. On documenting the nursing care, they must ensure it is done because all unrecorded nurse care is assumed that it was not rendered. In doing this, maintain facts, accuracy, completeness and time. This makes it easy to explain one’s case when alleged in a court of law. When these management measures are taken, there is usually minimal potential liability when a medical c omplication arises and an advanced nurse will be rendering his or her services with maximum confidence and faith. For an advanced nurse who works in acute care facilities and want to avoid litigation, these are irreducible minimum measures to be taken. Works Cited Kellner, Douglas. Nursing practice and the law: avoiding malpractice and other legal. Philadelphia: F.A. Davis Co., 2001. Print. Mayberry, Eileen. â€Å"Nurses, Negligence, and Malpractice ANP, LNC-C  AJN.† American Journal of Nursing 103.9 (2003):54. Print. Rhodes, Richard. Negligent liability for the nursing profession. New York: Knopf/Random House, 1999. PrintAdvertising We will write a custom essay sample on Areas of Potential Liability for the Advanced Practice Nurse specifically for you for only $16.05 $11/page Learn More Springhouse Corporation. Malpractice liability. In: Nurse’s legal handbook. 4th ed. Springhouse, PA: Springhouse, 2000. Print. This essay on Areas of Potential Liability for the Advanced Practice Nurse was written and submitted by user Aliyah U. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Habits and Traits of Backswimmers

Habits and Traits of Backswimmers The name tells you just about everything you need to know about members of the family Notonectidae. Backswimmers do just that – they swim upside down, on their backs. The scientific name Notonectidae originates from the Greek words notos, meaning back, and nektos, meaning swimming. Description of Backswimmers A backswimmer is built like an upside down boat. The backswimmers dorsal side is convex and V-shaped, like the keel of a boat. These aquatic insects use their long back legs as oars to propel themselves across the water. The rowing legs lack claws but are fringed with long hairs. The backswimmers coloration is the opposite of most insects, presumably because they live their lives upside down. A backswimmer typically has a dark belly and a light-colored back. This makes them less conspicuous to predators as they backstroke around the pond. The backswimmers head is typical of an aquatic true bug. It has two large eyes, positioned close together, but no ocelli. A cylindrical beak (or rostrum) folds neatly under the head. The short antennae, with just 3-4 segments, are almost hidden below the eyes. Like other Hemiptera, backswimmers have piercing, sucking mouthparts. Adult backswimmers bear functional wings and will fly, though doing so requires them to first exit the water and right themselves. They grasp prey and cling to aquatic vegetation using their first and second pairs of legs. At maturity, most backswimmers measure less than  ½ inch in length. Classification Kingdom – AnimaliaPhylum – ArthropodaClass – InsectaOrder – HemipteraFamily - Notonectidae Backswimmer Diet Backswimmers prey on other aquatic insects, including fellow backswimmers, as well as on tadpoles or small fish. They hunt by either diving down to catch submerged prey or by releasing their hold on vegetation and simply drifting up under prey above them. Backswimmers feed by piercing their prey and then sucking the fluids from their immobilized bodies. Life Cycle As all true bugs do, backswimmers undergo incomplete or simple metamorphosis. Mated females deposit eggs in or on aquatic vegetation, or on the surface of rocks, usually in spring or summer. Hatching may occur in just a few days, or after several months, depending on the species and on environmental variables. Nymphs look similar to adults, though lack fully developed wings. Most species overwinter as adults. Special Adaptations and Behaviors Backswimmers can and will bite people if handled carelessly, so use caution when skimming specimens from a pond or lake. Theyve also been known to bite unsuspecting swimmers, a habit for which theyve earned the nickname water wasps. Those whove felt the wrath of the backswimmer will tell you their bite feels quite like a bee sting. Backswimmers can stay underwater for hours at a time, by virtue of a portable SCUBA tank they carry with them. On the underside of the abdomen, the backswimmer has two channels covered by inward-facing hairs. These spaces allow the backswimmer to store air bubbles, from which it draws oxygen while submerged. When oxygen stores become low, it must breach the surface of the water to replenish the supply. Males of some species possess stridulatory organs, which they use to sing courtship overtures to receptive females. Range and Distribution Backswimmers inhabit ponds, freshwater pools, lake edges, and slow-moving streams. About 400 species are known throughout the world, but only 34 species inhabit North America. Sources: Borror and DeLongs Introduction to the Study of Insects, 7th edition, by Charles A. Triplehorn and Norman F. Johnson.Family Notonectidae - Backswimmers, BugGuide.Net. Accessed February 25, 2013.Aquatic and Semiaquatic Heteroptera of Michigan - True Bugs - Identification, a website by Ethan Bright, University of Michigan. Accessed February 8, 2016.Water Boatmen and Backswimmers, University of Wisconsin-Milwaukee. Accessed February 25, 2013.Notonectidae - Backswimmers, by Dr. John Meyer, North Carolina State University. Accessed February 25, 2013.A Dictionary of Entomology, by Gordon Gordh, David H. Headrick.

Narrative Analysis of Assessment Assignment Example | Topics and Well Written Essays - 1250 words

Narrative Analysis of Assessment - Assignment Example Experience in Administering the Pre-Test and Post-Test to the Student(s) during the IPPR Lessons Each of the IPPR lesson presented different experiences to the teacher. There was a common trend in almost all the lessons. The students were not performing well in the pre-test. This is despite the fact that they had internalized and understood the concept properly during the previous lesson. However, the performance of the students improved markedly during the post-test. For example, at the end of lesson 1, topic on place value, every student was expected to place numbers of up to four digits in the correct place mat to the thousand place with 100% accuracy. The students were assigned 2-digit problems without regrouping using base ten blocks on the overhead Place Value Mat to activate their prior knowledge. In this test, only five students managed to solve the problems correctly. As this was the first lesson, the students were not well acquainted with the teacher. They exhibited nervous ness and uneasiness when doing the pre-assessment test. Most of the students had not conceptualized the topic resulting in poor results in the pre-test. At the beginning of the lesson, students also demonstrated difficulty in using the teaching aids. The students were not very confident when using the place mat value, the deck index cards, and the base blocks. In addition, the students were unprepared for the lesson. Most of them had not removed their books when I first stepped into the class. When I was administering the pre-test, some of the students had not fully settled. In the post-test, there was a significant improvement from the pre-test. 15-20 students met the objective. They solved 8 or more problems correctly with 10 students out of them solving all problems correctly. Through guidance and continued reassuring by the teacher and a healthy student-teacher interaction, the students understood the concept properly. The students appeared more relaxed when doing the post-test. The use of teaching aids and teacher’s demonstration in the course of the lesson helped the students understand the concept thus improved performance in the post-test as compared to the pre-test (Schoenfeld, 2002). In lesson plan 2, students were supposed to learn computation of whole numbers. At the end of the academic year, the students were expected to multiply or divide 2-digit numbers with 80% accuracy with a calculator and add different digit numbers with regrouping without using a calculator with 80% accuracy. In pre-test, the students were assigned addition and subtraction to activate their prior knowledge. The students demonstrated significant improvement in the pre-test during IPPR 2 as compared to IPPR 1. The students were at ease. They were well acquainted with their teacher. Since the teacher had clearly stated what he expects from each student from the beginning to the end of the lesson, the students were well prepared for the lesson. They had all their books a nd reading materials ready when the teacher entered the classroom. In addition, the student had prior knowledge today’s lesson. However, the students performed poorly in the pretest as compared to the post-test. The teacher encouraged student participation in the class. The teacher called a group of ten students to the front of the class, one at a time, to demonstrate the concept of addition. As each of the ten students walked to the front of t