SIM 436 Activity 2 Core Competencies to Improve Healthcare

SIM 436 Activity 2 Core Competencies to Improve Healthcare

SIM 436 Activity 2 Core Competencies to Improve Healthcare

Activity 2: Core Competencies to Improve Healthcare

            Core competencies guide nurses in their clinical practices to enhance the quality and safety of patient care. These core competencies include providing patient-centered care, working in interdisciplinary teams, employing evidence-based practice, applying quality improvement, and utilizing informatics (Rubenfeld & Scheffer, 2015). This discussion will focus on how the five core competencies relate to mental health care. Additionally, it will include the core competency that the healthcare organization exemplifies one of the competencies and how it can improve meeting another competency.

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            The first core competency for improving healthcare is the provision of patient-centered care. This competency involves understanding and providing care that meets patient’s needs. This competency relates to mental health care since care providers focus on providing patient-centered care to patients diagnosed with various mental illnesses. Clinicians consider patient’s values, beliefs, traditions, and preferences during care delivery. For instance, a care provider engages family members if the patient prefers the family to be involved during care delivery. For instance, nurse practitioners apply critical thinking during the diagnosis and evaluation of patients with mental disorders. Providing patient-centered care results in improved outcomes such as reduction in the presented symptoms.

The second core competency is working in interdisciplinary teams, which advocates for interaction among medical officers during care delivery to ensure care is reliable and continuous, thereby improving the quality and safety of patient care. The competency relates to mental health care since healthcare providers work as a team during the delivery of mental care. For example, psychiatrists work together with primary care providers and nutritionists when providing care services to a patient with symptoms of major depressive disorder (MDD) currently experiencing chronic pain and have a history of diabetes two Mellitus. Psychiatrist focuses on improving the presented MDD symptoms. However, he or she is not an expert in pain management and dieting. The primary care provider manages the pain by administering the most appropriate pain reliever based on several factors: the level of pain, patient’s medical history, age, and allergic reactions. Additionally, the nutritionist advices the patient on the most recommendable diet to improve Hb1C level. The collaboration of the members of the interdisciplinary team results in an overall improvement in outcomes.

  Employ evidence-based practice is the third core competency. It involves incorporating information gathered through scientific methods into clinical practices to improve the quality and safety of patient care. This competency relates to mental health care since psychiatric mental health nurses (PMHNs) utilize evidence-based interventions during care delivery. For instance, PMHNs combines psychotherapy and pharmacotherapy in treating various mental illnesses, which is an evidence-based intervention for treating multiple mental illnesses, including MDD. According to Thome (2015), a combination of psychopharmacology and psychotherapy is the most powerful tool for treating psychiatric disorders. Therefore, this evidence-based intervention benefits patients with various mental illnesses.

Another core competency is applying quality improvement, which involves pointing out hazards and errors in patient care and implementing safety measures. This competency relates to mental health care since psychiatric mental health nurses identify any error in care to improve the safety of patient care. For instance, clinicians identify an error during drug prescription to prevent overdosing or overdosing the patient.

The last core competence involves utilizing informatics during care delivery. The use of informatics in care delivery involves analyzing, organizing, and documenting patient medical records to facilitate decision-making and treatment processes. According to Feldman et al. (2018), health information technology reduces medical errors; thereby, improving the quality and safety of patient care. This competency relates to mental health care since psychiatric mental health nurses use patient’s medical information stored in digital records to enhance decision-making and manage the presented symptoms.

The healthcare organization exemplifies the core competency of work in interdisciplinary teams. For instance, the organization has illustrated this competence through training programs for all healthcare providers, including doctors, nurses, and other medical officers. The training program enables healthcare providers to work together during care delivery. Additionally, the healthcare organization has improved communication networks to enable healthcare providers to consult interdisciplinary team members during care delivery. However, the healthcare organization should strive to improve the competence of utilizing informatics during care delivery. For example, the medical facility can improve this competence by implementing health information technology. This technology will enable nurse informatics to gather, analyze, organize, and document patient information, which healthcare providers will utilize during decision-making, diagnosis, and treatment. Therefore, implementing health information technology in the healthcare organization will improve the quality and safety of patient care. The chart below indicates the application of the five core competencies in mental healthcare.

            The application of five core competencies in mental health care in the healthcare organization various. Working in interdisciplinary teams is the most applied competence representing 40%. The healthcare organization has amplified this competence through training all healthcare providers, including doctors, nurses, and other medical officers to enable them work together during provision of patient care. Applying quality improvement is the second most utilized representing 20%. Providing patient-centered care and employing evidence-based practice are ranked in the third category with 15% each. The least applied competence is utilizing informatics representing 10%. The healthcare organization need to improve this competence by implementing health information technology.

References

Feldman, S, S., Buchalter, S., & Hayes, L, W. (2018). Health Information Technology in Healthcare Quality and Patient Safety: Literature Review. JMIR Med Inform; 6(2): e10264 doi: 10.2196/10264.

Rubenfeld, M. G., & Scheffer, B.K. (2015). Critical thinking TACTICS for Nurses: Achieving the IOM competencies (3rd ed.). Sudbury, MA: Jones and Bartlett.

Thome, J. (2015). Integrating pharmacotherapy and psychotherapy. Journal of Neural Transmission; 122: 1–2.

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Activity 2
Core Competencies to Improve Healthcare
Review the discussion of the “Core Competencies for a New Vision for Health Professions Education” in your readings in (Rubenfeld & Scheffer, 2015, Box 4-1). Review these core competencies and complete evidence of mastery that includes:

a discussion of how these core competencies relate to your particular area of nursing practice
specific example(s) that describe how your workplace exemplifies one of the competencies and specific example(s) of how your workplace can improve meeting another competency
a chart that visually discusses/shows how you apply the five core competencies in your particular area of nursing practice that relate to critical thought and reflective cognitive processes. Be creative! You may add clipart, photos, multi-media files you have permission to use.
Reading and Resources

Read Chapter 4 In Rubenfeld, M. G., & Scheffer, B.K. (2015). Critical thinking TACTICS for nurses: Achieving the IOM competencies (3rd ed.). Sudbury, MA: Jones and Bartlett.

Read Robert, T., & Peterson, S. (2013). Critical thinking at the bedside: Providing safe passage to patients. MedSurg Nursing, (22),2, 85-91.

Read Lasater, K, & Nielsen, A. (2009). Reflective journaling for clinical judgment development and evaluation. Journal of Nursing Education, 48(1). 40-44.

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.

3 to 4-page paper. Include title and reference pages.

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