Organizational Change and Ethical-Legal Influences in Advanced Practice Nursing Case Study

Organizational ;Change and Ethical-Legal Influences in Advanced Practice Nursing Case ;Study ;(Orig Post due Wednesday, Responses due Sunday)

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You are a family nurse practitioner employed in a busy primary care ;office. The providers in the group include one physician and three nurse ;practitioners. The back office staff includes eight medical assistants ;who assist with patient care as well as filing, answering calls from ;patients, processing laboratory results and taking prescription renewal ;requests from patients and pharmacies. Stephanie, a medical assistant, ;has worked in the practice for 10 years and is very proficient at her ;job. She knows almost every patient in the practice, and has an ;excellent rapport with all of the providers.

Mrs. Smith was seen today in the office for an annual physical. Her ;last appointment was a year ago for the same reason. During this visit, ;Mrs. Smith brought an empty bottle of amoxicillin with her and asked if ;she could have a refill. You noted the patient’s name on the label, and ;the date on the bottle was 1 week ago. You also noted your name printed ;on the label as the prescriber. The patient admitted that she called ;last week concerned about her cough and spoke to Stephanie. You do not ;recall having discussed this patient with Stephanie nor do the other ;providers in the practice.

Discussion Question:

What are the potential ethical and legal implications for each of the following practice members?: Medical assistant Nurse Practitioner Medical Director Practice

What strategies would you implement to prevent further episodes of potentially illegal behavior?

What leadership qualities would you apply to effect a positive change ;in the practice? ; Be thinking about the culture of the practice.

Discussion Guiding Principles

The ideas and beliefs underpinning the discussions guide students ;through engaging dialogues as they achieve the desired learning ;outcomes/competencies associated with their course in a manner that ;empowers them to organize, integrate, apply and critically appraise ;their knowledge to their selected field of practice. The use of ;discussions provides students with opportunities to contribute ;level-appropriate knowledge and experience to the topic in a safe, ;caring, and fluid environment that models professional and social ;interaction. The ebb and flow of a discussion is based upon the ;composition of student and faculty interaction in the quest for relevant ;scholarship. Participation in the discussion generates opportunities ;for students to actively engage in the written ideas of others by ;carefully reading, researching, reflecting, and responding to the ;contributions of their peers and course faculty. Discussions foster the ;development of members into a community of learners as they share ideas ;and inquiries, consider perspectives that may be different from their ;own, and integrate knowledge from other disciplines.