Assignment 1: Digital Clinical Experience: Assessing the Heart, Lungs, and Peripheral Vascular System NURS 6512N-32

Take a moment to observe your breathing. Notice the sensation of your chest
expanding as air flows into your lungs. Feel your chest contract as you exhale. How
might this experience be different for someone with chronic lung disease or someone
experiencing an asthma attack?

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In order to adequately assess the chest region of a patient, nurses need to be aware of
a patient's history, potential abnormal findings, and what physical exams and diagnostic
tests should be conducted to determine the causes and severity of abnormalities.
In this DCE Assignment, you will conduct a focused exam related to chest pain using
the simulation too, Shadow Health. Consider how a patient's initial symptoms can result
in very different diagnoses when further assessment is conducted. Assignment 1: Digital Clinical Experience: Assessing the Heart, Lungs, and Peripheral Vascular System NURS 6512N-32
To Prepare
 Review this week's Learning Resources and the Advanced Health Assessment and
Diagnostic Reasoning media program and consider the insights they provide related to
heart, lungs, and peripheral vascular system.
 Review the Shadow Health Resources provided in this week’s Learning Resources
specifically the tutorial to guide you through the documentation and interpretation with
the Shadow Health platform. Review the examples also provided.
 Review the DCE (Shadow Health) Documentation Template for Focused Exam: Chest
Pain found in this week’s Learning Resources and use this template to complete your
Documentation Notes for this DCE Assignment.
 Access and login to Shadow Health using the link in the left-hand navigation of the
Blackboard classroom.
 Review the Week 7 DCE Focused Exam: Chest Pain Rubric provided in the Assignment
submission area for details on completing the Assignment in Shadow Health.
 Consider what history would be necessary to collect from the patient.
 Consider what physical exams and diagnostic tests would be appropriate to gather
more information about the patient's condition. How would the results be used to make
a diagnosis?
DCE Focused Exam: Chest Pain Assignment:
Complete the following in Shadow Health:
 Cardiovascular Concept Lab (Recommended but not required) Assignment 1: Digital Clinical Experience: Assessing the Heart, Lungs, and Peripheral Vascular System NURS 6512N-32
 Abdominal Concept Lab (Recommended but not required)
 Episodic/Focused Note for Focused Exam: Chest Pain
Note: Each Shadow Health Assessment may be attempted and reopened as many
times as necessary prior to the due date to achieve a total of 80% or better (this
includes your DCE and your Documentation Notes), but you must take all attempts by
the Week 7 Day 7 deadline.
Submission and Grading Information
By Day 7 of Week 7
 Complete your Focused Exam: Chest Pain DCE Assignment in Shadow Health via the
Shadow Health link in Blackboard.
 Once you complete your Assignment in Shadow Health, you will need to download your
lab pass and upload it to the corresponding Assignment in Blackboard for your faculty
review.

 (Note: Please save your lab pass as “LastName_FirstName_AssignmentName”.) You
can find instructions for downloading your lab pass
here: https://link.shadowhealth.com/download-lab-pass
 Once you submit your Documentation Notes to Shadow Health, make sure to copy and
paste the same Documentation Notes into your Assignment submission link below.
 Download, sign, date, and submit your Student Acknowledgement Form found in the
Learning Resources for this week.
Grading Criteria
To access your rubric:
Week 7 Assignment 1 DCE Rubric
Submit Your Assignment by Day 7 of Week 7
To submit your Lab Pass:
Week 7 Lab Pass
To participate in this Assignment:
Week 7 Documentation Notes for Assignment 1
To Submit your Student Acknowledgement Form:
Submit your Week 7 Assignment 1 DCE Student Acknowledgement Form

 

Learning Resources

Required Readings (click to expand/reduce)
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W.
(2019). Seidel's guide to physical examination: An interprofessional
approach (9th ed.). St. Louis, MO: Elsevier Mosby.

 Chapter 14, “Chest and Lungs”
This chapter explains the physical exam process for the chest and lungs.
The authors also include descriptions of common abnormalities in the
chest and lungs.

 Chapter 15, “Heart”
The authors of this chapter explain the structure and function of the heart.
The text also describes the steps used to conduct an exam of the heart.

 Chapter 16, “Blood Vessels”
This chapter describes how to properly conduct a physical examination of
the blood vessels. The chapter also supplies descriptions of common
heart disorders.

Colyar, M. R. (2015). Advanced practice nursing procedures. Philadelphia,
PA: F. A. Davis.

 Chapter 107, “X-Ray Interpretation: Chest (pp. 480–487) (previously read
in Week 6; specifically focus on pp. 480–481)
Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health
assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO:
Elsevier Mosby.
Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., &
Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.
Chapter 8, “Chest Pain”
This chapter focuses on diagnosing the cause of chest pain and highlights
the importance of first determining whether the patient is in a life-
threatening condition. It includes questions that can help pinpoint the type
and severity of pain and then describes how to perform a physical
examination. Finally, the authors outline potential laboratory and
diagnostic studies. Assignment 1: Digital Clinical Experience: Assessing the Heart, Lungs, and Peripheral Vascular System NURS 6512N-32
Chapter 11, “Cough”
A cough is a very common symptom in patients and usually indicates a
minor health problem. This chapter focuses on how to determine the
cause of the cough by asking questions and performing a physical exam.
Chapter 14, “Dyspnea”
The focus of this chapter is dyspnea, or shortness of breath. The chapter
includes strategies for determining the cause of the problem through
evaluation of the patient’s history, through physical examination, and
through additional laboratory and diagnostic tests.
Chapter 26, “Palpitations”
This chapter describes the different causes of heart palpitations and
details how the specific cause in a patient can be determined.
Chapter 33, “Syncope”
This chapter focuses on syncope, or loss of consciousness. The authors
describe the difficulty of ascertaining the cause, because the patient is
usually seen after the loss of consciousness has happened. The chapter
includes information on potential causes and the symptoms of each.
Note: Download the Student Checklists and Key Points to use during your
practice cardiac and respiratory examination.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W.
(2019). Chest and lungs: Student checklist. In Seidel's guide to physical
examination: An interprofessional approach (9th ed.). St. Louis, MO:
Elsevier Mosby.

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Credit Line: Seidel's Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., &
Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the
Copyright Clearance Center.
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W.
(2019). Chest and lungs: Key points. In Seidel's guide to physical
examination: An interprofessional approach (9th ed.). St. Louis, MO:
Elsevier Mosby.
Credit Line: Seidel's Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., &
Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the
Copyright Clearance Center.
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W.
(2019). Heart: Student checklist. In Seidel's guide to physical examination:
An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.
Credit Line: Seidel's Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., &
Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the
Copyright Clearance Center.
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W.
(2019). Heart: Key points. In Seidel's guide to physical examination: An
interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.
Credit Line: Seidel's Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., &
Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the
Copyright Clearance Center.

Katz, J. N., Lyons, N., Wolff, L. S., Silverman, J., Emrani, P., Holt, H. L., …
Losina, E. (2011). Medical decision-making among Hispanics and non-
Hispanic Whites with chronic back and knee pain: A qualitative study.
BMC Musculoskeletal Disorders, 12(1), 78–85.

This study examines the medical decision making among
Hispanics and non-Hispanic whites. The authors also analyze
the preferred information sources used for making decisions in
these populations.

Smuck, M., Kao, M., Brar, N., Martinez-Ith, A., Choi, J., & Tomkins-Lane,
C. C. (2014). Does physical activity influence the relationship between low
back pain and obesity? The Spine Journal, 14(2), 209–216. Assignment 1: Digital Clinical Experience: Assessing the Heart, Lungs, and Peripheral Vascular System NURS 6512N-32
doi:10.1016/j.spinee.2013.11.010

Shiri, R., Solovieva , S., Husgafvel-Pursiainen, K., Telama, R., Yang, X.,
Viikari, J., Raitakari, O. T., & Viikari-Juntura, E. (2013). The role of obesity

and physical activity in non-specific and radiating low back pain: The
Young Finns study. Seminars in Arthritis & Rheumatism, 42(6), 640–650.
doi:10.1016/j.semarthrit.2012.09.002

McCabe, C., & Wiggins, J. (2010a). Differential diagnosis of
respiratory disease part 1. Practice Nurse, 40(1), 35–41.
This article describes the warning signs of impending
deterioration of the respiratory system. The authors also
explain the features of common respiratory conditions.
McCabe, C., & Wiggins, J. (2010b). Differential diagnosis of respiratory
diseases part 2. Practice Nurse, 40(2), 33–41.

The authors of this article specify how to identify the major
causes of acute breathlessness. Additionally, they explain how
to interpret a variety of findings from respiratory investigations.
Shadow Health Support and Orientation Resources
Use the following resources to guide you through your Shadow Health orientation
as well as other support resources:
Frey, C. [Chris Frey]. (2015, September 4). Student orientation [Video file].
Retrieved from https://www.youtube.com/watch?v=Rfd_8pTJBkY
Shadow Health. (n.d.). Shadow Health help desk. Retrieved
from https://support.shadowhealth.com/hc/en-us
Document: Shadow Health. (2014). Useful tips and tricks (Version 2)
(PDF)
Document: Student Acknowledgement Form (Word document)
Note: You will sign and date this form each time you complete your DCE
Assignment in Shadow Health to acknowledge your commitment to
Walden University’s Code of Conduct.
Document: DCE (Shadow Health) Documentation Template for Focused
Exam: Chest Pain (Word document)
Use this template to complete your Assignment 1 for this week.

Optional Resource

LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2014). DeGowin’s
diagnostic examination (10th ed.). New York, NY: McGraw Hill Medical.

 Chapter 8, “The Chest: Chest Wall, Pulmonary, and Cardiovascular
Systems; The Breasts” (Section 1, “Chest Wall, Pulmonary, and
Cardiovascular Systems,” pp. 302–433)
Note: Section 2 of this chapter will be addressed in Week 10.
This section of Chapter 8 describes the anatomy of the chest wall,
pulmonary, and cardiovascular systems. Section 1 also explains how to
properly conduct examinations of these areas.
Required Media (click to expand/reduce)

Advanced Health Assessment and Diagnostic Reasoning
Thoughtful, reasoned questioning leads from initial complaint to diagnosis in these three scenarios.
Note: Close the viewing window after the intro segment and after each diagnosis segment to view the menu.

(12m)

Photo Credit:Provided courtesy of the Laureate International Network of Universities.
SkillStat Learning, Inc. (2019). The 6 second ECG. Retrieved from
http://www.skillstat.com/tools/ecg-simulator#/-home

This interactive website allows you to explore common cardiac rhythms. It
also offers the Six Second ECG game so you can practice identifying
rhythms.
Online media for Seidel's Guide to Physical Examination
In addition to this week's media, it is highly recommended that you access and
view the resources included with the course text, Seidel's Guide to Physical
Examination. Focus on the videos and animations in Chapters 13 and 14 that
relate to the assessment of the chest, heart, and lungs. Refer to Week 4 for
access instructions on https://evolve.elsevier.com/

Assignment: The Impact of Nursing Informatics on Patient Outcomes and Patient Care Efficiencies NURS 5051

In the Discussion for this module, you considered the interaction of nurse informaticists with other specialists to ensure successful care. How is that success determined?

Patient outcomes and the fulfillment of care goals is one of the major ways that healthcare success is measured. Measuring patient outcomes results in the generation of data that can be used to improve results. Nursing informatics can have a significant part in this process and can help to improve outcomes by improving processes, identifying at-risk patients, and enhancing efficiency. Assignment: The Impact of Nursing Informatics on Patient Outcomes and Patient Care Efficiencies NURS 5051

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To Prepare:

Review the concepts of technology application as presented in the Resources.
Reflect on how emerging technologies such as artificial intelligence may help fortify nursing informatics as a specialty by leading to increased impact on patient outcomes or patient care efficiencies.
The Assignment: (4-5 pages not including the title and reference page)

In a 4- to 5-page project proposal written to the leadership of your healthcare organization, propose a nursing informatics project for your organization that you advocate to improve patient outcomes or patient-care efficiency. Your project proposal should include the following:

Describe the project you propose.
Identify the stakeholders impacted by this project.
Explain the patient outcome(s) or patient-care efficiencies this project is aimed at improving and explain how this improvement would occur. Be specific and provide examples.
Identify the technologies required to implement this project and explain why.
Identify the project team (by roles) and explain how you would incorporate the nurse informaticist in the project team.

Members of the Project Team

The project group will comprise of the Quality Improvement Manager. At first, the Quality Improvement Manager should meet with the clinic heads to talk about the spending limit and money related support of the project. Eventually, the spending will decide whether another project is monetarily possible for the hospital at this time. The Quality Improvement Manager will be answerable for structuring and executing the new way to deal with accepting and acquiring bedside report at move change (Honey & Skiba, 2017). The person will likewise give and disclose the new changes to the nurse directors of each clinic unit. The nurse directors will assume instrumental jobs as individuals from the project group. The nurse directors will be liable for executing bedside nursing reports on their units. They are additionally liable for furnishing the nurses on the units with the best possible training to guarantee the implementation of next to report a smooth change.  The facility may likewise uphold a time-sensitive deadline for the project to be a functioning procedure on each clinic unit. The nurse manager will be answerable for complying with this time constraint on their units. Nurse informaticists must encourage the consideration of computational instruments and calculations to help handle the assortment, association, examination, preparing, introduction, and dispersal of organic information (Mcgonigle & Mastrian, 2017). The nurse informaticists would make a framework to track, measure, and assess the kinds of blunders discovered during bedside report. The following of this information would be valuable to give further upgrades to persistent security picked up with bedside report. Assignment: The Impact of Nursing Informatics on Patient Outcomes and Patient Care Efficiencies NURS 5051

Conclusion

It concludes that planning and implementing change in nursing practice can introduce difficulties. Patient consideration and how the consideration is conveyed is the establishment wherein healthcare organizations started. Beyond question, technology improving apparatuses influence each part of the nursing procedure in each care delivery condition. To build patient fulfillment and safety, medicinal services offices must be focused on giving consistent consideration successfully and proficiently. Healthcare organizations can do this all the more adequately through such nurse communication forms as bedside nursing report.  Implementing the bedside nursing report forms into the nurse work process through technology that fabricates trust and connections and makes network with patients outside the emergency clinic dividers. Closing the communication gaps through bedside nursing report that different nurses, patients, and families improve patient and staff fulfillment and clinical results while carrying budgetary advantages to the organization.

References

Darvish, A., Bahramnezhad, F., & Keyhanian, S. (2014). The Role of Nursing Informatics on Promoting Quality of Health Care and the Need for Appropriate Education. Glob J Health Sci, 11-18.

Honey, M. L., & Skiba, D. J. (2017). Nursing Informatics Competencies for Entry to Practice: The Perspective of Six Countries. Forecasting Informatics Competencies for Nurses in the Future of Connected Health.

Mcgonigle & Mastrian, K. (2017). Nursing Informatics and the Foundation of Knowledge. Jones & Bartlett Learning.

Safdari, R., & Azad, Z. (2014). Solutions and Strategies for Nursing Informatics Development. International Journal of Nursing and Health Science, 4-12.

Thomas, T. W., & Seifert, P. C. (2016). Registered Nurses Leading Innovative Changes. OJIN: The Online Journal of Issues in Nursing.

Verma, M., & Gupta, S. (n.d.). Competency in informatics for nursing professional in India: Imbibing the tech-culture among nursing professionals. 2019.

Use APA format and include a title page and reference page.
Use the Safe Assign Drafts to check your match percentage before submitting your work. Assignment: The Impact of Nursing Informatics on Patient Outcomes and Patient Care Efficiencies NURS 5051
By Day 7 of Week 4

Submit your completed Project Proposal.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK4Assgn+last name+first initial.(extension)” as the name.
Click the Week 4 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 4 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK4Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
Grading Criteria

To access your rubric:

Week 4 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 4 Assignment draft and review the originality report.

Module 2: The Role of the Informatics Specialist in Healthcare (Week 3)

Laureate Education (Producer). (2018). The Nurse Informaticist [Video file]. Baltimore, MD: Author.

Learning Objectives
Students will:
Analyze interactions between nurse informaticists, data/technology specialists, and other professionals in healthcare organizations
Recommend strategies to improve interactions between nurse informaticists and other professionals
Analyze how nursing informatics as a specialty and new technologies impact interactions between nurse informaticists and members of healthcare teams
Recommend nursing informatics projects to improve outcomes or efficiencies in healthcare organizations
Identify stakeholders impacted by nursing informatics projects
Analyze how nursing informatics projects improve outcomes or efficiencies in healthcare organizations
Identify technologies required for implementation of nursing informatics projects
Analyze the role of the nurse informaticist in nursing informatics project teams
Due By
Assignment
Week 3, Days 1–2
Read/Watch/Listen to the Learning Resources.
Compose your initial Discussion post.
Week 3, Day 3
Post your initial Discussion post.
Begin to compose your Assignment.
Week 3, Days 4-5
Review peer Discussion posts.
Compose your peer Discussion responses.
Continue to compose your Assignment.
Week 3, Day 6
Post at least two peer Discussion responses on two different days (and not the same day as the initial post).
Week 3, Day 7
Wrap up Discussion.
Deadline to submit your Assignment.
Photo Credit: [Ariel Skelley]/[Blend Images]/Getty Images

Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning. Assignment: The Impact of Nursing Informatics on Patient Outcomes and Patient Care Efficiencies NURS 5051

Chapter 25, “The Art of Caring in Technology-Laden Environments” (pp. 525–535)
Chapter 26, “Nursing Informatics and the Foundation of Knowledge” (pp. 537–551)
American Nurses Association. (2018). Inclusion of recognized terminologies supporting nursing practice within electronic health records and other health information technology solutions. Retrieved from https://www.nursingworld.org/practice-policy/nursing-excellence/official-position-statements/id/Inclusion-of-Recognized-Terminologies-Supporting-Nursing-Practice-within-Electronic-Health-Records/
Glassman, K. S. (2017). Using data in nursing practice. American Nurse Today, 12(11), 45–47. Retrieved from https://www.americannursetoday.com/wp-content/uploads/2017/11/ant11-Data-1030.pdf
Macieria, T. G. R., Smith, M. B., Davis, N., Yao, Y., Wilkie, D. J., Lopez, K. D., & Keenan, G. (2017). Evidence of progress in making nursing practice visible using standardized nursing data: A systematic review. AMIA Annual Symposium Proceedings, 2017, 1205–1214. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5977718/
Office of the National Coordinator for Health Information Technology. (2017). Standard nursing terminologies: A landscape analysis. Retrieved from https://www.healthit.gov/sites/default/files/snt_final_05302017.pdf
Rutherford, M. A. (2008). Standardized nursing language: What does it mean for nursing practice? Online Journal of Issues in Nursing, 13(1), 1–12. doi:10.3912/OJIN.Vol13No01PPT05.

Note: You will access this article from the Walden Library databases.
Thew, J. (2016, April 19). Big data means big potential, challenges for nurse execs. Retrieved from https://www.healthleadersmedia.com/nursing/big-data-means-big-potential-challenges-nurse-execs
Wang, Y. Kung, L., & Byrd, T. A. (2018). Big data analytics: Understanding its capabilities and potential benefits for healthcare organizations. Technological Forecasting and Social Change, 126(1), 3–13. doi:10.1016/j.techfore.2015.12.019.

Note: You will access this article from the Walden Library databases.
Required Media
Laureate Education (Executive Producer). (2012). Data, information, knowledge and wisdom continuum [Multimedia file]. Baltimore, MD: Author. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6051/03/mm/continuum/index.html
Public Health Informatics Institute. (2017). Public Health Informatics: “shipping” information for better health [Video file]. Retrieved from https://www.youtube.com/watch?v=q1gNQ9dm0zg.

Public Health Informatics Institute. (2017). Public Health Informatics: knowledge “architecture” [Video file]. Retrieved from https://www.youtube.com/watch?v=sofmUeQkMLU.

 

Click here to ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT:  Assignment: The Impact of Nursing Informatics on Patient Outcomes and Patient Care Efficiencies NURS 5051
Submit Your Assignment by Day 7 of Week 4

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Week 4 Assignment

Next Module

To go to the next module:

Module 3

 

Module 3: Data-Information-Knowledge-Wisdom (DIKW) (Week 5)

Laureate Education (Producer). (2018). Data-Information-Knowledge-Wisdom [Video file]. Baltimore, MD: Author.

Accessible player

Learning Objectives

Students will:

Analyze benefits, challenges, and risks of using big data in clinical systems
Recommend strategies to mitigate challenges and risks of using big data in clinical systems
Due By
Assignment
Week 5, Days 1–2
Read/Watch/Listen to the Learning Resources.
Compose your initial Discussion post.
Week 5, Day 3
Post your initial Discussion post.
Week 5, Days 4-5
Review peer Discussion posts.
Compose your peer Discussion responses.
Week 5, Day 6
Post at least two peer Discussion responses on two different days (and not the same day as the initial post).
Week 5, Day 7
Wrap up Discussion.

Learning Resources

Required Readings

McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.

Chapter 22, “Data Mining as a Research Tool” (pp. 477-493)
Chapter 24, “Bioinformatics, Biomedical Informatics, and Computational Biology” (pp. 537-551)

Glassman, K. S. (2017). Using data in nursing practice. American Nurse Today, 12(11), 45–47. Retrieved from https://www.americannursetoday.com/wp-content/uploads/2017/11/ant11-Data-1030.pdf

Thew, J. (2016, April 19). Big data means big potential, challenges for nurse execs. Retrieved from https://www.healthleadersmedia.com/nursing/big-data-means-big-potential-challenges-nurse-execs

 

Wang, Y., Kung, L., & Byrd, T. A. (2018). Big data analytics: Understanding its capabilities and potential benefits for healthcare organizations. Technological Forecasting and Social Change, 126(1), 3–13.

Required Media

Laureate Education (Executive Producer). (2012). Data, information, knowledge and wisdom continuum [Multimedia file]. Baltimore, MD: Author. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6051/03/mm/continuum/index.html

Laureate Education (Producer). (2018). Health Informatics and Population Health: Analyzing Data for Clinical Success [Video file]. Baltimore, MD: Author.

Accessible player

Vinay Shanthagiri. (2014). Big Data in Health Informatics [Video file]. Retrieved from https://www.youtube.com/watch?v=4W6zGmH_pOw

Rubric Detail

Select Grid View or List View to change the rubric’s layout.
Content
Name: NURS_5051_Module02_Week03_Assignment_Rubric

Grid View
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Excellent
Good
Fair
Poor
In a 4- to 5-page project proposal written to the leadership of your healthcare organization, propose a nursing informatics project for your organization that you advocate to improve patient outcomes or patient care efficiency. Your project proposal should include the following:

 

·   Describe the project you propose.

·   Identify the stakeholders impacted by this project.

·   Explain the patient outcome(s) or patient-care efficiencies this project is aimed at improving, and explain how this improvement would occur. Be specific and provide examples. Assignment: The Impact of Nursing Informatics on Patient Outcomes and Patient Care Efficiencies NURS 5051

·   Identify the technologies required to implement this project and explain why.

·   Identify the project team (by roles) and explain how you would incorporate the nurse informaticist in the project team.

Points Range: 77 (77%) – 85 (85%)
The response accurately and thoroughly describes in detail the project proposed.

The response accurately and clearly identifies the stakeholders impacted by the project proposed.

The response accurately and thoroughly explains in detail the patient outcome(s) or patient-care efficiencies that the project proposed is aimed at improving, including an accurate and detailed explanation, with sufficient supporting evidence of how this improvement would occur.

The response accurately and clearly identifies the technologies required to implement the project proposed with a detailed explanation why.

The response accurately and clearly identifies the project team (by roles) and thoroughly explains in detail how to incorporate the nurse informaticist in the project team.

Includes: 3 or more peer-reviewed sources and 2 or more course resources.

Points Range: 68 (68%) – 76 (76%)
The response describes the project proposed.

The response identifies the stakeholders impacted by the project proposed.

The response explains the patient outcome(s) or patient-care efficiencies that the project proposed is aimed at improving, including an explanation, with some supporting evidence of how this improvement would occur.

The response identifies the technologies required to implement the project proposed with an explanation why.

The response identifies the project team (by roles) and explains how to incorporate the nurse informaticist in the project team.

Includes: 2 peer-reviewed sources and 2 course resources.

Points Range: 60 (60%) – 67 (67%)
The response describing the project proposed is vague or inaccurate.

The response identifying the stakeholders impacted by the project proposed is vague or inaccurate.

The response explaining the patient outcome(s) or patient-care efficiencies the project proposed is aimed at improving, including an explanation of how this improvement would occur, is vague or inaccurate, or includes little to no supporting evidence.

The response identifying the technologies required to implement the project proposed with an explanation why is vague or inaccurate.

The response identifying the project team (by roles) and an explanation of how to incorporate the nurse informaticist in the project team is vague or inaccurate.

Includes: 1 peer-reviewed sources and 1 course resources.

Points Range: 0 (0%) – 59 (59%)
The response describing the project proposed is vague and inaccurate, or is missing.

The response identifying the stakeholders impacted by the project proposed is vague and inaccurate, or is missing.

The response explaining the patient outcome(s) or patient-care efficiencies the project proposed is aimed at improving, including an explanation of how this improvement would occur, is vague and inaccurate, includes no supporting evidence, or is missing.

The response identifying the technologies required to implement the project proposed with an explanation why is vague and inaccurate, or is missing.

The response identifying the project team (by roles) and an explanation of how to incorporate the nurse informaticist in the project team is vague and inaccurate, or is missing.

Includes: 1 or fewer resources.
Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance.

Points Range: 5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

Points Range: 4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

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Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.

Points Range: 0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.
Written Expression and Formatting – English writing standards:

Correct grammar, mechanics, and proper punctuation

Points Range: 5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.

Points Range: 4 (4%) – 4 (4%)
Contains a few (1-2) grammar, spelling, and punctuation errors.

Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Contains several (3-4) grammar, spelling, and punctuation errors.

Points Range: 0 (0%) – 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.

Points Range: 5 (5%) – 5 (5%)
Uses correct APA format with no errors.

Points Range: 4 (4%) – 4 (4%)
Contains a few (1-2) APA format errors.

Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Contains several (3-4) APA format errors.

Points Range: 0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors.
Total Points: 100
Name: NURS_5051_Module02_Week03_Assignment_Rubric

BIG DATA MEANS BIG POTENTIAL, CHALLENGES FOR NURSE EXECS
ANALYSIS | BY JENNIFER THEW RN | APRIL 19, 2016

TOPICS
Technology
Leadership
Business
Management
To ensure big data is used to influence outcomes that are meaningful to the nursing profession, nurse executives need to act as data visionaries and architects.
Have you ever found yourself poring over stacks of data, feeling more like a statistician than a nurse? If you have, welcome to the world of big data.

“You have all of these different data sources coming at you on a weekly, monthly, quarterly basis. The CFO has a stack of data for you, your productivity-management engineer people have a stack of data for you, HR has a stack of data for you, and then your quality director, your clinical folks, have a stack of data for you,” says Jane Englebright, RN, PhD, CEBP, FAAN, chief nursing executive and senior vice president at Nashville, Tennessee-based HCA.

“And your job is to sort through all that data and synthesize it in some way and come up with brilliant conclusions about how to run the organization.” Assignment: The Impact of Nursing Informatics on Patient Outcomes and Patient Care Efficiencies NURS 5051

Big data “typically refers to a large complex data set that yields substantially more information when analyzed as a fully integrated data set as compared to the outputs achieved with smaller sets of the same data that are not integrated,” according to the Online Journal of Nursing Informatics.

 

NUR 550 Topic 4 DQ 1 Distinguish between reliability and validity in research design

Distinguish between reliability and validity in research design. Using a translational research article from your graphic organizer, analyze the methods and results sections to discuss reliability and validity as it relates to the translational research. Include the permalink to the article in your reference.

Description

Welcome to Class Everyone! My name is L and I will be facilitating this class.

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In this class we will be exploring translational research and Evidence Based Practice as well as forming a PICOT question. This will be a very busy week as translational research may be a new topic for you and you will need to decide on a population and intervention to begin your PICOT question. Our goals for this week are: Distinguish between reliability and validity in research design NUR 550

Identify the different levels of translational research.
Differentiate translational research from evidence-based practice.
Discuss the application of translational research to population health management.
Evaluate sources of translational research.
Select a valid nursing practice problem for an evidence-based practice project proposal. NUR 550 Topic 4 DQ 1 Distinguish between reliability and validity in research design