NURS-6051N Discussion: Interaction Between Nurse Informaticists and Other Specialists

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NURS-6051N Discussion: Interaction Between Nurse Informaticists and Other Specialists

Informatics Week 3 discussion

     When electronic records came to the Iowa Department of Corrections, Ill be honest, I was very skeptical, and everyone resisted the change from “how we do business.” According to Gaines (2020), nursing informaticist is a specialty area that combines nursing and technology to help with electronic records and other varies health technology areas. (Gaines, 2020) In reading another discussion post, I am quite jealous that they have a Nurse Informaticist. Our system was developed by an outside technology company and did have a “help desk.” Unfortunately, we have to go through other management to be able to call and get assistance. It cost money every time they are called. From my understanding, it would be cost-effective to have a Nurse Informaticist working for the IDOC NURS-6051N Discussion: Interaction Between Nurse Informaticists and Other Specialists. 

               Another frustrating issue with not having a NI is that nurses that use the program every day do not get a say in what needs added or taken out of the medical record program or the medication administration record. Some of these decisions are made at nurse manager meetings, which many are not as familiar with using the program as nurses at the forefront of patient care. If we had a NI, those ideas could be developed into more efficient ways of documenting and possibly decrease medication errors. Medical errors cost nearly $40 billion every year in healthcare, and many can be prevented from having an NI in the healthcare system. (Rupp, 2016)  The NI could visit every institution and listen to the concerns of nurses, which would decrease stress and make the program better. It is incredibly frustrating to have a program that assessment and plan of care are sometimes inaccessible together without consulting a physician to write as orders. NURS-6051N Discussion: Interaction Between Nurse Informaticists and Other Specialists

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    By having an NI, new employees can be trained on the system by that nurse instead of a line staff nurse that is trying to care for patients as well as train a new nurse. That new nurse would learn the program much quicker and correctly by having NI do training. 

     I’m excited to see how using nurses in this role in the future helps develop and improve patient care! There are so many places that NIs can be of benefit. Base salaries for informatics nurses are increasing to be a pretty substantial wage at sometimes 100,000. One excellent concept of this up and coming career option is that these nurses can be developing programs that still advocate for the bedside nurse. I can be supportive and educate older nurses that may not be “technically inclined” yet teach the newer nurses how to use to use the technology efficiently. (Rupp, 2016) NURS-6051N Discussion: Interaction Between Nurse Informaticists and Other Specialists     

References

Gaines, K. (2020, July 22). nurse.org Career Guide Series: Nursing informatics. nurse.org. http://nurse.org

Nelson, T. L. (2019, March 12). Nursing informatics: The EHR and beyond. American Nurse.com. http://myamericannurse.com

Rupp, S. (2016). How Nurses Are Using Health Informatics to Improve Patient Care. Electronic Health Reporter. https://doi.org/http://electronic health reporter.com

 Whenever there is a change in computer systems, even something as simple as an upgrade, there is bound to be push back and difficulties with the change. At my current place of employment there are nursing super users with each change. The managers, coordinators, and floor educators are automatically put in super user classes. The management can then ask 3-4 floor nurses to become super users as well. These super users are expected to attend a longer more in-depth class with the IT teams. These classes are set up by management as well as the higher-level informatics officers. One of the informatics officers is a nurse, she is also management of IT. This setup is similar to the framework of decision making in informatics proposed by Mosier et al (2019), in that there is a defined timeline and defined roles of all those involved NURS-6051N Discussion: Interaction Between Nurse Informaticists and Other Specialists. 

 This system is important because management is not on the floor at all times. Having super users from both shifts available is a very useful asset. We upgraded the computer system last month and there was a large change in the care plan section. There was required online training, but everyone still had a really hard time adjusting. The super users were able to help and their helpful tricks filtered through the floor like a ripple effect. This made the transition much more-smoothly for everyone. Nurses are knowledge workers, and this is evident at a time of new technology (McGonigle & Mastrian, 2017). Nurses tend to be great learners; they catch on fast and teach each other well NURS-6051N Discussion: Interaction Between Nurse Informaticists and Other Specialists. 

 One informatics change I would like to see implemented is a further use of the mobile devices. There are a handful of things we can complete on the iPhone we use for texting physicians, charting vitals, and printing lab slips. As discussed by Ng et al (2018), mobile devices have a huge benefit for population in health. There is so much we can do with mobile devices now related to healthcare. There should also be a nursing portion of the health reminders. These could be flags for medications, or reminders for vitals rechecks, or some sort of integration with the new computer system we have started. There could be a way to progressively chart the care plan section as the day goes by, on a mobile device. There is no reason mobile device advancements should only be for patients and the population. Decreasing the amount of time nurses need to sit at a desk to chart, would increase the time patients are able to see them. This is a benefit to hospitals. I am hopeful for advancement in our mobile charting soon, with the further advancement of other healthcare apps NURS-6051N Discussion: Interaction Between Nurse Informaticists and Other Specialists. 

References

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

Mosier, S., Roberts, W. D., & Englebright, J. (2019). A Systems-Level Method for Developing Nursing Informatics Solutions. JONA: The Journal of Nursing Administration, 49(11), 543–548. https://doi.org/10.1097/nna.0000000000000815

Ng, Y. C., Alexander, S., & Frith, K. H. (2018). Integration of Mobile Health Applications in Health Information Technology Initiatives. CIN: Computers, Informatics, Nursing, 36(5), 209–213. https://doi.org/10.1097/cin.0000000000000445NURS-6051N Discussion: Interaction Between Nurse Informaticists and Other Specialists

Discussion: Interaction Between Nurse Informaticists and Other Specialists

Nature offers many examples of specialization and collaboration. Ant colonies and bee hives are but two examples of nature’s sophisticated organizations. Each thrives because their members specialize by tasks, divide labor, and collaborate to ensure food, safety, and general well-being of the colony or hive.

Of course, humans don’t fare too badly in this regard either. And healthcare is a great example. As specialists in the collection, access, and application of data, nurse informaticists collaborate with specialists on a regular basis to ensure that appropriate data is available to make decisions and take actions to ensure the general well-being of patients.

In this Discussion, you will reflect on your own observations of and/or experiences with informaticist collaboration. You will also propose strategies for how these collaborative experiences might be improved.

To Prepare:

  • Review the Resources and reflect on the evolution of nursing informatics from a science to a nursing specialty.
  • Consider your experiences with nurse Informaticists or technology specialists within your healthcare organization NURS-6051N Discussion: Interaction Between Nurse Informaticists and Other Specialists.

By Day 3 of Week 3

Post a description of experiences or observations about how nurse informaticists and/or data or technology specialists interact with other professionals within your healthcare organization. Suggest at least one strategy on how these interactions might be improved. Be specific and provide examples. Then, explain the impact you believe the continued evolution of nursing informatics as a specialty and/or the continued emergence of new technologies might have on professional interactions.

By Day 6 of Week 3

Respond to at least two of your colleagues* on two different days, offering one or more additional interaction strategies in support of the examples/observations shared or by offering further insight to the thoughts shared about the future of these interactions. NURS-6051N Discussion: Interaction Between Nurse Informaticists and Other Specialists

 

Collaboration with Nurse Informaticists

I can honestly say I have never seen the nurse informaticist that works within my healthcare organization. I have heard that there is one that works down in information technology (IT) and occasionally makes changes in the electronic health record (EHR) but I have never interacted with her. I feel that there needs to be more nurse informaticists and more professional collaboration between them and the rest of the hospital. Nobody really talks about nursing informatics at my hospital and that is starting to become a problem. I currently work in the heart and vascular ICU where we have been overburdened with high-acuity patients and a significant shortage of staff. One strategy I offer for improvement is to simply have the nurse informaticist come up to the unit and start interacting with the staff. Another strategy is to increase training and education for nurses in the field of informatics. Sipes (2016) states that nurse informaticists must be competent in over 200 skills now. This will require an increase in training and education programs to better prepare them to improve clinical practice (Sipes, 2016). Now is a better time than ever to implement these changes. Ideally, they will benefit interprofessional collaboration and, ultimately, improve patient outcomes NURS-6051N Discussion: Interaction Between Nurse Informaticists and Other Specialists.

Informatics, technology, and Professional Interaction

Technology has made dramatic progress in the past four decades and has forever changed the way that healthcare is delivered (Elsayed et al., 2016). The field of nursing informatics has also come a long way considering that it has only been a specialty since 1992 (Cummins et al., 2016). Technological advancements in nursing informatics have benefited the way we interact with other professionals as well as the patients we aim to serve. Advancements include the electronic health record (EHR), handheld digital devices, upgrades in computer systems, and much more (Elsayed et al., 2016). It is estimated that nurses spend about 50% of their time at work documenting and charting (Elsayed, 2016). That being said, informatics has come to their rescue with the above advancements in technology such as the EHR. As technology continues to improve, collaboration with other professionals will benefit as well. Advancements in hands-free devices, telecommunications, and telehealth could forever change the way nursing is done (Fathi et al., 2017). As nursing informatics and technology continue to make strides, the end goals will be to enhance the delivery of healthcare, increase interprofessional collaboration, and improve the clinical outcomes of the patients NURS-6051N Discussion: Interaction Between Nurse Informaticists and Other Specialists.

References

Cummins, M. R., Gundlapalli, A. V., Murray, P., Park, H. A., Lehmann, C. U., & Gundlapalli, A. V. (2016). Nursing Informatics Certification Worldwide: History, Pathway, Roles, and Motivation. Yearbook of Medical Informatics, 25(01), 264–271. https://doi.org/10.15265/iy-2016-039

Elsayed, I. A., El-Nagger, N. S., & AzimMohamed, H. A. (2016). Evolution of Nursing Informatics: A key to Improving Nursing Practice. Research Journal of Medicine and Medical Sciences, 11. https://www.academia.edu/29974363/Evolution_of_Nursing_Informatics_A_key_to_Improving_Nursing_Practice.

Fathi, J. T., Modin, H. E., & Scott, J. D. (2017). Nurses Advancing Telehealth Services in the Era of Healthcare Reform. The Online Journal of Issues in Nursing, 22(2). https://10.3912/OJIN.Vol22No02Man02   

Sipes, C. (2016). Project Management: Essential Skill of Nurse Informaticists. Nursing Informatics 2016, 225. https://doi.org/10.3233/978-1-61499-658-3-252

Recently this writer has spent a great deal of time reflecting on my experiences and interactions with Information’s Technology and those who make it all happen. Early on in this writer’s career, I was exposed to the emergence of new software, programs, and even the implementation of electronic medical records for the first time in a facility or agency NURS-6051N Discussion: Interaction Between Nurse Informaticists and Other Specialists.

When beginning a career as an RN at Beaufort Memorial Hospital (BMH), a rural hospital in Beaufort, SC, I was asked to participate as a “Superuser” when BMH went electronic, less than a year into my working there. According to Bullard (2016), a superuser is vital to the implementation, upkeep, and affordability of any electronic health record (EHR) system. As this writer progressed in my career, I have found myself in the center of every committee or orientation process related to health information technology. Reflecting on the implementation of the EHR at BMH, specifically the excellence of care that now, after experiencing other hospital systems was greatly influenced by the presence of bedside computers in every patient room. The electronic version of the flow chart and head to toe assessment including the timely documentation, the ability to quickly access information for the patient including evidenced-based practice (EBP) standards, education materials, and the ability to print these documents for the patients later use were all elements that shaped the nurse I am today NURS-6051N Discussion: Interaction Between Nurse Informaticists and Other Specialists.

As a Certified Nurse Assistant (CNA) and then a Licensed Practical Nurse (LPN) for a grand total of only eighteen months prior to graduating to the novice Registered Nurse (RN), this writer can attest to the difference in a new graduate-level of skills including presence, versus those of the seasoned nurse as discussed by (McGonigle, 2017). However, many years of bedside charting and then a transition to home care and eventually hospice care gave this writer a different perspectives regarding the presence and documenting in an (EHR) in the home. This the writer now understands the perspective of the executive leader as discussed by Mosier et al., (2019). A while later this writer landed in the middle of a complete software revamp when the company to which employed agreed to be the pilot agency for software designed for homecare but also being implemented in hospice. At the executive level, this writer spent many hours, at least 50% of my day either building workarounds or  literally working on the necessary changes to the software needed to not only qualify for reimbursement form insurers but also to pass a state survey NURS-6051N Discussion: Interaction Between Nurse Informaticists and Other Specialists.

A strategy proven to improve patient outcomes as well as employee morale and financial stability within an organization is to include the nurse in the design and decision making of your EHR (Bullard, 2016). Many frustrations this writer experienced at a Long-Term Acute Care (LTAC) assignment recently could have been avoided. The lack of acknowledgment of nurse feedback regarding much-needed changes to the EHR, especially regarding lack of presence and an incredible amount of time spent documenting redundantly rather than caring for the patient were discovered to be cultural. This writer intended to share ideas and proven improvement learned throughout my career and the evolution of technology, but it was not reciprocated. As Nursing Informatics evolves into a specialty all its own, this writer believes the culture mentioned earlier will have to change.

After the recent interactions or lack thereof at that last assignment and taking a heap of assessments on various job boards, this writer was actually a bit surprised to find that the only areas in which I am more than “very proficient” is in areas that include IT and Management, all scoring in the “excellent” category. Long story short, as of last Friday, I have changed my concentration of major to HIT. This is my strategy NURS-6051N Discussion: Interaction Between Nurse Informaticists and Other Specialists.

References

Bullard, K. L. (2016). Cost-Effective Staffing for an EHR Implementation. Nursing Economic$, 34(2), 72–76.

McGonigle, D.  (20170317). Nursing Informatics and the Foundation of Knowledge, 4th Edition. [[VitalSource Bookshelf version]].  Retrieved from vbk://9781284142990

Mosier, S., Roberts, W. D., & Englebright, J. (2019). A Systems-Level Method for Developing Nursing Informatics Solutions: The Role of Executive Leadership. JONA: The Journal of Nursing Administration, 49(11), 543-548.

 

NURS_5051_Module02_Week03_Discussion_Rubric

Excellent Good Fair Poor
Main Posting
45 (45%) – 50 (50%)

Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

Supported by at least three current, credible sources.

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
40 (40%) – 44 (44%)

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

At least 75% of post has exceptional depth and breadth.

Supported by at least three credible sources.

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
35 (35%) – 39 (39%)

Responds to some of the discussion question(s).

One or two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Post is cited with two credible sources.

Written somewhat concisely; may contain more than two spelling or grammatical errors.

Contains some APA formatting errors.
0 (0%) – 34 (34%)

Does not respond to the discussion question(s) adequately.

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible sources.

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness
10 (10%) – 10 (10%)
Posts main post by day 3.
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
Does not post by day 3.
First Response
17 (17%) – 18 (18%)

Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources NURS-6051N Discussion: Interaction Between Nurse Informaticists and Other Specialists.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.
15 (15%) – 16 (16%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.
13 (13%) – 14 (14%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
0 (0%) – 12 (12%)

Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.
Second Response
16 (16%) – 17 (17%)

Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.
14 (14%) – 15 (15%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.
12 (12%) – 13 (13%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
0 (0%) – 11 (11%)

Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.
Participation
5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
Total Points: 100

Name: NURS_5051_Module02_Week03_Discussion_Rubric

The purpose of this discussion is to gain insight into aspects of interdisciplinary informatics in healthcare. Informatics in healthcare is the exchange of digital information utilizing technology across a multitude of medical disciplines in order to facilitate a continuum of care NURS-6051N Discussion: Interaction Between Nurse Informaticists and Other Specialists. The digital age of informatics has advanced since the creation of the Office of the National Coordinator for Health Information Technology (ONC) within the US Department of Health and Human Services (Desalvo et al., 2015). Further advancing informatics was the passage of the e-Health Information Technology for Economic and Clinical Health (HITECH) Act, which prioritized financial allocations for the advancement of healthcare technology development (Desalvo et al., 2015). This funding allowed for the creation of the Meaningful Use (MU) Act, designed to completely digitize the healthcare record (Desalvo et al., 2015). This digitization allows for the scrutinization of the healthcare delivery landscape, enabling for identification of poorly performing processes, thus enabling the proficient delivery of patient-center, evidenced-based, quality healthcare delivery.  The following is a discussion pertaining to the role of informatics in interdisciplinary collaboration.

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The Emergency Department is a unique setting in that it allows for data to be simultaneously accessed and utilized across a number of independent patient care areas.  Information regarding patients presenting must be accessed by lab technicians, imaging technologists, radiologists, ED physicians, intensivists, and other ancillary staff.  The information available across these disciplines represents the patient and their acute and chronic health status.  Interventional decisions can then be directed to allow for evidenced-based care.  These decisions are made by utilizing the Foundation of Knowledge, which is the base for (Marstrian & McGonigle, 2019). The Foundation of Knowledge is the base healthcare providers use to make appropriate interventions based on empirical evidence and evidenced-base practice NURS-6051N Discussion: Interaction Between Nurse Informaticists and Other Specialists.  Below are strategies designed to allow informatics to function in an interdisciplinary healthcare environment (Marstrian & McGonigle, 2019).

In order for biomedical informatics to be effectively utilized across the vast array of interdisciplinary demands present in the clinical setting, the focus must be on both the members of the interdisciplinary team and the health systems’ ability to maintains the technological infrastructure utilized to access clinical data. Team members must possess leadership quality, maintain a clear vision and goal, focus on efficient time management, and excel in prioritizing initiatives to continually improve the delivery of patient-centered care (Holden et al., 2018).  It is also essential to have defined roles for informaticians across the interdisciplinary team and ensure informatics education supports the established defined interdisciplinary decision process (Holden et al., 2018).

Predictive medicine is believed to the future of healthcare and is affords it’s attainability to the advancement of biomedical informatics (Jen, 2019).  Intercollarborative practice success will be destined to parallel the advancement of biometric informatics.  Visual analytic tools and informatic collection systems will continue to evolve, with the dissemination and subsequent analyzation of patient data allowed to be more concisely presented (Wu et al., 2019) NURS-6051N Discussion: Interaction Between Nurse Informaticists and Other Specialists.  New evaluation tools will provide us with more data that will allow insight into the acute and future health of our patients (Wu et al., 2019).  Another future component of healthcare delivery that will is deep learning of health informatics (Ravì et al., 2019).  Deep learning aims to accelerate algorithm calculations in order to hasten diagnostic intervention and prescriptive medicine by analyzing data and learning from patterns represented in the clinical informatics (Ravì et al., 2019). The promise for more effective healthcare delivery is bright for both providers and patients utilizing informatics and interdisciplinary collaboration NURS-6051N Discussion: Interaction Between Nurse Informaticists and Other Specialists.

References

DeSalvo, K. B., Dinkler, A. N., & Stevens, L. (2015). The US Office of the National Coordinator for Health Information Technology: progress and promise for the future at the 10-year mark. Annals of emergency medicine, 66(5), 507-510. http://doi.org/10.1016/j.annemergmed.2015.03.032

Holden, R. J., Binkheder, S., Patel, J., & Viernes, S. H. P. (2018). Best practices for health informatician involvement in interprofessional health care teams. Applied clinical informatics, 9(1), 141. https://doi.org/10.1055/s-0038-1626724

Jen, M. Y., & Teoli, D. (2019). Informatics. In StatPearls [Internet]. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK470564/

Mastrian, K., & McGonigle, D. (2019). Informatics for health professionals. Jones & Bartlett Learning.

Ravì, D., Wong, C., Deligianni, F., Berthelot, M., Andreu-Perez, J., Lo, B., & Yang, G. Z. (2016). Deep learning for health informatics. IEEE journal of biomedical and health informatics, 21(1), 4-21. https://doi.org/10.1109/JBHI.2016.2636665

Wu, D. T., Chen, A. T., Manning, J. D., Levy-Fix, G., Backonja, U., Borland, D., … & Kandaswamy, S. (2019). Evaluating visual analytics for health informatics applications: a systematic review from the American Medical Informatics Association Visual Analytics Working Group Task Force on Evaluation. Journal of the American Medical Informatics Association, 26(4), 314-323. https://doi.org10.1093/jamia/ocy190 NURS-6051N Discussion: Interaction Between Nurse Informaticists and Other Specialists

          Nursing informatics is a field of nursing that incorporates nursing, computer, and information sciences to maintain and develop medical data and systems to support the practice of nursing, and to improve patient care outcomes (Whithers, 2020). As a Nurse, I see data and technology on a daily basis. We utilize nursing informatics in almost everything we do. Staying up-to-date with this growing concept is vital in ensuring patient safety.

Nurses aren’t the only profession to utilize and benefit from data and technology. From my observation, nurse informatics have a great impact in the interaction with other professions. The mental health hospital where I currently work has new technology of electronic health records. The EHR allows those healthcare providers designated by the patient to obtain healthcare information related to past episodes of healthcare. It is hoped that such a record will eventually be a birth-to-death electronic healthcare record (Vasilescu, 2015).The IT department works with all professions within the workplace, which includes Nurses, Doctors, Clinicians, Therapists, Secretaries, and so forth.

A strategy on how the interaction between IT and these professions can improve is by continuous education of the electronic healthcare records. Learning the HER can be complicated, but with the right training, the system can and should run smoothly. IT must be aware of the healthcare staff’s level of computer competency in order to effectively educate. Super users can assist with this training. Super Users answer questions, help end users navigate through the system, and report issues to the project team to support prompt resolution (Epic@UNC 2015) NURS-6051N Discussion: Interaction Between Nurse Informaticists and Other Specialists.

Whithers, F. (2020, May 08). What is Nursing Informatics & How to Become a Nurse Informaticist. Retrieved September 15, 2020, from https://www.registerednursing.org/nursing-informatics/

Vasilescu, A. (2015). Informatics: The Electronic Health Record: Will Nursing Be on Board When the Ship Leaves? Retrieved September 16, 2020, from http://ojin.nursingworld.org/MainMenuCategories/ThePracticeofProfessionalNursing/Health-IT/ElectronicHealthRecord.html

Epic@UNC. (2015, December 22). Retrieved September 16, 2020, from http://news.unchealthcare.org/epic/training/super-user-responsibilities NURS-6051N Discussion: Interaction Between Nurse Informaticists and Other Specialists

Academic Success and Professional Development Plan Part 2: Academic Resources and Strategies

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Academic Success and Professional Development Plan Part 2: Academic Resources and Strategies

In pursuing the MSN program, there are many academic and professional resources and strategies required to fully and complete the program. Generally, the nursing profession is very sensitive that requires a nurse or any other healthcare provider must be highly skilled and knowledgeable. I aspire to be a very successful healthcare provider who is all-rounded and can effectively undertake numerous duties and responsibilities Academic Success and Professional Development Plan Part 2: Academic Resources and Strategies.

The three major academic strategies applied to the MSN program include using the Walden online libraries, reading journals, and accessing nursing tutorials from nursing journals (Adams, 2007). The Walden online library has a wide range of educational materials that the students can access and use in their MSN program. The most significant advantage of this strategy is that the library can be accessed for free and very quickly. Academic Success and Professional Development Plan Part 2: Academic Resources and Strategies

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Nursing journals and nursing tutorials are essential as I take the MSN program. They will provide a lot of insights that will help me become a more competent nurse. The journals and tutorials will be from reliable sources to avoid accessing misleading information.

The professional resources that will be critical as I take the MSN program include professional journals such as the AACN Advances of urgent care and Diabetes care journals. Other professional resources will consist of the American Nurses Association (ANA), the California Code of Regulations (CCR) as well as the Nurse Practice Act (NPA).  The NPA will be essential since it will help regulate the practice of Registered Nurses, thus promoting professionalism in the healthcare sector (McMahon, 2015).  The ANA helps in credentialing the nursing programs and training, which enables credibility in nursing entities’ running. The CCR regulates nursing practice, which helps ensure that only the highly professional individuals will be involved in running healthcare facilities (Murray, 2016) Academic Success and Professional Development Plan Part 2: Academic Resources and Strategies.

Assignment: Academic Success and Professional Development Plan Part 2: Academic Resources and Strategies

New construction projects begin with a design phase, where architects blueprint the vision complete with design details. They work in collaboration with builders who use the designs to prepare the appropriate strategies, tools, and materials to bring the vision to reality. You are both architect and builder of your success. You have started to blueprint your vision in your Academic Success and Professional Development Plan. You have identified others with whom you will collaborate. Now you can begin to prepare the appropriate strategies, tools, and materials

How will you approach your studies? What types of resources are available to you, and how will you access and utilize them? Taking the opportunity to prepare these strategies, tools, and materials will help ensure you can “break ground” without incident and successfully move to the phase where you begin building your vision Academic Success and Professional Development Plan Part 2: Academic Resources and Strategies.

To Prepare:

  • Consider your goals for academic accomplishments while a student of the MSN program.
  • Reflect on the strategies presented in the Resources for this week.

The Assignment:

  • Clearly identify and accurately describe in detail at least three academic resources or strategies that can be applied to the MSN program.
  • Clearly identify and accurately describe in detail at least three professional resources that can be applied to success in the nursing practice in general or in a specialty.
  • Clearly and thoroughly explain in detail how you intend to use these resources, and how they might benefit you academically and professionally. Academic Success and Professional Development Plan Part 2: Academic Resources and Strategies

Note: Add your work for this Assignment to the original document you began in the Week 1 Assignment, which was built off the Academic Success and Professional Development Plan Template.

I plan to use the academic resources to boost my intellectual strength and learn more about nursing, which will help me become a more competent professional in the future. I intend to use the professional resources to help me abide by the nursing professional requirements and conditions and professionally provide healthcare services. Professional journals will also allow me to acquire many professional and specialist skills to address various healthcare issues, such as diabetes Academic Success and Professional Development Plan Part 2: Academic Resources and Strategies.

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In a nutshell, a professional nurse has to be academically and professionally useful. Taking the MSN program is an excellent step toward professional and academic success. Professional and academic resources will be of great help to me since they will help me achieve my professional and educational goals and objectives Academic Success and Professional Development Plan Part 2: Academic Resources and Strategies.

References

Adams, L. (2007). Nursing academic administration: Who will take on the challenge? Journal of Professional Nursing, 23(5), 309-315. https://doi.org/10.1016/j.profnurs.2007.01.012

McMahon, J. T. (2015). So you want to…Get an MSN. Nursing Made Incredibly Easy!, 13(3), 6-8. https://doi.org/10.1097/01.nme.0000462649.20408.4a

Murray, T. A. (2016). Pedagogy and academic success in Prelicensure nursing education. Journal of Professional Nursing, 32(5), S24-S29. https://doi.org/10.1016/j.profnurs.2016.02.001

 

NURS_6002_Week_2_Assignment_Rubric

Excellent Good Fair Poor
Continue developing your Academic Success and Professional Development Plan by appending the original document you began in Week 1 to develop the second component: academic resources and strategies. To do this: 

·   Identify and describe at least three academic resources or strategies that can be applied to the MSN program.
23 (23%) – 25 (25%)
The response clearly identifies and accurately describes in detail at least three academic resources or strategies that can be applied to the MSN program.
20 (20%) – 22 (22%)
The response partially identifies and partially describes at least three academic resources or strategies that can be applied to the MSN program.
18 (18%) – 19 (19%)
The response vaguely identifies and vaguely describes at least two academic resources or strategies that can be applied to the MSN program.
0 (0%) – 17 (17%)
The response only vaguely and inaccurately identifies one academic resource or strategy or the three academic resources or strategies that can be applied to the MSN program are vague and inaccurate, or is missing.
·   Identify and describe at least three professional resources that can be applied to success in the nursing practice in general or your specialty in particular.
23 (23%) – 25 (25%)
The response clearly identifies and accurately describes in detail at least three professional resources that can be applied to success in nursing practice in general or in a specialty. Academic Success and Professional Development Plan Part 2: Academic Resources and Strategies
20 (20%) – 22 (22%)
The response partially identifies and partially describes at least three professional resources that can be applied to success in nursing practice in general or in a specialty.
18 (18%) – 19 (19%)
The response vaguely identifies and vaguely describes at least two professional resources that can be applied to success in nursing practice in general or in a specialty.
0 (0%) – 17 (17%)
The response only vaguely and inaccurately identifies and vaguely describes one professional resource or the three professional resources that can be applied to success in nursing practice in general or in a specialty are vague and inaccurate, or is missing.
·   Explain how you intend to use these resources, and how they might benefit you academically and professionally.
32 (32%) – 35 (35%)
Response clearly and thoroughly explains in detail the intended use of these resources, including a detailed explanation of how they might be beneficial academically and professionally.
28 (28%) – 31 (31%)
Response explains the intended use of these resources, including an explanation of how they might be beneficial academically and professionally.
25 (25%) – 27 (27%)
Explanation of the intended use of these resources, including an explanation of how they might be beneficial academically and professionally is vague or inaccurate.
0 (0%) – 24 (24%)
Explanation of the intended use of these resources, including an explanation of how they might be beneficial academically and professionally is vague and inaccurate, or is missing.
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. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria Academic Success and Professional Development Plan Part 2: Academic Resources and Strategies.
4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.
3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.
0 (0%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

No purpose statement, introduction, or conclusion was provided.
Written Expression and Formatting – English writing standards: 

Correct grammar, mechanics, and proper punctuation
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
4 (4%) – 4 (4%)
Contains a few (1-2) grammar, spelling, and punctuation errors.
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3-4) grammar, spelling, and punctuation errors.
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, parenthetical/in-text citations, and reference list.
5 (5%) – 5 (5%)
Uses correct APA format with no errors.
4 (4%) – 4 (4%)
Contains a few (1-2) APA format errors.
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3-4) APA format errors.
0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors.
Total Points: 100

Name: NURS_6002_Week_2_Assignment_Rubric Academic Success and Professional Development Plan Part 2: Academic Resources and Strategies

NR 443 Chamberlain University Week 2 Demographic and Epidemiological Assessments Discussion

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NR 443 Chamberlain University Week 2 Demographic and Epidemiological Assessments Discussion

Purpose

This week’s graded topics relate to the following Course Outcome (CO).

  • CO 2: Assess the health needs of individuals, families, aggregates, and communities using demographic and epidemiological data to identify population health risks. (PO 4)

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Discussion

For this discussion, you will collect assessment data about your city or county. This post will include information about demographics (general characteristics). You will then find epidemiological data (disease or health behavior rates) about one priority health problem in your community.

  1. Demographic data: Go online to the U.S. Census Bureau at https://www.census.gov/quickfacts/ (Links to an external site.). Obtain a range information about the demographic characteristics of the population for your city or county of residence. You may have to look at county data if your city is not listed. Discuss demographic data about age, ethnicity, poverty levels, housing, and education.
  2. Epidemiological data: Go to your city or county health department website (search the Internet) or County Health Rankings (http://www.countyhealthrankings.org/ (Links to an external site.)), and report epidemiological data about one priority health problem in your area. Examples include diabetes, heart disease, addiction, obesity, teen pregnancy, and more. Be sure that you accurately report how each statistic is measured. In the County Health Rankings site, you can hover over the category, and it will explain how it is measured. NR 443 Chamberlain University Week 2 Demographic and Epidemiological Assessments Discussion
  3. How do the demographic characteristics of your community influence the health problem you chose?

County Health Rankings and Roadmaps. (2018). Explore rankings. Retrieved from http://www.countyhealthrankings.org/

U.S. Census Bureau. (2018). State and county QuickFacts. Retrieved from https://www.census.gov/quickfacts/. NR 443 Chamberlain University Week 2 Demographic and Epidemiological Assessments Discussion

NR 599 Chamberlain University EHRs Benefits And Drawbacks Template

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NR 599 Chamberlain University EHRs Benefits And Drawbacks Template

NR 599 Chamberlain University EHRs Benefits and Drawbacks Template
  1. discussed in the lesson and assigned reading for this week, EHRs provide both benefits and drawbacks. Create a “Pros” versus “Cons” table and include at least 3 items for each list. Next to each item, provide a brief rationale as to why you selected to include it on the respective list.
  2. Refer to the Stage 3 objectives for Meaningful Use located in this week’s lesson under the heading Meaningful Use and the HITECH Act. Select two objectives to research further. In your own words, provide a brief discussion as to how the objective may impact your role as an APN in clinical practice.

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Week 3: EHRs Benefits and Drawbacks

66 unread replies.66 replies.

Purpose

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 ebb and flow of a discussion is based upon the composition of student and faculty interaction in the quest for relevant scholarship.

Activity Learning Outcomes

Through this discussion, the student will demonstrate the ability to:

  • Contribute level-appropriate knowledge and experience to the topic in a discussion environment that models professional and social interaction (CO4)
  • Actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty (CO5)

 

Due Date:

Students must post a minimum of two times in each graded discussion. The two posts in each individual discussion must be on separate days. Posting twice on two different days meets the minimum requirement however for full credit, the student must post at least three substantive posts on three different days. The student must provide an initial post to each graded discussion topic posted by the course instructor, by Wednesday, 11:59 p.m. MT of Week 3. Subsequent posts, including essential responses to peers, must occur no later than the Sunday, 11:59 p.m. MT at the end of Week 3. Students are expected to submit assignments by the time they are due. Threaded discussions are not considered assignments and are not part of the late assignment policy.

 

A 10% late penalty will be imposed for discussions posted after the deadline on Wednesday regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0).

Total Points Possible:  150 Points

 

 

Requirements:

Post a written response in the discussion forum to EACH threaded discussion topic:

 

  1. As discussed in the lesson and assigned reading for this week, EHRs provide both benefits and drawbacks. Create a “Pros” versus “Cons” table and include at least 3 items for each list. Next to each item, provide a brief rationale as to why you selected to include it on the respective list.

Refer to the Stage 3 objectives for Meaningful Use located in this week’s lesson under the heading Meaningful Use and the HITECH Act. Select two objectives to research further. In your own words, provide a brief discussion as to how the objective may impact your role as an APN in clinical practice.  

 OBJECTIVES: Protect patients with electronic access to their health information and patient specific education.

Use certified HER technology to support coordination of care.

Use health information exchange to support care transition and referrals.

Actively engage in public health.

Protect electronic protected health information.

Generate and transmit prescriptions electronically.

Implement clinical decision.

Use computerized provider order.

 

Adhere to the following guidelines regarding quality for the threaded discussions in Canvas:

    • Application of Course Knowledge: Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings.
    • Scholarliness and Scholarly Sources: Demonstrates achievement of scholarly inquiry for professional and academic decisions using valid, relevant, and reliable outside scholarly source to contribute to the discussion thread.
    • Writing Mechanics: Grammar, spelling, syntax, and punctuation are accurate. In-text and reference citations should be formatted using correct APA guidelines.
    • Direct Quotes: Good writing calls for the limited use of direct quotes. Direct quotes in discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the grammar, syntax, APA category.

For each threaded discussion per week, the student will select no less than TWO scholarly sources to support the initial discussion post.

Scholarly Sources: Only scholarly sources are acceptable for citation and reference in this course. These include peer-reviewed publications, government reports, or sources written by a professional or scholar in the field. The textbooks and lessons are NOT considered to be outside scholarly sources. For the threaded discussions and reflection posts, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. The best outside scholarly source to use is a peer-reviewed nursing journal.  You are encouraged to use the Chamberlain library and search one of the available databases for a peer-reviewed journal article.  The following sources should not be used: Wikipedia, Wikis, or blogs.  These websites are not considered scholarly as anyone can add to these. Please be aware that .com websites can vary in scholarship and quality.  For example, the American Heart Association is a .com site with scholarship and quality.  It is the responsibility of the student to determine the scholarship and quality of any .com site.  Ask your instructor before using any site if you are unsure. Points will be deducted from the rubric if the site does not demonstrate scholarship or quality. Current outside scholarly sources must be published with the last 5 years.  Instructor permission must be obtained BEFORE the assignment is due if using a source that is older than 5 years. NR 599 Chamberlain University EHRs Benefits And Drawbacks Template

 

DISCUSSION CONTENT
Category Points % Description
Application of Course Knowledge

 

 50 33% The quality for this category is determined by the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lessons and outside readings and relate them to real-life professional situations.
Scholarliness and Scholarly Resources

 

 40 27% This category is evaluated on the quality of the student’s ability to: Support writing with appropriate, scholarly sources; provide relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions; evaluate literature resources to develop a comprehensive analysis or synthesis; use sources published within the last 5 years; match reference list and in-text citations match, and minimize or appropriately format direct quotations.

 
Interactive Dialogue 40 27% The quality for this category is determined by substantive written responses to a peer and faculty member’s questions in the threaded discussion. Substantive posts add importance, depth, and meaningfulness to the discussion. Students must respond to least one peer in the threaded discussion. If no question asked directly from faculty, student must respond to questions posed to the entire class. Post must include at least one scholarly source.

 
      Total CONTENT Points= 130
DISCUSSION FORMAT
Category Points % Description
Grammar, Spelling, Syntax, Mechanics and APA Format 20 13% Reflection post has minimal grammar, spelling, syntax, punctuation and APA* errors. Direct quotes (if used) is limited to 1 short statement** which adds substantively to the post.

* APA style references and in text citations are required; however, there are no deductions for errors in indentation or spacing of references. All elements of the reference otherwise must be included.

**Direct quote should not to exceed 15 words & must add substantively to the discussion
      Total FORMAT Points= 20
      DISCUSSION TOTAL= 150 Points

 

**To see view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric.

 

Week 3: EHRs Benefits and Drawbacks

66 unread replies.66 replies.

Purpose

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 ebb and flow of a discussion is based upon the composition of student and faculty interaction in the quest for relevant scholarship. NR 599 Chamberlain University EHRs Benefits And Drawbacks Template

Activity Learning Outcomes

Through this discussion, the student will demonstrate the ability to:

  • Contribute level-appropriate knowledge and experience to the topic in a discussion environment that models professional and social interaction (CO4)
  • Actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty (CO5)

 

Due Date:

Students must post a minimum of two times in each graded discussion. The two posts in each individual discussion must be on separate days. Posting twice on two different days meets the minimum requirement however for full credit, the student must post at least three substantive posts on three different days. The student must provide an initial post to each graded discussion topic posted by the course instructor, by Wednesday, 11:59 p.m. MT of Week 3. Subsequent posts, including essential responses to peers, must occur no later than the Sunday, 11:59 p.m. MT at the end of Week 3. Students are expected to submit assignments by the time they are due. Threaded discussions are not considered assignments and are not part of the late assignment policy.

 

A 10% late penalty will be imposed for discussions posted after the deadline on Wednesday regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0).

Total Points Possible:  150 Points

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

 

Requirements:

Post a written response in the discussion forum to EACH threaded discussion topic:

 

  1. As discussed in the lesson and assigned reading for this week, EHRs provide both benefits and drawbacks. Create a “Pros” versus “Cons” table and include at least 3 items for each list. Next to each item, provide a brief rationale as to why you selected to include it on the respective list.

Refer to the Stage 3 objectives for Meaningful Use located in this week’s lesson under the heading Meaningful Use and the HITECH Act. Select two objectives to research further. In your own words, provide a brief discussion as to how the objective may impact your role as an APN in clinical practice.  

 OBJECTIVES: Protect patients with electronic access to their health information and patient specific education.

Use certified HER technology to support coordination of care.

Use health information exchange to support care transition and referrals.

Actively engage in public health.

Protect electronic protected health information.

Generate and transmit prescriptions electronically.

Implement clinical decision.

Use computerized provider order. NR 599 Chamberlain University EHRs Benefits And Drawbacks Template

 

Adhere to the following guidelines regarding quality for the threaded discussions in Canvas:

    • Application of Course Knowledge: Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings.
    • Scholarliness and Scholarly Sources: Demonstrates achievement of scholarly inquiry for professional and academic decisions using valid, relevant, and reliable outside scholarly source to contribute to the discussion thread.
    • Writing Mechanics: Grammar, spelling, syntax, and punctuation are accurate. In-text and reference citations should be formatted using correct APA guidelines.
    • Direct Quotes: Good writing calls for the limited use of direct quotes. Direct quotes in discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the grammar, syntax, APA category.

For each threaded discussion per week, the student will select no less than TWO scholarly sources to support the initial discussion post.

Scholarly Sources: Only scholarly sources are acceptable for citation and reference in this course. These include peer-reviewed publications, government reports, or sources written by a professional or scholar in the field. The textbooks and lessons are NOT considered to be outside scholarly sources. For the threaded discussions and reflection posts, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. The best outside scholarly source to use is a peer-reviewed nursing journal.  You are encouraged to use the Chamberlain library and search one of the available databases for a peer-reviewed journal article.  The following sources should not be used: Wikipedia, Wikis, or blogs.  These websites are not considered scholarly as anyone can add to these. Please be aware that .com websites can vary in scholarship and quality.  For example, the American Heart Association is a .com site with scholarship and quality.  It is the responsibility of the student to determine the scholarship and quality of any .com site.  Ask your instructor before using any site if you are unsure. Points will be deducted from the rubric if the site does not demonstrate scholarship or quality. Current outside scholarly sources must be published with the last 5 years.  Instructor permission must be obtained BEFORE the assignment is due if using a source that is older than 5 years.

 

DISCUSSION CONTENT
Category Points % Description
Application of Course Knowledge 

 

 50 33% The quality for this category is determined by the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lessons and outside readings and relate them to real-life professional situations.
Scholarliness and Scholarly Resources 

 

 40 27% This category is evaluated on the quality of the student’s ability to: Support writing with appropriate, scholarly sources; provide relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions; evaluate literature resources to develop a comprehensive analysis or synthesis; use sources published within the last 5 years; match reference list and in-text citations match, and minimize or appropriately format direct quotations. NR 599 Chamberlain University EHRs Benefits And Drawbacks Template 

 
Interactive Dialogue 40 27% The quality for this category is determined by substantive written responses to a peer and faculty member’s questions in the threaded discussion. Substantive posts add importance, depth, and meaningfulness to the discussion. Students must respond to least one peer in the threaded discussion. If no question asked directly from faculty, student must respond to questions posed to the entire class. Post must include at least one scholarly source. 

 
      Total CONTENT Points= 130
DISCUSSION FORMAT
Category Points % Description
Grammar, Spelling, Syntax, Mechanics and APA Format 20 13% Reflection post has minimal grammar, spelling, syntax, punctuation and APA* errors. Direct quotes (if used) is limited to 1 short statement** which adds substantively to the post. 

* APA style references and in text citations are required; however, there are no deductions for errors in indentation or spacing of references. All elements of the reference otherwise must be included.

**Direct quote should not to exceed 15 words & must add substantively to the discussion
      Total FORMAT Points= 20
      DISCUSSION TOTAL= 150 Points

 

**To see view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric. NR 599 Chamberlain University EHRs Benefits And Drawbacks Template

NR 443 Chamberlain University Week 6 Environmental Health Discussion Paper

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NR 443 Chamberlain University Week 6 Environmental Health Discussion Paper

NR 443 Chamberlain University Week 6 Environmental Health Discussion Paper

Purpose

This week’s graded topics relate to the following Course Outcome (CO).

  • CO 6: Utilize a systems-based and collaborative approach to address factors that influence the health of a community and population health problems. (PO 2)

Discussion

Visit the U.S. Environmental Protection Agency’s MyEnvironment site at http://www.epa.gov/myenvironment (Links to an external site.), and enter your city and state, ZIP code, or location into the location box. NR 443 Chamberlain University Week 6 Environmental Health Discussion Paper

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Choose one of the topic areas.

  • My Health
  • My Climate
  • My Air
  • My Water

Then, click on the boxes under the Map Contents menu to add data into the map on specific topics. Explore the site to learn more about your environment and things that might be impacting the health of its citizens.

  • Identify something new you learned about your environment and how it could be affecting health by completing this statement, “I didn’t know _____.”
  • How could you, in the role of a community health nurse, address these concerns?

Optional: For more environmental health information, you can also visit the following resources.

NR 226 Fundamentals Chamberlain University Patient Care RUA Concept Map

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NR 226 Fundamentals Chamberlain University Patient Care RUA Concept Map

NR 226 Fundamentals Chamberlain University Patient Care RUA Concept Map

NR 226 Fundamentals Chamberlain University Patient Care RUA Concept Map

Purpose

NR226 Fundamentals – Patient Care RUA: Concept Map Guidelines

This assignment is designed to extend the learner’s use of concept mapping as a tool for clinical care planning. The nursing process continues to provide the foundation for organizing information and thought, whereas the mapping becomes the process for intentional critical thinking and clinical reasoning.

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Course outcomes: This assignment enables the student to meet the following course outcomes:

CO 1: Demonstrate the nursing process while providing basic care to individuals and families reflecting different stages of the life span in the extended care, acute care, and community-based settings. (PO 1)

CO3: Demonstrate communication skills necessary for interaction with other health team members and for providing basic nursing care to individuals and families. (PO #3)

CO4: Incorporate critical thinking skills into clinical nursing practice. (PO #4)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to

this assignment.
Total points possible: 100 points . NR 226 Fundamentals Chamberlain University Patient Care RUA Concept Map

NR226 Fundamentals – Patient Care
RUA: Concept Map Guidelines
NR226_RUA_Concept_Map _Guideline_V2.docx Revised: MAR20 1
Purpose
This assignment is designed to extend the learner’s use of concept mapping as a tool for clinical care planning. The
nursing process continues to provide the foundation for organizing information and thought, whereas the mapping
becomes the process for intentional critical thinking and clinical reasoning.
Course outcomes: This assignment enables the student to meet the following course outcomes:
CO 1: Demonstrate the nursing process while providing basic care to individuals and families reflecting different stages
of the life span in the extended care, acute care, and community-based settings. (PO 1)
CO3: Demonstrate communication skills necessary for interaction with other health team members and for providing
basic nursing care to individuals and families. (PO #3)
CO4: Incorporate critical thinking skills into clinical nursing practice. (PO #4)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to
this assignment.
Total points possible: 100 points
Preparing the assignment
Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
1. Choose an individual for whom you have cared in the clinical setting.
2. Create a concept map based on the complete physical assessment you performed while providing care.
a. Components of the concept map
i. Individual’s information (10 points/10%)
1. Age
2. Medical diagnosis
3. Brief review of underlying pathophysiology
*List what functional changes are happening
*List process that initiated and maintained disorder or disease
ii. Assessment Data (15 points; 15%)
1. Include all assessment data, not simply information that supports the selected nursing diagnoses
Inspect
Palpation
Percussion
Auscultate
Neurological Exam
iii. Nursing Diagnoses (15 points/ 15%)
1. Select three nursing diagnoses to addresses
a. One must be an actual problem
b. One must address a psychosocial need
c. The final must be a high priority for the individual
iv. Linkages Within and Between Diagnoses (5 points/5%)
1. Concept map demonstrates relationship within and between the nursing diagnoses.
v. Planning (15 points/15%)
1. Prioritize diagnoses to reflect needs of the individual
2. Set realistic outcome measurement
3. At least two (2) scholarly, primary sources from the last 5 years, excluding the textbook, are provided
vi. Implementation (15 points/15%)
1. Interventions are individualized for patient-provide rationale
2. Interventions support achievement of selected outcome measurements-provide rationale
2
NR226 Fundamentals – Patient Care
RUA: Concept Map Guidelines
NR226_RUA_Concept_Map _Guideline_V2.docx Revised: MAR20 2
vii. Evaluation of Outcomes (5 points/15%)
1. Determine if outcomes were met.
2. Provide evidence that supports that determination.
3. Describe what changes, if any, are needed to promote expected outcomes in the future.
viii. Safety-Communication-Infection Control 16 points/16%)
a. specific elements of communication used when providing care,
b. safety concerns related to the individual for whom you cared, and
c. infection control practices followed while caring for this patient.
ix. APA Citations and Writing
a. References are submitted with assignment.
b. Uses appropriate APA format (6th ed.) and is free of errors.
c. Grammar is free of errors.
d. Spelling is free of errors.
e. Mechanics of writing are free of errors.
For writing assistance (APA, formatting, or grammar) visit the APA Citation and Writing page in the online library.
Please note that your instructor may provide you with additional assessments in any form to determine that you fully
understand the concepts learned in the review module.
NR226 Fundamentals – Patient Care
RUA: Concept Map Guidelines
NR226_RUA_Concept_Map _Guideline_V3.docx Revised: MAR20 3
Grading Rubric Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.
Assignment Section and
Required Criteria
(Points possible/% of total points available) NR 226 Fundamentals Chamberlain University Patient Care RUA Concept Map
Highest
Level of
Performanc
e
High Level of
Performance
Satisfactory Level
of Performance
Unsatisfactory
Level of
Performance
Section not
present in paper
Introduction of Disease
(10 points/10%) 10 points 9 points 8 points 4 points 0 points
Required criteria
1. Age
2. Medical diagnosis
3. Brief review of underlying pathophysiology
*List what functional changes are happening
*List process that initiated and maintained disorder or disease
Includes no
fewer than 3
requirements
for section.
Includes no fewer
than 2 requirements
for section.
Includes no less than
1 requirement for
section.
Present, yet includes
no required criteria.
No requirements for
this section
presented.
Assessment Data
(15 points/15%) 15 points 14 points 13 points 6 points 0 points
Required criteria
1. Include all assessment data, not simply information that
supports the selected nursing diagnoses
Inspect
Palpation
Percussion
Auscultate
Neurological Exam
Includes all
assessment
data.
No requirements for
this section
presented.
Nursing Diagnosis
(15 points/15%) 15 points 14 points 13 points 6 points 0 points
Required criteria
1. Select three nursing diagnoses to addresses
a. One must be an actual problem
b. One must address a psychosocial need
c. One must be a high priority for the individual
Three nursing
diagnoses are
present and
adhere to
expectations.
No requirements for
this section
presented.
Linkages Within and Between Diagnoses
(5 points/5%) 5 points 0 points
NR226 Fundamentals – Patient Care
RUA: Concept Map Guidelines
NR226_RUA_Concept_Map _Guideline_V3.docx Revised: MAR20 4
Assignment Section and
Required Criteria
(Points possible/% of total points available)
Highest
Level of
Performanc
e
High Level of
Performance
Satisfactory Level
of Performance
Unsatisfactory
Level of
Performance
Section not
present in paper
Required criteria
1. Concept map demonstrates relationship within and between
the nursing diagnoses.
Criterion met. Criterion not met.
Planning
(15 points/15%) 15 points 13 points 6 points 0 points
Required criteria
1. Prioritize diagnoses to reflect needs of the individual
2. Set realistic outcome measurement
3. At least two (2) scholarly, primary sources from the last 5
years, excluding the textbook, are provided
Includes all requirements for section. Includes 2
requirements for
section.
Includes 1
requirement for
section.
No requirements for
this section
presented.
Implementation
(15 points/15%) 15 points 13 points 0 points
Required criteria
1. Interventions are individualized for patient-provide rationale
2. Interventions support achievement of selected outcome
measurements-provide rationale
Includes all requirements for section. Includes 1
requirement for
section.
No requirements for this section presented.
Evaluation of Outcomes
(5 points/5%) 5 points 4 points 2 points 0 points
Required criteria
1. Determine if outcomes were met.
2. Provide evidence that supports that determination.
3. Describe what changes, if any, are needed to promote
expected outcomes in the future.
Includes all requirements for section. Includes 2
requirements for
section.
Includes 1
requirement for
section.
No requirements for
this section
presented.
Safety-Communication-Infection Control
(16 points/16%) 16 points 12 points 8 points 0 points
Required criteria
1. Describe specific elements of communication used when
providing care.
2. Describe safety concerns related to the individual for whom
Includes all 3 requirements for
section.
Includes 2
requirements for
section.
Includes 1
requirement for
section.
No requirements for
this section
presented. NR 226 Fundamentals Chamberlain University Patient Care RUA Concept Map

NR 443 Chamberlain Week 8 Nurses Role in Population Health Discussion

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NR 443 Chamberlain Week 8 Nurses Role in Population Health Discussion

NR 443 Chamberlain Week 8 Nurses Role in Population Health Discussion

Purpose

This week’s graded topics relate to the following Course Outcome (CO).

  • CO 9: Examine future trends in community health nursing, including the impact of information systems and evidence-based practice. (PO 8)

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Discussion

Review this week’s lesson and assigned reading on the nurses’ role in population health, and reflect on what you have learned in this course. Address the following questions.

  • What future concerns are likely to impact public health?
  • How do you see global health concerns impacting your community?
  • Identify one way that you can implement population health in your community or workplace. NR 443 Chamberlain Week 8 Nurses Role in Population Health Discussion

Please share specific examples

NR 505NP Chamberlain College Nursing Transition From RN To BSN Worksheet

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NR 505NP Chamberlain College Nursing Transition From RN To BSN Worksheet

NR 505NP Chamberlain College Nursing Transition from RN to BSN Worksheet

Purpose

This assignment provides the opportunity for the student to find and appraise resources related to the PICOT question from Week 2. The focus of this assignment is to evaluate pertinent literature that supports the practice change intervention. NR 505NP Chamberlain College Nursing Transition from RN to BSN Worksheet

Note: You are to locate original studies with research conducted and published by the primary investigator. You may also use systematic reviews or Clinical Practice Guidelines (CPGs).

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Course Outcomes

This assignment enables the student to meet the following course outcomes:

CO1: Integrate evidence-based and research to support advancement of holistic nursing care in diverse healthcare settings. (PO 1,4)

CO2: Integrate knowledge related to evidence-based practice and person-centered care to improve health outcome. (PO 1, 2)

CO4: Develop knowledge related to research and evidence-based practice as a basis for designing and critiquing research studies. (PO 1, 5) NR 505NP Chamberlain College Nursing Transition From RN To BSN Worksheet

CO5: Analyze research findings and evidence-based practice to advance holistic care initiatives that promote positive healthcare outcomes. (PO 1, 2, 5). NR 505NP Chamberlain College Nursing Transition from RN to BSN Worksheet

DUE DATE: SUNDAY 11:59 PM MT AT THE END OF WEEK 5

Total Points Possible: 200 Points

Requirements

Find and review ten (10) scholarly, peer-reviewed research articles, systematic reviews, or CPGs in support of the practice change intervention. Complete the Research Summary Worksheet table for each article. NR 505NP Chamberlain College Nursing Transition from RN to BSN Worksheet

  1. State the PICOT question
  2. For each article, supply the following:
    1. The complete reference for the article in current APA format
    2. Description of the purpose of the study/review/practice guideline
    3. Description of the evidence type
      1. Research article/systematic review/CPG
      2. If a source is a research article
        1. Is the study quantitative, qualitative, or mixed methods?
        2. Is the study experimental, quasi-experimental, or descriptive?
    4. Description of the sample, sample size, and setting (not used for CPG)
    5. Discussion of the data collection methods used (not used for CPG)
    6. Discussion of the study findings or CPG content
    7. Assessment of the limitations of the study (not used for CPG)
    8. Discussion of the relevance the study to the PICOT question and advanced practice nursing

Preparing the Assignment:

  1. Use the designated Research Summary Table Worksheet to supply the required information.
  2. All scholarly, peer-reviewed research articles must be current – within a 5-year time frame – unless a valid rationale is provided, and the instructor has approved the use of an older reference.
  3. Use APA formatting for references. NR 505NP Chamberlain College Nursing Transition from RN to BSN Worksheet

Directions and Assignment Criteria

Assignment Criteria Points % Description
PICOT question 20 10% PICOT question provided in sentence format
Articles 1-10 15/article 

150 total

 7.5% / article 

75% total

 For each article: 

  • Article is scholarly
  • Publication date is current within 5 years
  • Purpose and evidence type clearly stated
  • Describes sample, sample size, setting and data collection methods
  • Discusses study findings and limitations
  • Explains relevance to PICOT question and implications for advanced nursing practice
APA 20 10%
  • Use of worksheet template
  • Correct APA format for the following:
    • Font style and size
    • Citing and referencing sources
    • Mechanics of style (abbreviations, capitalization, italics, numbers) NR 505NP Chamberlain College Nursing Transition From RN To BSN Worksheet
Graduate-level writing style 10 5%
  • Correct use of spelling, grammar, punctuation, and sentence structure
  • Clarity, organization, and logical flow of ideas within writing
  • Synthesis of information is present with no more than one short direct quote (15 words or less)
  • Correct APA format for the following:
    • Font style and size
    • Title and reference pages
    • Citing and referencing sources
    • Mechanics of style (abbreviations, capitalization, italics, numbers)
  • Use of template
Total 200 100 %

Rubric

NR505NP Week 5 Research Summary Assignment Rubric

NR505NP Week 5 Research Summary Assignment Rubric 
Criteria Ratings Pts
This criterion is linked to a Learning OutcomePICOT Question
20.0 ptsExceptional 

PICOT question provided in sentence format.

 18.0 ptsExceeds 16.0 ptsMeets 8.0 ptsNeeds Improvement 0.0 ptsDeveloping 

PICOT question not supplied.
20.0 pts
This criterion is linked to a Learning OutcomeArticle 1
15.0 ptsExceptional 

Presentation of information was exceptional and included all of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 13.0 ptsExceeds 

Presentation of information was good, but was superficial in places and included all of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 12.0 ptsMeets 

Presentation of information included all of the following elements, but information was minimal: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 6.0 ptsNeeds Improvement 

Presentation missing one or more of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 0.0 ptsDeveloping 

Presentation of missing more than one of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice
15.0 pts
This criterion is linked to a Learning OutcomeArticle 2
15.0 ptsExceptional 

Presentation of information was exceptional and included all of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 13.0 ptsExceeds 

Presentation of information was good, but was superficial in places and included all of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 12.0 ptsMeets 

Presentation of information included all of the following elements, but information was minimal: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 6.0 ptsNeeds Improvement 

Presentation missing one or more of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 0.0 ptsDeveloping 

Presentation of missing more than one of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice
15.0 pts
This criterion is linked to a Learning OutcomeArticle 3
15.0 ptsExceptional 

Presentation of information was exceptional and included all of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 13.0 ptsExceeds 

Presentation of information was good, but was superficial in places and included all of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 12.0 ptsMeets 

Presentation of information included all of the following elements, but information was minimal: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 6.0 ptsNeeds Improvement 

Presentation missing one or more of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 0.0 ptsDeveloping 

Presentation of missing more than one of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice
15.0 pts
This criterion is linked to a Learning OutcomeArticle 4
15.0 ptsExceptional 

Presentation of information was exceptional and included all of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 13.0 ptsExceeds 

Presentation of information was good, but was superficial in places and included all of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 12.0 ptsMeets 

Presentation of information included all of the following elements, but information was minimal: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 6.0 ptsNeeds Improvement 

Presentation missing one or more of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 0.0 ptsDeveloping 

Presentation of missing more than one of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice
15.0 pts
This criterion is linked to a Learning OutcomeArticle 5
15.0 ptsExceptional 

Presentation of information was exceptional and included all of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 13.0 ptsExceeds 

Presentation of information was good, but was superficial in places and included all of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 12.0 ptsMeets 

Presentation of information included all of the following elements, but information was minimal: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 6.0 ptsNeeds Improvement 

Presentation missing one or more of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 0.0 ptsDeveloping 

Presentation of missing more than one of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice
15.0 pts
This criterion is linked to a Learning OutcomeArticle 6
15.0 ptsExceptional 

Presentation of information was exceptional and included all of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 13.0 ptsExceeds 

Presentation of information was good, but was superficial in places and included all of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 12.0 ptsMeets 

Presentation of information included all of the following elements, but information was minimal: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 6.0 ptsNeeds Improvement 

Presentation missing one or more of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 0.0 ptsDeveloping 

Presentation of missing more than one of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice
15.0 pts
This criterion is linked to a Learning OutcomeArticle 7
15.0 ptsExceptional 

Presentation of information was exceptional and included all of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 13.0 ptsExceeds 

Presentation of information was good, but was superficial in places and included all of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 12.0 ptsMeets 

Presentation of information included all of the following elements, but information was minimal: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 6.0 ptsNeeds Improvement 

Presentation missing one or more of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 0.0 ptsDeveloping 

Presentation of missing more than one of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice
15.0 pts
This criterion is linked to a Learning OutcomeArticle 8
15.0 ptsExceptional 

Presentation of information was exceptional and included all of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 13.0 ptsExceeds 

Presentation of information was good, but was superficial in places and included all of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 12.0 ptsMeets 

Presentation of information included all of the following elements, but information was minimal: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 6.0 ptsNeeds Improvement 

Presentation missing one or more of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 0.0 ptsDeveloping 

Presentation of missing more than one of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice
15.0 pts
This criterion is linked to a Learning OutcomeArticle 9
15.0 ptsExceptional 

Presentation of information was exceptional and included all of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 13.0 ptsExceeds 

Presentation of information was good, but was superficial in places and included all of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 12.0 ptsMeets 

Presentation of information included all of the following elements, but information was minimal: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 6.0 ptsNeeds Improvement 

Presentation missing one or more of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 0.0 ptsDeveloping 

Presentation of missing more than one of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice
15.0 pts
This criterion is linked to a Learning OutcomeArticle 10
15.0 ptsExceptional 

Presentation of information was exceptional and included all of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 13.0 ptsExceeds 

Presentation of information was good, but was superficial in places and included all of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 12.0 ptsMeets 

Presentation of information included all of the following elements, but information was minimal: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 6.0 ptsNeeds Improvement 

Presentation missing one or more of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice

 0.0 ptsDeveloping 

Presentation of missing more than one of the following elements: • Article is scholarly • Publication date current within 5 years • Purpose and evidence type clearly stated • Describes sample, sample size, setting, data collection methods • Discusses study findings and limitations • Explains relevance to PICOT question and implications for advanced nursing practice
15.0 pts
This criterion is linked to a Learning OutcomeAPA
20.0 ptsExceptional 

• Correct APA format with 0-1 error for the following: o Font style and size o Citing and referencing sources o Mechanics of style (abbreviations, capitalization, italics, numbers)

 18.0 ptsExceeds 

• APA format with 2-4 errors for the following: o Font style and size o Citing and referencing sources o Mechanics of style (abbreviations, capitalization, italics, numbers)

 16.0 ptsMeets 

• APA format with 5-7 errors for the following: o Font style and size o Citing and referencing sources o Mechanics of style (abbreviations, capitalization, italics, numbers)

 8.0 ptsNeeds Improvement 

• APA format with 8-9 errors for the following: o Font style and size o Citing and referencing sources o Mechanics of style (abbreviations, capitalization, italics, numbers)

 0.0 ptsDeveloping 

• APA format with > 10 errors for the following: o Font style and size o Citing and referencing sources o Mechanics of style (abbreviations, capitalization, italics, numbers)
20.0 pts
This criterion is linked to a Learning OutcomeScholarly Writing
10.0 ptsExceptional 

Distinguished graduate-level writing style is evidenced by meeting all of the following criteria with 0-1 errors total: • Correct use of spelling, grammar, punctuation, and sentence structure • Clarity, organization, and logical flow of ideas within writing • Synthesis of information is present with no more than one short direct quote (15 words or less) • Use of template

 9.0 ptsExceeds 

Graduate-level writing style exceeds expectations as evidenced by meeting the following criteria with 2-4 errors total: • Correct use of spelling, grammar, punctuation, and sentence structure • Clarity, organization, and logical flow of ideas within writing • Synthesis of information is present with no more than one short direct quote (15 words or less) • Use of template

 8.0 ptsMeets 

Proficient graduate-level writing style is evidenced by meeting the following criteria with 5-7 errors, total: • Correct use of spelling, grammar, punctuation, and sentence structure • Clarity, organization, and logical flow of ideas within writing • Synthesis of information is present with no more than one short direct quote (15 words or less) • Use of template

 4.0 ptsNeeds Improvement 

Graduate-level writing style needs improvement as evidenced by meeting the following criteria with 8-9 errors, total: • Correct use of spelling, grammar, punctuation, and sentence structure • Clarity, organization, and logical flow of ideas within writing • Synthesis of information is present with no more than one short direct quote (15 words or less) • Template not used

 0.0 ptsDeveloping 

Graduate-level writing style needs improvement as evidenced by meeting the following criteria with 10 or more errors, total: • Correct use of spelling, grammar, punctuation, and sentence structure • Clarity, organization, and logical flow of ideas within writing • Synthesis of information is present with no more than one short direct quote (15 words or less) • With or without template. NR 505NP Chamberlain College Nursing Transition From RN To BSN Worksheet

NR 360 Chamberlain University Impact Of Technology In Nursing Care Presentation

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NR 360 Chamberlain University Impact Of Technology In Nursing Care Presentation

I need this work on powerpoint (8 slides + references). The topic is” Bar-Code Scanning”. You will develop the third (3) part section C: Impact on Healthcare and Nursing…..NR 360 Chamberlain University Impact of Technology in Nursing Care Presentation

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rua.docx

RUA: We Can But Dare We?

Galide Michel Maxinau

Chamberlain University College of Nursing

NR 360: Information Systems in Healthcare

Instructor: Yuliya Malishkin

November 15, 2020

 

Introduction

Arguably, privacy is a fundamental human right that is essential to autonomy and human dignity protection. Privacy and confidentiality form the foundation upon which other human rights are built to enable individuals to create a barrier and protect personal space. Safeguarding the ownership concerning patient medical information in the nursing domain is the health care provider’s moral obligation. This paper intends to provide insight into the impact of technology on health care, focusing on patient privacy and confidentiality issues. The paper will be structure into three sections: section one provides insight into HIPAA law and regulation, section two delves into a selected scenario about HIPAA violation. In contrast, the third section will focus on the advantage and disadvantages of technology in nursing care. NR 360 Chamberlain University Impact Of Technology In Nursing Care Presentation

 

HIPPA, Legal and Regulations

The utilization of technology has increased difficulty maintaining patient privacy and adherence to the HIPAA standard and regulation. The HIPAA act’s privacy requirement limits patient information sharing and how such information ought to be utilized. Thus, HIPAA laws ensure that the patient medical data is protected, and in the event of a violation, an individual must incur financial penalties. The adoption of technology has had a negative impact on patient privacy due to the vulnerability of electronic systems in exposing patient data to unauthorized persons. Besides, many forms of technological solutions in health care are not HIPAA compliant. The absence of automatic log-off in some systems, inadequate encryption technologies, and insecure texting applications (Rosenbloom, Smith, Bowen, Burns, Riplinger & Payne, 2019). Thus, adopting such a solution increases the vulnerability of cyber attack and subsequent loss of patient medical data privacy and confidentiality.

Health Care Regulation

Increased adoption of technologic solutions affects the implementation of health care policies due to privacy confidentiality concerns. The adoption of technology has resulted in the formulation of health care regulations such as the 21st Century Cure Act that provided unprecedented access to patient medical information to third parties (Majumder et al., 2017). This act prohibits information blocking and enhanced interoperability of patient data accessed by the patient on their handheld devices. The after-mentioned act has a negative impact on nursing due to the resultant risk of loss of patient data and confidentiality and the consequent violation of the HIPAA laws (Rosenbloom et al., 2019). Regarding the legal guideline on the appropriate use of technology, health care providers must adhere to the HIPAA provision in deciding on what is acceptable and not acceptable about sharing patient medical data. NR 360 Chamberlain University Impact of Technology in Nursing Care Presentation

Scenario Ending and Recommendation

Scenario 1: Ransomware Attack

A ransomware attack occurred at the Better Health Medical center. Upon investigation, that attack was classified as a crypto locker, which resulted in the health information systems‘ encryption. As a result, access to patient medical data was restricted until ransoms are paid to the hackers for the encryption key to be released. Better health care strives to protect its reputation and pubic images and faces a dilemma on whether to pay $70,000 or risk patient data exposure to the public.

Action Undertaken By the Hospital

The hospital did not respond immediately to the cybercriminal’s extortion and instead decided to prevent the public and the media from gaining insight into the extent of the hospital’s attack. As a result, physicians and clinicians were requested to resort to a manual system for over a week as a means of buying time as the IT department tried to circumnavigate the attackers. The resultant delay resulted in slowed operation and increased workload, and the subsequent re-routing of clinical care. On the second, an insider leaked the situation to the media resulting in massive media attention and a subsequent increase in price from $70,000 to $100,000.

Recommended Actions

The appropriate course of action would be to unplug the machine and notify the authorities. The hospital ought to report the incident to the department of homeland security and adhere to the HIPAA regulations. The next step would be to update the hospital stakeholder on the prevailing situation and effort being put in place to remedy the situation. Lastly, the hospital ought to assess the breach’s level and contact the affected patient within 60 days (Mercer, 2019). In all the steps mentioned above, the hospital should not pay the ransom.

Scenario 2: Use of Mobile Phone

This scenario is related to investigations being conducted at the workplace due to violation of HIPAA rules involving a celebrity admitted at the hospital. As the case manager, the celebrity’s picture is in the mobile phones, and that legal action against the hospital will be sought due to the resultant leakage of the photos to the Gossip Gazette.

Appropriate Action to Take

The most appropriate action would be to hand over the cell phone to the investigators for further action. Under the HIPAA breach of the violation, taking the patient picture, and the subsequent sharing without written consent (Carlson & Mandel, 2017). In this context, two scenarios are possible. There is a likelihood that the case manager shared the picture with the gossip magazine and thus liable to legal action and penalty imposed by HIPAA through fines not able to legal action and penalty imposed by HIPAA through fines not exceeding $ 1 5000,000 or up to 10 years of imprisonment. The second option might be related to a data breach due to the lack of appropriate security measures and the vulnerability to cyber-attacks. Besides the lack of specific HIPAA rules assigned to mobile, most organizations depend on the HIPAA rule for privacy to protect electronic devices (Nettrour, Burch & Bal, 2018). Thus, the option of handing over the phone would be appropriate to determine whether the picture leaked to the magazine was accessed illegally or through the help of an insider before proper action is taken. NR 360 Chamberlain University Impact Of Technology In Nursing Care Presentation

Impact of Technology in Nursing Care

Information technology has a positive impact on nursing practice due to the increased efficiency and reduced cost of care. The utilization of IT in the health care result in better patient focused care resulting in improved quality of care and information sharing within and among health care providers (Rouleau, Gagnon & Côté, 2015). Utilization of IT in the health care setting is only advantageous when used appropriately, but in the vent of misuses might expose the health care provider to legal litigation and resultant financial expenses.

Advantage of Appropriate Use of Technology in Health Care

Appropriate use of technology improves the quality of care. In essence, the utilization of technological solutions in health care has resulted in digitizing records that are securely stored and easily accessible by the patient and medical professional (Rouleau, Gagnon & Côté, 2015). Through useful storage, management, and retrieval of patient data, health care providers are better suited to treat diseases and prevent over-prescription of medication accurately. Digitization of health records results in improved care quality due to streamlined processes, reduced cost, and improved patient outcomes.

The use of technology improves patient safety. If used appropriately, health information technology reduces medical errors, adverse drug reactions, and compliance to practice guidelines. Appropriate use of computerized physician order entry (CPOE), in conjunction with the clinical decision support systems (CDS), is a viable tool for preventing medical errors. Studies indicate that the use of CPOE with the CDS resulted in a significant reduction in medical mistakes (Alotaibi & Federico, 2017). The utilization of bar code technological solutions in medical administration also contributes to reduced medical errors, contributing to patient safety and positive outcomes.

Risk of Technology Use in Health Care

Increased vulnerability to cyber-attack is the most significant risk associated with the utilization of technology in health care. The storage of patient medical records to the cloud increases retrieval speed while increasing cyber-attacks (Rouleau, Gagnon & Côté, 2015). Utilization of internet of thing devices in health care further exacerbates the threat of cyber attacks on hospital networks, resulting in the loss of patient data and breach of privacy and confidentiality. The risk of a cyber attack harms patient safety and resultant financial implication on health care providers in the long run.

Disadvantages of Technology in Health Care

Difficulty in set up and access limits the utilization of technology in health care. One of the critical disadvantages of the technology is that some patients might not be technologically savvy, while access to the internet to access telemedicine facility is also difficult. Thus, technology becomes a barrier to accessing health care (Rouleau, Gagnon & Côté, 2015). Also, issues related to technological malfunction and the dependency on the internet and power sever, NR 360 Chamberlain University Impact of Technology in Nursing Care Presentation

 

nr360_rua_technology_presentation_guidelines.galide.pdf

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RUA: We Can But Dare We? Galide Michel Maxinau Chamberlain University College of Nursing NR 360: Information Systems in Healthcare Instructor: Yuliya Malishkin November 15, 2020 Introduction Arguably, privacy is a fundamental human right that is essential to autonomy and human dignity protection. Privacy and confidentiality form the foundation upon which other human rights are built to enable individuals to create a barrier and protect personal space. Safeguarding the ownership concerning patient medical information in the nursing domain is the health care provider’s moral obligation. This paper intends to provide insight into the impact of technology on health care, focusing on patient privacy and confidentiality issues. The paper will be structure into three sections: section one provides insight into HIPAA law and regulation, section two delves into a selected scenario about HIPAA violation. In contrast, the third section will focus on the advantage and disadvantages of technology in nursing care. HIPPA, Legal and Regulations The utilization of technology has increased difficulty maintaining patient privacy and adherence to the HIPAA standard and regulation. The HIPAA act’s privacy requirement limits patient information sharing and how such information ought to be utilized. Thus, HIPAA laws ensure that the patient medical data is protected, and in the event of a violation, an individual must incur financial penalties. The adoption of technology has had a negative impact on patient privacy due to the vulnerability of electronic systems in exposing patient data to unauthorized persons. Besides, many forms of technological solutions in health care are not HIPAA compliant. The absence of automatic log-off in some systems, inadequate encryption technologies, and insecure texting applications (Rosenbloom, Smith, Bowen, Burns, Riplinger & Payne, 2019). Thus, adopting such a solution increases the vulnerability of cyber attack and subsequent loss of patient medical data privacy and confidentiality. Health Care Regulation Increased adoption of technologic solutions affects the implementation of health care policies due to privacy confidentiality concerns. The adoption of technology has resulted in the formulation of health care regulations such as the 21st Century Cure Act that provided unprecedented access to patient medical information to third parties (Majumder et al., 2017). This act prohibits information blocking and enhanced interoperability of patient data accessed by the patient on their handheld devices. The after-mentioned act has a negative impact on nursing due to the resultant risk of loss of patient data and confidentiality and the consequent violation of the HIPAA laws (Rosenbloom et al., 2019). Regarding the legal guideline on the appropriate use of technology, health care providers must adhere to the HIPAA provision in deciding on what is acceptable and not acceptable about sharing patient medical data. Scenario Ending and Recommendation Scenario 1: Ransomware Attack A ransomware attack occurred at the Better Health Medical center. Upon investigation, that attack was classified as a crypto locker, which resulted in the health information systems’ encryption. As a result, access to patient medical data was restricted until ransoms are paid to the hackers for the encryption key to be released. Better health care strives to protect its reputation and pubic images and faces a dilemma on whether to pay $70,000 or risk patient data exposure to the public. Action Undertaken By the Hospital The hospital did not respond immediately to the cybercriminal’s extortion and instead decided to prevent the public and the media from gaining insight into the extent of the hospital’s attack. As a result, physicians and clinicians were requested to resort to a manual system for over a week as a means of buying time as the IT department tried to circumnavigate the attackers. The resultant delay resulted in slowed operation and increased workload, and the subsequent re-routing of clinical care. On the second, an insider leaked the situation to the media resulting in massive media attention and a subsequent increase in price from $70,000 to $100,000. Recommended Actions The appropriate course of action would be to unplug the machine and notify the authorities. The hospital ought to report the incident to the department of homeland security and adhere to the HIPAA regulations. The next step would be to update the hospital stakeholder on the prevailing situation and effort being put in place to remedy the situation. Lastly, the hospital ought to assess the breach’s level and contact the affected patient within 60 days (Mercer, 2019). In all the steps mentioned above, the hospital should not pay the ransom. Scenario 2: Use of Mobile Phone This scenario is related to investigations being conducted at the workplace due to violation of HIPAA rules involving a celebrity admitted at the hospital. As the case manager, the celebrity’s picture is in the mobile phones, and that legal action against the hospital will be sought due to the resultant leakage of the photos to the Gossip Gazette. Appropriate Action to Take The most appropriate action would be to hand over the cell phone to the investigators for further action. Under the HIPAA breach of the violation, taking the patient picture, and the subsequent sharing without written consent (Carlson & Mandel, 2017). In this context, two scenarios are possible. There is a likelihood that the case manager shared the picture with the gossip magazine and thus liable to legal action and penalty imposed by HIPAA through fines not able to legal action and penalty imposed by HIPAA through fines not exceeding $ 1 5000,000 or up to 10 years of imprisonment. The second option might be related to a data breach due to the lack of appropriate security measures and the vulnerability to cyber-attacks. Besides the lack of specific HIPAA rules assigned to mobile, most organizations depend on the HIPAA rule for privacy to protect electronic devices (Nettrour, Burch & Bal, 2018). Thus, the option of handing over the phone would be appropriate to determine whether the picture leaked to the magazine was accessed illegally or through the help of an insider before proper action is taken. Impact of Technology in Nursing Care Information technology has a positive impact on nursing practice due to the increased efficiency and reduced cost of care. The utilization of IT in the health care result in better patient focused care resulting in improved quality of care and information sharing within and among health care providers (Rouleau, Gagnon & Côté, 2015). Utilization of IT in the health care setting is only advantageous when used appropriately, but in the vent of misuses might expose the health care provider to legal litigation and resultant financial expenses. Advantage of Appropriate Use of Technology in Health Care Appropriate use of technology improves the quality of care. In essence, the utilization of technological solutions in health care has resulted in digitizing records that are securely stored and easily accessible by the patient and medical professional (Rouleau, Gagnon & Côté, 2015). Through useful storage, management, and retrieval of patient data, health care providers are better suited to treat diseases and prevent over-prescription of medication accurately. Digitization of health records results in improved care quality due to streamlined processes, reduced cost, and improved patient outcomes. The use of technology improves patient safety. If used appropriately, health information technology reduces medical errors, adverse drug reactions, and compliance to practice guidelines. Appropriate use of computerized physician order entry (CPOE), in conjunction with the clinical decision support systems (CDS), is a viable tool for preventing medical errors. Studies indicate that the use of CPOE with the CDS resulted in a significant reduction in medical mistakes (Alotaibi & Federico, 2017). The utilization of bar code technological solutions in medical administration also contributes to reduced medical errors, contributing to patient safety and positive outcomes. Risk of Technology Use in Health Care Increased vulnerability to cyber-attack is the most significant risk associated with the utilization of technology in health care. The storage of patient medical records to the cloud increases retrieval speed while increasing cyber-attacks (Rouleau, Gagnon & Côté, 2015). Utilization of internet of thing devices in health care further exacerbates the threat of cyber attacks on hospital networks, resulting in the loss of patient data and breach of privacy and confidentiality. The risk of a cyber attack harms patient safety and resultant financial implication on health care providers in the long run. Disadvantages of Technology in Health Care Difficulty in set up and access limits the utilization of technology in health care. One of the critical disadvantages of the technology is that some patients might not be technologically savvy, while access to the internet to access telemedicine facility is also difficult. Thus, technology becomes a barrier to accessing health care (Rouleau, Gagnon & Côté, 2015). Also, issues related to technological malfunction and the dependency on the internet and power sever NR360 Information Systems in Healthcare RUA: Technology Presentation Guidelines Purpose The purpose of this assignment is to (a) explore and present an information technology used in the healthcare system that supports the patient care experience and (b) develop the skills of team communication, collaboration, and production. Course outcomes: This assignment enables the student to meet the following course outcomes: CO 1: Describe patient‐care technologies as appropriate to address the needs of a diverse patient population. (PO 1) CO 5: Identify patient care technologies, information systems, and communication devices that support safe nursing practice. (PO 5) CO 6: Discuss the principles of data integrity, professional ethics, and legal requirements related to data security, regulatory requirements, confidentiality, and client’s right to privacy. (PO 6) CO 8: Discuss the value of best evidence as a driving force to institute change in delivery of nursing care. (PO 8) Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment. Total points possible: 240 points Preparing the assignment Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions. 1) For this team project, students will be assigned by faculty into teams of three to five individuals depending upon class size. a. Teams will receive a project grade based on assessment by the project rubric, which will then be applied to each individual’s grade for the project minus points for lack of participation in the development or presentation of the project. b. NR 360 Chamberlain University Impact Of Technology In Nursing Care Presentation. The team leader will make all dropbox submissions for the course so that the: • TURNITIN similarity index will not pick up inadvertent self‐plagiarism from another team member’s submission. • Course faculty will have only one submission to review and grade. 2) Prepare a PowerPoint presentation with speaker notes between 25‐30 slides, excluding the title and reference slides. a. Speaker Notes • Outline and “script” the presentation for online students. o Online students’ speaker notes should include the name of the student who researched and presented the slide information. o Campus students follow the guidelines of your course instructor. b. Scholarly writing and APA guidelines should be followed as applicable to PowerPoint slides. c. Cite sources in APA format in the applicable slides and include the APA formatted reference in your reference list slide(s) ‐ minimum 6 references. d. Spelling, grammar, and punctuation apply even in bullet points and speaker slides (e.g., quotation marks, italics, verb tense, etc.). e. Copyright and plagiarism guidelines apply. 3) Each team will be assigned a healthcare information systems technology (e.g., Computerized Physician Order Entry, Electronic Health Record, Electronic Medical Record, etc.) by the course instructor. For that technology, include the following discussions in the presentation: a. Introduction of Technology and Team – 20 points/8% • Title slide identifies the assigned technology. • Title slide introduces team members. NR360_RUA_Technology_Presentation _Guidelines Revised: July 2020 1 NR360 Information Systems in Healthcare RUA: Technology Presentation Guidelines • b. c. d. e. f. g. h. Presentation provides an introduction that: o Describes the technology o States a purpose for use of the technology in healthcare o Establishes the professional tone for the presentation History and Current Use – 30 points/14% • Describe significant findings that prompted the development of the technology. • Discuss the history and current use of the technology in healthcare. • Describe three goals of this technology’s implementation. Impact on Healthcare and Nursing – 40 points/16% • Discuss impact on professional nursing practice related to: o Patient safety o Quality of care measures/monitoring o Risk management o Privacy, confidentiality, and security of patient data o Effect on population within the region o Ethical practice o Compliance with legal and regulatory mandates o Organizational infrastructure and operations • Support discussions with examples & data from current evidence-based resources. Three Advantages and Disadvantages – 40 points/16% • Patient’s perspective (e.g., patient outcomes, safety, patient/family satisfaction) • Nurse’s perspective (improves/hinders job efficiency/safety) • Healthcare organization’s perspective (regulatory compliance, financial, etc.) Controversy, Issues, Challenges, and Regulatory Implications – 30 points/14% • How might issues surrounding the chosen technology be addressed/solved? • Provide statistically significant data or evidence to support your findings. Summary – 20 points/8% • Key points • Discoveries/surprises • Lessons learned by the team Team Project Evaluation – 40 points/16% • Place & discuss the following questions and responses in the slides(s) following the summary slide and prior to the reference slide(s). • How did the team function well? (e.g., team strengths, team balance, etc.) • What problems did you have interacting as a team? (e.g., team weaknesses, outside challenges, technology, etc.) • What specific actions would you recommend to future teams to help them interact, function, and collaborate successfully? Presentation, Scholarly Writing, and APA format – 20 points/8% • 25-30 PowerPoint slides with speaker notes (excluding title & reference slides) • Submitted to Dropbox/Turnitin by Team leader only • Speaker Notes outline and “script” the presentation for online students. • Online students’ speaker notes should include the name of the student who researched and presented the slide information. • Campus students follow the guidelines of your course instructor. • Copyright and plagiarism guidelines apply. • Scholarly writing and current APA guidelines should be followed as applicable to PowerPoint slides. • Cite sources in APA format in the applicable slides and include the APA formatted reference in your reference list slide(s)‐ minimum 6 references. • Spelling, grammar, and punctuation apply even in bullet points and speaker slides (e.g., quotation marks, italics, verb tense, etc.). NR360_RUA_Technology_Presentation _Guidelines Revised: July 2020 2 NR360 Information Systems in Healthcare RUA: Technology Presentation Guidelines For writing assistance (APA, formatting, or grammar), visit the APA Citation and Writing page in the online library. Please note that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned in the review module. Continued Next Page… NR360_RUA_Technology_Presentation _Guidelines Revised: July 2020 3 NR360 Information Systems in Healthcare RUA: Technology Presentation Guidelines Grading Rubric Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment. Assignment Section and Required Criteria (Points possible/% of total points available) Introduction of Technology & Team (20 points/8%) • • • • • Title slide identifies the assigned technology. Title slide introduces team members. Introduction describes the technology. Introduction states a purpose for use of the technology in healthcare. Introduction establishes the professional tone for the presentation. History & Current Use (30 points/14%) • • • Describe significant findings that prompted the development of the technology. Discuss the history and current use of the technology in healthcare. Describe three goals of this technology’s implementation. Highest Level of Performance High Level of Performance Satisfactory Level of Performance Unsatisfactory Level of Performance Section Not Present in Paper 20 points 18 points 16 points 7 points 0 points All criteria are described comprehensively. All criteria are 3 criteria are fully met 1-2 criteria fully met described concisely but not comprehensively (or) one element is not addressed. 30 points 26 points All criteria are described comprehensively with consideration of alternate perspectives or presentation of supporting data. Impact on Healthcare & Nursing (40 points/16%) 40 points Discuss impact on professional nursing practice related to: • Patient safety • Quality of care measures/monitoring • Risk management All criteria are described comprehensively with consideration of alternate NR360_RUA_Technology_Presentation _Guidelines All criteria are described concisely but not comprehensively. Some elements of alternate perspectives or presentation of supporting data are present. 35 points All criteria are described concisely but not comprehensively. Some elements of Revised: July 2020 23 points 2 criteria fully met 30 points 6 criteria fully met 10 points 1 criteria fully met 14 points 3 criteria fully met Criteria not present 0 points Criteria not present 0 points Criteria not present 4 NR360 Information Systems in Healthcare RUA: Technology Presentation Guidelines • • • • • • Privacy, confidentiality, and security of patient data perspectives or Effect on population within the region presentation of Ethical practice supporting data. Compliance with legal and regulatory mandates Organizational infrastructure and operations Support discussions with examples & data from current evidence-based resources Three Advantages & Disadvantages (40 points/16%) Three advantages and disadvantages are presented for: • Patient’s perspective (e.g., patient outcomes, safety, patient/family satisfaction) • Nurse’s perspective (improves/hinders job efficiency/safety) • Healthcare organization’s perspective (regulatory compliance, financial, etc.) Controversy/Issues/Challenges/Regulatory Implications (30 points/14%) • • • Controversy, issues, challenges, and regulatory implications are addressed. The presentation answers the question, “how might issues surrounding the chosen technology be addressed/solved?” Statistically significant data or evidence is provided to support the findings. Summary (20 points/8%) NR360_RUA_Technology_Presentation _Guidelines alternate perspectives or presentation of supporting data are present. 40 points 35 points All criteria are described comprehensively with consideration of alternate perspectives or presentation of supporting data. 30 points 26 points All criteria are des … NR 360 Chamberlain University Impact of Technology in Nursing Care Presentation . NR 360 Chamberlain University Impact Of Technology In Nursing Care Presentation

NURS 6540: Advanced Practice Care Of Frail Elders | Week 1

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NURS 6540: Advanced Practice Care Of Frail Elders | Week 1

NURS 6540: Advanced Practice Care of Frail Elders | Week 1

As you get older, change is inevitable and it’s not going to get easier. So if you’re thinking about it, go for it. It’s not for everyone, but it was the right decision for me.

—Gail Joy, geriatric patient

Gail Joy is expressing her feelings about changing her site of care. After Joy suffered from falls, she and her daughter realized that living alone was no longer an option for Joy. Joy’s needs had changed, and she required continuous care and assistance with many activities of daily living. She and her daughter explored a couple of options but felt that an assisted living retirement community would be the best site of care (Rubin, 2011). While Joy agreed that she needed to change her site of care, many geriatric patients struggle with accepting this decision. As an advanced practice nurse, you must be able to support these patients and facilitate necessary changes in their sites of care. NURS 6540: Advanced Practice Care Of Frail Elders | Week 1

This week, as you begin exploring the care of frail elders, you examine the impact of changes in sites of care on geriatric patients. You also consider the impact of finances on site placement and treatment decisions. Then, in preparation for your Practicum Experience, you examine aging theories and geriatric competencies to guide the development of your practicum goals and objectives.

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Learning Objectives – NURS 6540: Advanced Practice Care of Frail Elders | Week 1

By the end of this week, students will:

  • Evaluate the impact of changes in sites of care on elderly patients
  • Analyze the impact of financial issues on site placement and treatment decisions
  • Analyze aging theories in nursing practice*

*This Learning Objective supports assignments that are assigned this week, but due in Week 4.

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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

Resnick, B. (Ed.). (2016). Geriatric nursing review syllabus: A core curriculum in advanced practice geriatric nursing (5th ed.). New York, NY: American Geriatrics Society. NURS 6540: Advanced Practice Care Of Frail Elders | Week 1

    • Chapter 2, “Biology” (pp. 5-14)

This chapter covers various theories of aging, including evolutionary and physiologic theories. It also examines the biology of aging, focusing on changes within specific body systems and the consequences of those changes.

    • Chapter 3 “Ethics and Law” (pp. 15-21)

This chapter explores decisional capacity in older adult patients, as well as legal and ethical issues surrounding care for older adults. It also examines decisions near the end of life, particularly with dementia patients.

    • Chapter 4, “Financing, Coverage, and Costs of Health Care” (pp. 23-35)

This chapter explores financial components of health care for older adults and describes financial aspects of health care at different sites of care.

    • Chapter 8, “Cultural Aspects of Care” (pp. 51-57)

This chapter describes cultural issues related to health care for older adults, such as language, communication, attitudes toward health care and health services, and behavior. It also defines ETHNICS, a mnemonic device for providing culturally competent care.

Houde, S., & Melillo, K. (2009). Caring for an aging population. Journal of Gerontological Nursing, 35(12), 8–13.

This article proposes policy initiatives for addressing the shortage of health professionals caring for older adults. It also presents policy initiatives for improving the gerontological nursing workforce.

Watkins, L., Hall, C., & Kring, D. (2012). Hospital to home: A transition program for frail older adults. Professional Case Management, 17(3), 117–125.

This article presents a transitional care model for older adults moving from the hospital care setting to a home setting. It examines practices for maximizing health outcomes and preventing re-hospitalization.

American Federation for Aging Research. (2011). Infoaging guides: Theories of aging. Retrieved from http://www.afar.org/docs/migrated/111121_INFOAGING_GUIDE_THEORIES_OF_AGINGFR.pdf

This guide examines theories of aging, comparing theories that are more widely accepted and those that have become less accepted. It also presents several hypotheses of aging that are currently being researched.

Document: NURS 6540 Due Date Calendar (PDF)

Document: Practicum Journal Template (Word document)

This template is provided by the School of Nursing and is designed to document practicum activities. You are required to use this template for all journal entry submissions.

Clinical Resources

Document: Nurse Practitioner (NP) Student Clinical Orientation (PowerPoint file)

Document: Practicum Manual (PDF file) :
http://academicguides.waldenu.edu/ld.php?content_id=7356923

Required Media

Laureate Education (Producer). (2013c). Introduction to primary care of frail elders [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 13:35 minutes.

In this video program, Dr. Kristen Mauk and Dr. Barbara Resnick discuss the importance of primary care for the geriatric population, as well as aging theories and other special considerations when caring for frail elders. NURS 6540: Advanced Practice Care of Frail Elders | Week 1. NURS 6540: Advanced Practice Care Of Frail Elders | Week 1