benefits of judaism, christianity and islam and how they affect nursing

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benefits of judaism, christianity and islam and how they affect nursing

Humanities 425 W1A & B The Individual and Religion Essay Grading Guidelines The available topics and general

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guidelines for the essays are available in a separate document. This document provides guidelines on how the essays will be graded and the factors that will be used to determine the essay grade. The same guidelines apply for Essay 1 and 2. These guidelines are adapted from the General Evaluation Rubric for College Papers from Fordham University (http://www.fordham.edu/halsall/med/rubric.asp). They use a different grading scale, but the general criteria for different grades have been adjusted to the Mount Carmel grading scale. General Evaluation Rubric for College Papers Adapted from that of Paul Halsall, Fordham University The following outlines basic elements of a good paper, and attaches grades to them. As this applies to a general college essay, some aspects will not apply for the essays in this course. The basic grade of a paper derives from its content and how well it addresses the assigned topic. The difference between the higher and lower grades within one letter-grade may depend on issues such as presentation, grammar, referencing, etc. The Superior Paper (A) Thesis (main point of the essay): Easily identifiable, plausible, novel, sophisticated, insightful, crystal clear. Structure: Evident, understandable, appropriate for thesis. Excellent transitions from point to point. Paragraphs support solid topic sentences. Use of evidence: Additional source information is used to support major points and referenced properly. Examples support the points being made and fit within the paragraph structure. Excellent integration of quoted material (if used) into sentences. Analysis: Author clearly relates evidence to sub-points of the essay; analysis is fresh and exciting, posing new ways to think of the material. Logic and argumentation: All ideas in the paper flow logically; the argument is identifiable, reasonable, and sound. Author anticipates and successfully defuses counter-arguments; makes novel connections to outside material (from other parts of the course, or other courses) which illuminate the thesis. Mechanics: Sentence structure, grammar, and diction excellent; correct use of punctuation and citation style (APA); minimal to no spelling errors; absolutely no run-on sentences or comma splices. The Good Paper (B) Thesis: Promising, but may be slightly unclear, or lacking in insight or originality. Structure: Generally clear and appropriate, though may wander occasionally. May have a few unclear transitions, or a few paragraphs without strong topic sentences, or clear connection to the main thesis. Use of evidence: Examples used to support most points. Some evidence does not support points, or may appear to be inappropriate. Quotes well integrated into sentences. Analysis: Evidence often related to sub-points of the essay, though links perhaps not very clear. Logic and argumentation: Argument of paper is clear, usually flows logically and makes sense. Some evidence that counter-arguments are acknowledged, though perhaps not addressed. Occasional insightful connections to outside material made. 1 Mechanics: Sentence structure, grammar, and diction strong, despite occasional lapses; punctuation and citation style often used correctly. Some (minor) spelling errors; may have one run-on sentence or comma splice. The Borderline Paper (C) Thesis: May be unclear (contain many vague terms), appear unoriginal, or offer relatively little that is new; provides little around which to structure the paper. Structure: Generally unclear, often wanders or jumps around. Few or weak transitions, many paragraphs without topic sentences. Use of evidence: Examples used to support some points. Points often lack supporting evidence, or evidence used where inappropriate (often because there may be no clear point). Quotes may be poorly integrated into sentences. Analysis: Quotes appear often without analysis relating them to sub-points of the essay (or the sub-points are weakly related to the main thesis), or analysis offers nothing beyond the quote. Logic and argumentation: Logic may often fail, or argument may often be unclear. May not address counterarguments or make any outside connections. Mechanics: Problems in sentence structure, grammar, and diction (usually not major). Errors in punctuation, citation style, and spelling. May have several run-on sentences or comma splices. The “Needs Help” Paper (D) Thesis: Difficult to identify at all, may be bland restatement of obvious point. Structure: Unclear, often because thesis is weak or non-existent. Transitions confusing and unclear. Few topic sentences. Use of evidence: Very few or very weak examples. General failure to support statements, or evidence seems to support no statement. Quotes not integrated into sentences; may be “plopped in” improperly. Analysis: Very little or very weak attempt to relate evidence to argument; may be no identifiable argument, or no evidence to relate it to. Logic and argumentation: Ideas do not flow at all, usually because there is no argument to support. Simplistic view of topic; no effort to grasp possible alternative views. Mechanics: Big problems in sentence structure, grammar, and diction. Frequent major errors in citation style, punctuation, and spelling. May have many run-on sentences and comma splices. The Failing Paper (F) Shows minimal lack of effort or comprehension of the assignment. Very difficult to understand owing to major problems with mechanics, structure, and analysis. Has no identifiable thesis, or utterly incompetent thesis. 2 Humanities 425 W1A & B The Individual and Religion Essay Grading Guidelines The available topics and general guidelines for the essays are available in a separate document. This document provides guidelines on how the essays will be graded and the factors that will be used to determine the essay grade. The same guidelines apply for Essay 1 and 2. These guidelines are adapted from the General Evaluation Rubric for College Papers from Fordham University (http://www.fordham.edu/halsall/med/rubric.asp). They use a different grading scale, but the general criteria for different grades have been adjusted to the Mount Carmel grading scale. General Evaluation Rubric for College Papers Adapted from that of Paul Halsall, Fordham University The following outlines basic elements of a good paper, and attaches grades to them. As this applies to a general college essay, some aspects will not apply for the essays in this course. The basic grade of a paper derives from its content and how well it addresses the assigned topic. The difference between the higher and lower grades within one letter-grade may depend on issues such as presentation, grammar, referencing, etc. The Superior Paper (A) Thesis (main point of the essay): Easily identifiable, plausible, novel, sophisticated, insightful, crystal clear. Structure: Evident, understandable, appropriate for thesis. Excellent transitions from point to point. Paragraphs support solid topic sentences. Use of evidence: Additional source information is used to support major points and referenced properly. Examples support the points being made and fit within the paragraph structure. Excellent integration of quoted material (if used) into sentences. Analysis: Author clearly relates evidence to sub-points of the essay; analysis is fresh and exciting, posing new ways to think of the material. Logic and argumentation: All ideas in the paper flow logically; the argument is identifiable, reasonable, and sound. Author anticipates and successfully defuses counter-arguments; makes novel connections to outside material (from other parts of the course, or other courses) which illuminate the thesis. Mechanics: Sentence structure, grammar, and diction excellent; correct use of punctuation and citation style (APA); minimal to no spelling errors; absolutely no run-on sentences or comma splices. The Good Paper (B) Thesis: Promising, but may be slightly unclear, or lacking in insight or originality. Structure: Generally clear and appropriate, though may wander occasionally. May have a few unclear transitions, or a few paragraphs without strong topic sentences, or clear connection to the main thesis. Use of evidence: Examples used to support most points. Some evidence does not support points, or may appear to be inappropriate. Quotes well integrated into sentences. Analysis: Evidence often related to sub-points of the essay, though links perhaps not very clear. Logic and argumentation: Argument of paper is clear, usually flows logically and makes sense. Some evidence that counter-arguments are acknowledged, though perhaps not addressed. Occasional insightful connections to outside material made. 1 Mechanics: Sentence structure, grammar, and diction strong, despite occasional lapses; punctuation and citation style often used correctly. Some (minor) spelling errors; may have one run-on sentence or comma splice. The Borderline Paper (C) Thesis: May be unclear (contain many vague terms), appear unoriginal, or offer relatively little that is new; provides little around which to structure the paper. Structure: Generally unclear, often wanders or jumps around. Few or weak transitions, many paragraphs without topic sentences. Use of evidence: Examples used to support some points. Points often lack supporting evidence, or evidence used where inappropriate (often because there may be no clear point). Quotes may be poorly integrated into sentences. Analysis: Quotes appear often without analysis relating them to sub-points of the essay (or the sub-points are weakly related to the main thesis), or analysis offers nothing beyond the quote. Logic and argumentation: Logic may often fail, or argument may often be unclear. May not address counterarguments or make any outside connections. Mechanics: Problems in sentence structure, grammar, and diction (usually not major). Errors in punctuation, citation style, and spelling. May have several run-on sentences or comma splices. The “Needs Help” Paper (D) Thesis: Difficult to identify at all, may be bland restatement of obvious point. Structure: Unclear, often because thesis is weak or non-existent. Transitions confusing and unclear. Few topic sentences. Use of evidence: Very few or very weak examples. General failure to support statements, or evidence seems to support no statement. Quotes not integrated into sentences; may be “plopped in” improperly. Analysis: Very little or very weak attempt to relate evidence to argument; may be no identifiable argument, or no evidence to relate it to. Logic and argumentation: Ideas do not flow at all, usually because there is no argument to support. Simplistic view of topic; no effort to grasp possible alternative views. Mechanics: Big problems in sentence structure, grammar, and diction. Frequent major errors in citation style, punctuation, and spelling. May have many run-on sentences and comma splices. The Failing Paper (F) Shows minimal lack of effort or comprehension of the assignment. Very difficult to understand owing to major problems with mechanics, structure, and analysis. Has no identifiable thesis, or utterly incompetent thesis. 2 Essay Grading Guidelines The available topics and general guidelines for the essays are available in a separate document. This document provides guidelines on how the essays will be graded and the factors that will be used to determine the essay grade. The same guidelines apply for Essay 1 and 2. These guidelines are adapted from the General Evaluation Rubric for College Papers from Fordham University (http://www.fordham.edu/halsall/med/rubric.asp). They use a different grading scale, but the general criteria for different grades have been adjusted to the Mount Carmel grading scale. General Evaluation Rubric for College Papers Adapted from that of Paul Halsall, Fordham University The following outlines basic elements of a good paper, and attaches grades to them. As this applies to a general college essay, some aspects will not apply for the essays in this course. The basic grade of a paper derives from its content and how well it addresses the assigned topic. The difference between the higher and lower grades within one letter-grade may depend on issues such as presentation, grammar, referencing, etc. The Superior Paper (A) Thesis (main point of the essay): Easily identifiable, plausible, novel, sophisticated, insightful, crystal clear. Structure: Evident, understandable, appropriate for thesis. Excellent transitions from point to point. Paragraphs support solid topic sentences. Use of evidence: Additional source information is used to support major points and referenced properly. Examples support the points being made and fit within the paragraph structure. Excellent integration of quoted material (if used) into sentences. Analysis: Author clearly relates evidence to sub-points of the essay; analysis is fresh and exciting, posing new ways to think of the material. Logic and argumentation: All ideas in the paper flow logically; the argument is identifiable, reasonable, and sound. Author anticipates and successfully defuses counter-arguments; makes novel connections to outside material (from other parts of the course, or other courses) which illuminate the thesis. Mechanics: Sentence structure, grammar, and diction excellent; correct use of punctuation and citation style (APA); minimal to no spelling errors; absolutely no run-on sentences or comma splices. The Good Paper (B) Thesis: Promising, but may be slightly unclear, or lacking in insight or originality. Structure: Generally clear and appropriate, though may wander occasionally. May have a few unclear transitions, or a few paragraphs without strong topic sentences, or clear connection to the main thesis. Use of evidence: Examples used to support most points. Some evidence does not support points, or may appear to be inappropriate. Quotes well integrated into sentences. Analysis: Evidence often related to sub-points of the essay, though links perhaps not very clear. Logic and argumentation: Argument of paper is clear, usually flows logically and makes sense. Some evidence that counter-arguments are acknowledged, though perhaps not addressed. Occasional insightful connections to outside material made. 2 Mechanics: Sentence structure, grammar, and diction strong, despite occasional lapses; punctuation and citation style often used correctly. Some (minor) spelling errors; may have one run-on sentence or comma splice. The Borderline Paper (C) Thesis: May be unclear (contain many vague terms), appear unoriginal, or offer relatively little that is new; provides little around which to structure the paper. Structure: Generally unclear, often wanders or jumps around. Few or weak transitions, many paragraphs without topic sentences. Use of evidence: Examples used to support some points. Points often lack supporting evidence, or evidence used where inappropriate (often because there may be no clear point). Quotes may be poorly integrated into sentences. Analysis: Quotes appear often without analysis relating them to sub-points of the essay (or the subpoints are weakly related to the main thesis), or analysis offers nothing beyond the quote. Logic and argumentation: Logic may often fail, or argument may often be unclear. May not address counter-arguments or make any outside connections. Mechanics: Problems in sentence structure, grammar, and diction (usually not major). Errors in punctuation, citation style, and spelling. May have several run-on sentences or comma splices. The “Needs Help” Paper (D) Thesis: Difficult to identify at all, may be bland restatement of obvious point. Structure: Unclear, often because thesis is weak or non-existent. Transitions confusing and unclear. Few topic sentences. Use of evidence: Very few or very weak examples. General failure to support statements, or evidence seems to support no statement. Quotes not integrated into sentences; may be “plopped in” improperly. Analysis: Very little or very weak attempt to relate evidence to argument; may be no identifiable argument, or no evidence to relate it to. Logic and argumentation: Ideas do not flow at all, usually because there is no argument to support. Simplistic view of topic; no effort to grasp possible alternative views. Mechanics: Big problems in sentence structure, grammar, and diction. Frequent major errors in citation style, punctuation, and spelling. May have many run-on sentences and comma splices. The Failing Paper (F) Shows minimal lack of effort or comprehension of the assignment. Very difficult to understand owing to major problems with mechanics, structure, and analysis. Has no identifiable thesis, or utterly incompetent thesis. Essay Grading Guidelines The available topics and general guidelines for the essays are available in a separate document. This document provides guidelines on how the essays will be graded and the factors that will be used to determine the essay grade. The same guidelines apply for Essay 1 and 2. These guidelines are adapted from the General Evaluation Rubric for College Papers from Fordham University (http://www.fordham.edu/halsall/med/rubric.asp). They use a different grading scale, but the general criteria for different grades have been adjusted to the Mount Carmel grading scale. General Evaluation Rubric for College Papers Adapted from that of Paul Halsall, Fordham University The following outlines basic elements of a good paper, and attaches grades to them. As this applies to a general college essay, some aspects will not apply for the essays in this course. The basic grade of a paper derives from its content and how well it addresses the assigned topic. The difference between the higher and lower grades within one letter-grade may depend on issues such as presentation, grammar, referencing, etc. The Superior Paper (A) Thesis (main point of the essay): Easily identifiable, plausible, novel, sophisticated, insightful, crystal clear. Structure: Evident, understandable, appropriate for thesis. Excellent transitions from point to point. Paragraphs support solid topic sentences. Use of evidence: Additional source information is used to support major points and referenced properly. Examples support the points being made and fit within the paragraph structure. Excellent integration of quoted material (if used) into sentences. Analysis: Author clearly relates evidence to sub-points of the essay; analysis is fresh and exciting, posing new ways to think of the material. Logic and argumentation: All ideas in the paper flow logically; the argument is identifiable, reasonable, and sound. Author anticipates and successfully defuses counter-arguments; makes novel connections to outside material (from other parts of the course, or other courses) which illuminate the thesis. Mechanics: Sentence structure, grammar, and diction excellent; correct use of punctuation and citation style (APA); minimal to no spelling errors; absolutely no run-on sentences or comma splices. The Good Paper (B) Thesis: Promising, but may be slightly unclear, or lacking in insight or originality. Structure: Generally clear and appropriate, though may wander occasionally. May have a few unclear transitions, or a few paragraphs without strong topic sentences, or clear connection to the main thesis. Use of evidence: Examples used to support most points. Some evidence does not support points, or may appear to be inappropriate. Quotes well integrated into sentences. Analysis: Evidence often related to sub-points of the essay, though links perhaps not very clear. Logic and argumentation: Argument of paper is clear, usually flows logically and makes sense. Some evidence that counter-arguments are acknowledged, though perhaps not addressed. Occasional insightful connections to outside material made. 2 Mechanics: Sentence structure, grammar, and diction strong, despite occasional lapses; punctuation and citation style often used correctly. Some (minor) spelling errors; may have one run-on sentence or comma splice. The Borderline Paper (C) Thesis: May be unclear (contain many vague terms), appear unoriginal, or offer relatively little that is new; provides little around which to structure the paper. Structure: Generally unclear, often wanders or jumps around. Few or weak transitions, many paragraphs without topic sentences. Use of evidence: Examples used to support some points. Points often lack supporting evidence, or evidence used where inappropriate (often because there may be no clear point). Quotes may be poorly integrated into sentences. Analysis: Quotes appear often without analysis relating them to sub-points of the essay (or the subpoints are weakly related to the main thesis), or analysis offers nothing beyond the quote. Logic and argumentation: Logic may often fail, or argument may often be unclear. May not address counter-arguments or make any outside connections. Mechanics: Problems in sentence structure, grammar, and diction (usually not major). Errors in punctuation, citation style, and spelling. May have several run-on sentences or comma splices. The “Needs Help” Paper (D) Thesis: Difficult to identify at all, may be bland restatement of obvious point. Structure: Unclear, often because thesis is weak or non-existent. Transitions confusing and unclear. Few topic sentences. Use of evidence: Very few or very weak examples. General failure to support statements, or evidence seems to support no statement. Quotes not integrated into sentences; may be “plopped in” improperly. Analysis: Very little or very weak attempt to relate evidence to argument; may be no identifiable argument, or no evidence to relate it to. Logic and argumentation: Ideas do not flow at all, usually because there is no argument to support. Simplistic view of topic; no effort to grasp possible alternative views. Mechanics: Big problems in sentence structure, grammar, and diction. Frequent major errors in citation style, punctuation, and spelling. May have many run-on sentences and comma splices. The Failing Paper (F) Shows minimal lack of effort or comprehension of the assignment. Very difficult to understand owing to major problems with mechanics, structure, and analysis. Has no identifiable thesis, or utterly incompetent thesis.
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Wk6 Discussion: Breast Conditions

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Wk6 Discussion: Breast Conditions

Throughout a woman’s life, her breasts go through many normal, healthy changes. However, patients do not always understand these changes and often visit health care providers for treatment. When examining these patients, you must be able to identify when a breast condition is the result of a safe and normal physiological change and when it is the result of an abnormal change requiring treatment and management. A diagnosis of a breast condition resulting from an abnormal change can be devastating for women, making emotional support as vital to women’s well-being as proper assessment, diagnosis, and management. For this Discussion, consider how you might diagnose, manage, and support the following two patients presenting with breast conditions: Wk6 Discussion: Breast Conditions

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Case Study 1:

You are seeing a 60-year-old Latina female, Gravida 4 Para 3104, who is concerned about a thick greenish discharge from her left breast for the past month. The discharge is spontaneous and associated with dull pain and burning. Upon questioning, she also tells you that she breastfed all her children and is currently not on any medications except for occasional Tylenol for arthritis. Her last mammogram, 14 months ago, was within normal limits. On exam, her left breast around the areola is slightly reddened and edematous. Upon palpation of the right quadrant, a greenish-black discharge exudes from the nipple. You note an ovoid, smooth, very mobile, non-tender 1 cm nodule in the RUIQ at 11:00 5 cm from the nipple. No adenopathy, dimpling, nipple discharge, or other associated findings. Her right breast is unremarkable. The patient expresses her desire to proactively decrease her risk for developing breast cancer.

Post an explanation of the differential diagnosis for the patient in the case study you selected. Explain which is the most likely diagnosis for the patient and why. Then, based on the appropriate clinical guidelines, explain a treatment and management plan for the patient, including proper dosages for any recommended treatments. Finally, explain strategies for educating patients on the disorder. Wk6 Discussion: Breast Conditions

respond with a paragraph and citations and reference

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respond with a paragraph and citations and reference

List three examples of plagiarism and discuss how plagiarizing as a student affects the integrity of a baccalaureate degree, the public perception of the nursing profession, and evidence-based practice. Describe two things you will do to ensure academic integrity in your work.

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Theory–Practice Gap

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Theory–Practice Gap

Fundamentals of Nursing Models, Theories, and Practice discusses the theory-practice gap in detail in many

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chapters. As you’ve read throughout the course, there is ongoing discussion about the connection between theory and practice, and the application in day-to-day nursing activities. This assignment is designed to illustrate that although there may be a gap, other factors play an important role in decision-making and each aspect of theory, research, and practice experience are integral to well-rounded patient care.

Read: Fundamentals of Nursing Models, Theories, and Practice and review Figure 1.4 Correlation: education, science and practice. (Included as attachment)

Think of a scenario in which theory, research, and practice interact to create good patient outcomes.

Create a visual representation of the theory-practice relationship or gap by replacing the text in the Theory-Practice Gap Diagram template. (Included as an attachment)

Write a minimum of 525- to 700-word narrative explanation of your visual representation following the diagram.

Describe the chosen theory, research, and practice guideline or standard.
Explain the relationship between the three and discuss the role each plays in quality patient care in the scenario.
Explain any gaps, such as a lack of research, no practice standard, or no useable theory.
Determine the best course of action for making decisions in the absence of one aspect.

Include documentation of the practice guideline or standard, and your corresponding research, evidence, or literature example.

Cite your research and practice guidelines in-text and on the references page at the end of the template.

Nursing And Healthcare Informatics Ethics And The Law

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Nursing And Healthcare Informatics Ethics And The Law

Nursing and Healthcare Informatics Ethics and the Law
“Whatever, in connection with my professional service, or not in connection with it, I see or hear, in the life of men, which ought not to be spoken of abroad, I will not divulge, as reckoning that all such should be kept secret.”
—Confidentiality excerpt from the Hippocratic Oath (as cited in Croll, 2010)

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Traditional schools of medicine have a ritual of reciting oath excerpts such as the one above during their graduation ceremonies. Such excerpts usually revolve around a professional’s promise to uphold the ideals of patient safety and confidentiality to the best of his or her ability.
With the continued integration of Health Information Technology (HIT), and advances in technology such as hand-held computers, new ethical considerations have evolved within health care settings. For example, wireless capabilities can provide easier access to information from unauthorized outside parties. While technological advances have led to improvements in health care, they have also created new vulnerabilities. Doctorally prepared nurses need to be aware of ethical issues surrounding the use of patient information, technology, and the respective liabilities. Nursing And Healthcare Informatics Ethics And The Law
Reference:
Croll, P. (2010). Privacy, security and access with sensitive health information. Studies in Health Technology and Informatics, 151, 167–175.
To prepare:

  • Reflect      on this week’s Learning Resources, focusing on the ethical and legal      issues associated with usage of data and health information.
  • For      this Discussion, identify an ethical issue related to data collection or      information management at your organization or one with which you are      familiar.
  • Determine      the potential liabilities that this ethical issue presents by reviewing      the AMIA Code of Ethics.
  • Consider      the legal aspects of your ethical issue and the steps that could be taken      to avoid or minimize risk.

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By tomorrow Wednesday 09/27/17, 12 pm, write a minimum of 550 words essay in APA format with a minimum of 3 references from the list in the instructions area. Include the level one headings as numbered below:

post a cohesive response that addresses the following:

1) Describe your selected ethical issue (example of ethical issues in nursing Informatics are: Ethical Use of Genomic Information and Electronic Medical Records, Alarm Fatigue, Privacy, Confidentiality, and Data Sharing). Choose one!

2) Analyze the potential liabilities that this issue poses to the organization by referencing the AMIA Code of Ethics.

3) Formulate strategies that the organization could implement to address the ethical issue.

Required Readings

Course Text: American Nurses Association. (2008). Nursing informatics: Scope and standards of practice. Silver Spring, MD: Author.

“Ethics in Nursing Informatics” (p. 49-52) Nursing And Healthcare Informatics Ethics And The Law

This page of the text introduces three common ethical codes used in health care today.

Croll, P. (2010). Privacy, security and access with sensitive health information. Studies in Health Technology and Informatics, 151, 167-175.

The author proposes a model for controlling the security of health information networks and systems.

Hjort, B. (2007). AHIMA report addresses evolving role of health care privacy and security officers. Journal of Health Care Compliance, 9(3), 47-68.

This article identifies the challenges and responsibilities of health care workers employed in privacy and security positions.

Layman, E. J. (2008). Ethical issues and the electronic health record. The Health Care Manager, 27(2), 165-176.

The findings within this article provide recommendations for health personnel, leaders, and policy makers when attempting to design ethically sound electronic health records.

Mackenzie, G., & Carter, H. (2010). Medico legal issues. Studies in Health Technology and Informatics, 151, 176-182.

Within this article, the authors provide an overview of the legal issues, precautions, and potential breaches that surround the privacy and security of electronic patient records

O’Keefe-McCarthy, S. (2009). Technologically-mediated nursing care: The impact on moral agency. Nursing Ethics, 16(6), 786-796.

Examine technology’s ability to negatively affect the patient/nurse relationship as decisions are based more on data and less on emotional and pedagogical reasoning by referencing the material found in this article.

Withrow, S. C. (2010). How to avoid a HIPAA horror story. Healthcare Financial Management, 64(8), 82-88.

The HIPAA horror story that is detailed here underlines the importance of adopting HIPAA privacy and security provisions in efforts to reduce potential violations and financial threats.

California HealthCare Foundation. (2011).

Retrieved from http://www.chcf.org/

The California HealthCare Foundation outlines quality reform plans that improve efficiency and reduce cost for California’s patients.

Centers for Medicare & Medicaid Services. (2010). CMS EHR meaningful use overview.

https://www.cms.gov/EHRIncentivePrograms/30_Meaningful_Use.asp

The U.S. Department of Health and Human Services defines the term meaningful use and also its view of meaningful use criteria, requirements, and financial impact. Nursing And Healthcare Informatics Ethics And The Law

American Nurses Association. (2011). Ethics and human rights.

Retrieved from http://nursingworld.org/MainMenuCategories/HealthcareandPolicyIssues/ANAPositionStatements/EthicsandHumanRights.aspx

See this website to view position statement documents developed by the ANA to promote adherence to ethics and human rights.

Healthcare Information and Management Systems. (2011). Privacy & security toolkit.

Retrieved from http://www.himss.org/ASP/topics_pstoolkit.asp

At this website, you will find a categorized tool kit that consists of implementation plans, legislation, and case studies to help health care professionals better understand matters of privacy and security.

The American Medical Informatics Association. (2014). Retrieved from http://www.amia.org/about-amia/ethics

At this website, you will find an American Medical Informatics Code of Ethics for Healthcare Professionals.

Required Media

Laureate Education, Inc. (Executive Producer). (2011). Transforming nursing and healthcare through technology: Healthcare informatics: Ethics and law. Baltimore, MD: Author.

Note: The approximate length of this media piece is 10 minutes.

In this week’s media presentation, Dr. Don Detmer gives his insights on the government’s initiatives to create secure and meaningful electronic health records. Nursing And Healthcare Informatics Ethics And The Law

Critique of Research Studies – Part 3

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Critique of Research Studies – Part 3

Critique of Research Studies Instructions Directions: Complete a critique of the quantitative and qualitative articles

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that were submitted in Topic 3. This assignment will be completed in three parts. Refer to the information below as a guide to the information that should be included in each part. Follow the guidelines for the quantitative and qualitative article critiques in Box 5.2: Guide to an Overall Critique of a Quantitative Research Report, and Box 5.3: Guide to an Overall Critique of a Qualitative Research Report, in Chapter 5 of the Nursing Research: Generating and Assessing Evidence for Nursing Practice textbook. 1. Utilize a central heading to indicate that what follows is the critique of the articles. 2. The side headings of the critique for each article should follow the headings in Box 5.2 and Box 5.3 in Chapter 5 of the Nursing Research: Generating and Assessing Evidence for Nursing Practice textbook. 3. Note that within these basic guidelines, there are additional references to Detailed Critiquing Guidelines found in additional boxes in other chapters of the Nursing Research: Generating and Assessing Evidence for Nursing Practice textbook focused on the various elements of a research study report. Use these to expand the research study and to learn specific terminology appropriate to the critique of research. When turning in the final submission, please put the elements in the following order: Quantitative Article Critique, Qualitative Article Critique, References (which should include the two articles, the text, and any other additional sources). Critique of Research Studies – Part 1: Due Topic 4 For Part 1 of the critique, focus only on the following segments for each article: Quantitative • Title • Abstract • Introduction o Statement of the problem o Hypotheses or research questions o Literature review o Conceptual/Theoretical framework Qualitative • Title • Abstract • Introduction o Statement of the problem o Research questions o Literature review o Conceptual underpinnings © 2017. Grand Canyon University. All Rights Reserved. Critique of Research Studies – Part 2: Due Topic 6 For Part 2 of the critique, focus only on the following segments for each article: Quantitative • Method o Protection of human rights o Research design o Population and sample o Data collection and measurement o Procedures Qualitative • Method o Protection of participants’ rights o Research design and research tradition o Sample and setting o Data collection o Procedures o Enhancement of trustworthiness Critique of Research Studies – Part 3: Due Topic 8 For Part 3 of the critique, focus only on the following segments for each article: Quantitative • Results o Data analysis o Reliability and validity • Discussion o Interpretation of findings o Implications/Recommendations • Global Issues o Presentation o Researcher credibility o Summary assessment Qualitative • Results o Data analysis o Theoretical integrations • Discussion o Interpretation of the findings o Implications/Recommendations • Global Issues o Presentation o Researcher credibility o Summary assessment 2 Running head: APPRAISAL OF RESEARCH STUDIES Appraisal of Research Studies Jeevan Simon NUR 504 Grand Canyon University Sep 5th, 2018 1 APPRAISAL OF RESEARCH STUDIES 2 Quantitative Article Critique Title and Abstract The title is succinct, and it suggests variables of determinants of nursing turnover. The study is a quantitative examination of the determinants and the implication on the nursing shortage in healthcare. The study integrates quantitative methodology of research work. The study focuses on the quantification of nurse turnover and results are supported by generation of various numerical data, use of tables and graphs and making of numerical and inferential comparisons. Researchers appreciate the fact that the culture of nurses leaving their medical jobs has been a global issue of concern. The abstract was clear and concise. Major aim of the study was to identify indomitable evidence of determinants and the consequences nursing turning over rates in healthcare industry (Halter et al., 2017). Introduction Generally, the stated problem is clear, grounded on reviewed articles and of significant impact to the nursing profession. According to the article, the culture of nurses leaving their jobs has had a significant impact to the entire process of discharging healthcare services and products to the target customers. Limited retention of healthcare professionals worsened by nurses who are not properly drilled to handle stiff requirements of healthcare industry is detrimental to healthcare industry. The study is a quantitative determination of the factors that have led to such nauseating occurrence in healthcare industry by outlining necessary recommendations (Halter et al., 2017). APPRAISAL OF RESEARCH STUDIES 3 Hypotheses or Research Questions There is no clear hypothesis of research questions in the study thus this is one of the weaknesses researchers failed to state while carrying out the study. There is no scientific justification of the absence of the hypothesis (Halter et al., 2017). Literature Review The study relied on reviewing scholarly (primary sources) articles that were published between 1990 and January 2015. The reviewed sources were extracted from electronic databases such as Cochrane Database of Systematic Reviews, MEDLINE, EMBASE, Applied Social Sciences Index and Abstracts among others. According to the researchers, all stages of article review were considered because the technique of Assessment of Multiple Systematic Reviews was embraced in the process of reviewing nine scholarly articles (Halter et al., 2017). Conceptual/Theoretical Framework Articulated of conceptual/theoretical framework is well captured and key concepts such as nursing turning over ratio have been clearly defined. The entire study was guided by the quality of the primary studies, the quality of parameters they measure, the overview contained in the article and scholarly evidences. As per the results, there was no clear evidence due to a number of limitations. Determinants of the conceptual/theoretical framework are described in economic terms and other issues such as healthcare managerial style and supervisory support factors (Halter et al., 2017). APPRAISAL OF RESEARCH STUDIES 4 Qualitative Article Critique Title and Abstract The title of the study is succinct as it contains variables that are statistically measurable. The study focused on understanding depression as determined by views of the research informants. The study relied on semi-structured interview to collect views of the research participants in order to come up with a comprehensive conclusion of the views relating to depression especially among aged people. According to authors, depression is major mental illness that affect people of old age. There are number of negative outcomes that are associated with depression as mental disorder (cognitive impairment and non-suicidal mortality among others) (Stark et al., 2018). Introduction Stated problem is straightforward and contains an element of statistical significance to the nursing profession. According to Stark et al. 2018, old aged people have become vulnerable to depression despite of advanced medical procedures and healthcare interventions to address the problem. Negative health implications caused by depression have propelled researchers to carry out extensive research in order to understand underlying factors of depression. Therefore, it is important to investigate patient’s perspective on depression so that the process of ascertaining optimum management of depression especially at late life is made possible (Stark et al., 2018). APPRAISAL OF RESEARCH STUDIES 5 Research Questions There are no clearly stated research questions (without any concrete explanation of their absence) though the semi-structured interview addresses the following issues as they relate to depression: general knowledge and beliefs of patients on depression, depression in adults, treatment of depression, and attitude of patients towards dealing with depression and individual attitudes towards individuals suffering from depression (Stark et al., 2018). Literature Review The article relies on more than ten scholarly articles addressing the problem of depression among old people. The articles were extracted from popular databases such as Google scholar, PubMed among others. The authors relied on the reviewed articles that formed basis of the new study. Articles used were of high quality primary sources (Stark et al., 2018). Conceptual Underpinnings Key terms such as depression, opportunities for depression management and old aged patients are clearly defined. The study is based on the views of the 75 primary care patients aged seventy-five years and above and how manifested symptoms of depression. The process of collecting views was done in three cities in Germany. The study participants were recruited from the Age Mode cohort study. A few criteria such as age of the patient were highly considered (Stark et al., 2018). 6 APPRAISAL OF RESEARCH STUDIES References Halter, M., Boiko, O., Pelone, F., Beighton, C., Harris, R., Gale, J. …& Drennan, V. (2017). The determinants and consequences of adult nursing staff turnover: a systematic review of systematic reviews. BMC Health Services Research, 17(1). doi:10.1186/s12913-0172707-0. Stark, A., Kaduszkiewicz, H., Stein, J., Maier, W., Heser, K., Weyerer, S. …& Scherer, M. (2018). A qualitative study on older primary care patients’ perspectives on depression and its treatments-potential barriers to and opportunities for managing depression. BMC Family Practice. 19(1). doi:10.1186/s12875-017-0684-3. Running head: EBP ARTICLE SUMMARY 1 EBP Article Summary Jeevan Simon NUR 504 Grand Canyon University August 15th, 2018 PEER REVIEWED ARTICLE SUMMARY 2 Evidence Based Practice Evidence-Based Practice (EBP) is a critical problem resolving approach that has been used to improve patient care within a healthcare. According to Melnyk, Gallagher‐Ford, Long & Fineout‐Overholt (2014), the adoption of a set of EBP skills can be used to advance healthcare reliability, quality, patient outcomes and decrease expenses. Melnyk, Gallagher‐Ford, Long & Fineout‐Overholt (2014), explains the need for EBP for the healthcare institutions to achieve high performing systems that can be used to deliver effective care services for better health outcomes. In addition to presenting the focus of the article, this paper summarizes its key points and lists the steps for the development of an EBP. The paper also discusses the implementation of the EBP in a practice problem; management of falls among the older adults. Summary of Key Points of the Article The first key point presented in the article is the aspect of EBP in healthcare. Ideally, EBP is an essential component for the delivery of services that incorporates evidence from welldesigned studies and the clinician’s proficency. EBP is provided in the perspectives of caring and culture, clinicians come up with the best decisions that yield positive patient outcome. Notably, the context of caring entails; research evidence & evidenced grounded theories, medical experience and experience from the evaluation of the patient’s health history, and patient’s preferences and values. Ideally, these elements contribute the quality outcomes of the patients. The competencies for nursing is another key concept presented in the article. According to Melnyk, Gallagher‐Ford, Long & Fineout‐Overholt (2014), competence entails the ability to do and complete something well. Ideally, competency is an essential mechanism that supports the PEER REVIEWED ARTICLE SUMMARY 3 health care professions in providing reliable health care services. While there is an overall expectation for the healthcare system to participate in EBP, there is much vagueness on the level of involvement. The EBP competencies support the health care professionals in delivering high quality and safe care in the hospitals. As such, the EBP proficiencies should be incorporated into nursing practice, research, policy, management, and education. Moreover, the articles present strategies for the integration of EBP competencies. These measures include promoting a cultural and context that supports EBP, establishing EBP performance expectations for all nurse leaders and clinicians and sustaining EB activities and culture. The competencies recommended by article for the registered professional nurses and the advanced practice nurses comprise of questioning clinical practices for the purposes of enhancing the excellence of care, describing the clinical complications with the use of internal evidence, utilizing the PICOT format, searching external evidence, engaging in critical appraisal, evaluating the gathered evidence and collecting practice. In addition, the competencies include integrating the gather evidence, implementing practice changes based on the evidence, evaluating outcomes, disseminating the best practices and sustaining the EBP culture. Steps of Developing and Implementing an EBP. The following presents a list of developing and implementing an EBP: 1. Cultivating a spirit of inquiry 2. Ask clinical questions in PICOT format 3. Search the best evidence 4. Critically appraise the evidence 5. Assimilate the evidence with clinical expertise and patient values and preferences PEER REVIEWED ARTICLE SUMMARY 4 6. Appraise the conclusions of the practice findings 7. Broadcast EBP outcomes. Application of the Learned Information Falls are the primary cause of both fatal and non-fatal injuries between the older adults. Ideally, falls have contributed to the morbidity and death among the senior citizens in the United States. Senior adults are often at risk of falls for various reasons regardless of the place of residence (Burns, Stevens & Lee, 2016). The prevention of falls has been an important issue in today’s health care organization. Nurses are often tasked with a role of advocating and caring for the patients in the various healthcare facilities. Essentially, nursing practitioners are at the frontline of assessing the older adults who have recently fallen to prevent future falls and potential injury. Evidence-based practice plays an important role in the prevention of the falls among the elderly citizens in the hospitals. The nursing practitioners are often faced with a challenge of managing the falls of the elderly adults. The EBP develops a foundation, which allows the nursing practitioners to establish a suitable criterion for the management of falls among the older adults (Stokke, Olsen, Espehaug & Nortvedt, 2014). Among the measures that can be presented by the EBP include; screening of falls, comprehensive fall assessment, balance management and customized falls interventions programs for the patients. In addition to providing better management of the falls among the elderly adults, EBP increases the chances of better health outcomes. PEER REVIEWED ARTICLE SUMMARY 5 Conclusion Evidence-based practice has gained a significant momentum in nursing. Essentially, knowledge from basic science, research findings, and clinical knowledge form part of evidencebased practice. The application of EBP has transformed the various nursing practices. Melnyk, Gallagher‐Ford, Long & Fineout‐Overholt (2014), in the article attributed to the Worldviews of evidence-based practice, has presented the establishment of competencies in EBP to ensure better delivery of quality and reliable health care services to the patients. EBP fosters a foundation that allows better patient results, contributes to the science of nursing, maintains the practice current and relevant and increases certainty in decision-making. PEER REVIEWED ARTICLE SUMMARY 6 References Burns, E. R., Stevens, J. A., & Lee, R. (2016). The direct costs of fatal and non-fatal falls among older adults-United States. Journal of Safety Research, 58, 99-103. Doi: 10.1016/j.jsr.2016.05.001. Melnyk, B. M., Gallagher‐Ford, L., Long, L. E., & Fineout‐Overholt, E. (2014). The establishment of evidence‐based practice competencies for practicing registered nurses and advanced practice nurses in real‐world clinical settings: Proficiencies to improve healthcare quality, reliability, patient outcomes, and costs. Worldviews on Evidence‐Based Nursing, 11(1), 515. Doi:10.1111/wvn.12021. Stokke, K., Olsen, N, R., Espehaug, B., & Nortvedt, M. W. (2014). Evidence-based practice beliefs and implementation among nurses: A cross-sectional study. BMC Nursing. 13(1). Doi:10.1186/1472-6955-13-8. Running head: CRITIQUE OF RESEARCH STUDIES Critique of Research Studies Jeevan Simon NUR 504 Grand Canyon University Sep 19th, 2018 1 CRITIQUE OF RESEARCH STUDIES 2 Halter, M., Boiko, O., Pelone, F., Beighton, C., Harris, R., Gale, J. …& Drennan, V. (2017). The determinants and consequences of adult nursing staff turnover: a systematic review of systematic reviews. BMC Health Services Research. Quantitative Method Protection of Human Rights The research poses no indication that it has information requiring that individual’s human rights are protected. The main essence of the article is to analyze turnover rates among nurses and a deep assessment of the determinants that contribute to the overall shortage of nurses in healthcare. Thus, there is no infringement of human rights and neither is there a need to safeguard the human rights thereof in the article (Halter et al., 2017) Research Design The research design integrated in the course of the analysis follows the desired format whilst assessing something in detail; thus, the research therein delves into vital aspects such as the theoretical framework, previous data that analyzes the topic in question; literature review, the collection of data as well as a summation of the data therein in a bid to derive a conclusion. In doing so the elements of the research are easier to comprehend as a result. Each step is set out exclusively and gives accurate information on the research in order to effectively represent all the variables and ensure all aspects thereof are well defined and significant to the research (Halter et al., 2017). CRITIQUE OF RESEARCH STUDIES 3 Population and Sample The research integrates sample populations in the form of nurses that have since left their places of work for one reason or another and thereby seeks to delve in the quantitative analysis in great detail in a bid to provide a well summed up report of the predicament. The sampling of the quantitative data is represented in numerical information that the layman and the professionals in the field can easily comprehend. This representation is done additionally, in the form of graphs, data as well as inferring to other numerical data available (Halter et al., 2017). Procedure The data was collected by reviewing data of consequence that was collected between the period of 1990 and January 2015, from electronic databases such as EMBASE, the Cochrane Database of Systematic Reviews, Applied Social Sciences Index and Abstracts, MEDLINE, CINAHL plus as well as SCOPUS. Additionally, the collection of data relied also on forward searching. Reviews were utilized in this plight and the analysis of the Systematic Reviews available allowed for the findings to be synthesized in a narrative (Halter et al., 2017). Data Collection and Measurement To collect the necessary data relative to the research, the study utilized nine reviews whereby, the research indicated that there was evidence of current nature that had been insufficient owing to the fact that it was not only complete, but it also had numerous limitations. It was noted that data for the essence of measuring in the form of moderate quality review evidence was lacking and as a result, it was possible to assess the determinants that contributed to turnover rates in adult nursing. At the individual level, this was noted as nurse stress as well as CRITIQUE OF RESEARCH STUDIES 4 the nuance of dissatisfied nurses. More so, the supervisory support and the managerial style were the key indicators of this plight (Halter et al., 2017). Stark, A., Kaduszkiewicz, H., Stein, J., Maier, W., Heser, K., Weyerer, S. …& Scherer, M. (2018). A qualitative study on older primary care patients’ perspectives on depression and its treatments-potential barriers to and opportunities for managing depression. BMC Family Practice. Qualitative Method Protection of Participants’ Rights The use of a semi-structured interview allows the rights of the participants to be protected in according to the participants the chance to choose if they would delve deeper on certain aspects of the interview as opposed to the other. In this way, the research is able to rely on credible information that is acquired directly from the informants and therefore the variables are reliable before and after they are measured (Stark et al., 2018). Research Design and Research Tradition The research allows the qualitative traditions incorporated in the assessment of depression among old people. It allows the author to focus on diverse aspects of the subject such as depression as a mental illness. Each tradition incorporated is part of a coherent whole in which case it delves into assumption on the nature of depression as well as how it affects the individuals in general, the study foci, as well as the methodology therein. The analysis prompts the researcher as well as any interested individual to assert that there may be comprehensive data that may need further research in a bid to avoid the assumptions thereby emphasizing the quality of the traditions in qualitative analysis (Stark et al., 2018). CRITIQUE OF RESEARCH STUDIES 5 Sample and Setting The focus of the study was based on the perceptions of 75 primary care patients, who happened to be aged seventy-five years and above. With the focus of the study on the elderly, it was facile to assess how the environment may have contributed to the manifestation of depressive symptoms in the elderly patients. The data was collected from three German cities and the study participants were recruited from the Age Mode cohort study. Determinants of the study included variables such as age was a key indicator (Stark et al., 2018). Data Collection As aforementioned, the data was collected from three German cities and the study participants were recruited from the Age Mode cohort study. Determinants of the study included variables such as age was a key indicator (Stark et al., 2018). Procedures The study was based on other research findings on the subject in which case the study relied on ten scholarly articles that articulately addressed the depression predicament among old people in great detail. The articles were derived from databases such as Google scholar among others thereby increasing the study’s credibility. Additionally, for the sake of any layman seeking to comprehend the elements depicted therein, key terms such as depression, opportunities for depression management and old aged patients are articulated (Stark et al., 2018). CRITIQUE OF RESEARCH STUDIES Enhancement of Trustworthiness The fact that the study relies on prior literary works published on the subject and utilizes credible databases such as PubMed and Google scholar allows for the information depicted therein being credible and as such highly reliable. Nevertheless, the qualitative research is credible owing to the fact that it also utilizes a semi-structured interview which allows for the collection of concise information from the informants thereof (Stark et al., 2018). 6 CRITIQUE OF RESEARCH STUDIES 7 References Halter, M., Boiko, O., Pelone, F., Beighton, C., Harris, R., Gale, J. …& Drennan, V. (2017). The determinants and consequences of adult nursing staff turnover: a systematic review of systematic reviews. BMC Health Services Research, 17(1). doi:10.1186/s12913-0172707-0. Stark, A., Kaduszkiewicz, H., Stein, J., Maier, W., Heser, K., Weyerer, S. …& Scherer, M. (2018). A qualitative study on older primary care patients’ perspectives on depression and its treatments-potential barriers to and opportunities for managing depression. BMC Family Practice. 19(1). doi:10.1186/s12875-017-0684-3.
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Health Care Management Assignment

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Health Care Management Assignment

Chapter 4-Hospitals:  Origin, Organization and Performance

Assigned Readings:  Chapter 4

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Answer the following questions:

  1. For a hospital to operate efficiently and effectively, the three important influences in its governance, medical staff, board of trustees, and administration, must work together in reasonable harmony. What factors might contribute to tensions among these groups?
  2. As the nursing profession has expanded through advanced degrees, specialization, and clinical practice, nurses’ salaries and responsibilities have also increased. Now, hospitals substitute non-nurses for nurses to perform all but the most technical tasks. What are the implications for the nursing profession? Have nurses lost their traditional role of hands-on patient care and, if so, is that to their advantage or disadvantage?
  3. The traditional management style of hospitals has been hierarchical and internally focused.  What are three important challenges that face hospitals to accommodate new payer and consumer expectations? Health Care Management Assignment
  4. The availability of hospital insurance removed an important cost constraint from hospital services and charges. What were some positive and negative consequences of that development?
  5. The organization and practices of modern hospitals reflect the promotion of specialization and sub-specialization by academic health centers. What were the advantages and disadvantages to patients of increasing the number of physicians who limit their activities to narrower fields of practice?
  6. With significant oversupply of hospital beds in the U.S. what is the rationale for taxpayer support of the separate and costly hospital system of the Department of Veterans Affairs? Health Care Management Assignment

NURS 6241 Project Part 1&2

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NURS 6241 Project Part 1&2

Project: Developing a Strategic Plan

Strategic planning involves reciprocity of analysis and action. Over the previous weeks of this course, you have been examining foundational elements of the strategic planning process. As you move forward, you will apply these concepts to the development of a strategic plan.

Through the Course Project, you will identify an unmet need within a group, unit, or organization and develop a comprehensive strategic plan to address the need. You will develop your project over the next several weeks, culminating in Last week. NURS 6241 Project Part 1&2

 

Note: Your complete project will serve as your Portfolio Assignment for this course.

 

To prepare for the upcoming work on this project:

Review the Course Project Overview in this week’s Learning Resources to become familiar with the project components and due dates.

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Reflect on the trends addressed in this week’s Discussion. Think about which of these trends, or any additional ones, stand out as being particularly relevant to your own interests and the professional contributions you would like to make now and in the future.

 

Think about how one or more of these trends relates to an unmet need evident in a specific group, unit, or organization. For example, you might choose the unit in which you currently work or a professional association to which you belong.

 

Consider how you could address this unmet need through strategic planning. What is your vision and goal(s)?

Begin to analyze historical data and engage in forecasting to investigate opportunities for change. NURS 6241 Project Part 1&2

 

Course Project: Developing a Strategic Plan

 

Section 1: Summary of the Issue

 

To prepare for and set the stage for your Course Project, this week you begin to develop a summary of the issue you will address through the creation of a strategic plan.

You may wish to review the Course Project Overview, which outlines the project components and due dates.

 

To prepare:

 

Consider the information on strategic planning presented by Dr. Huston in this week’s media program, as well as in the other Learning Resources. NURS 6241 Project Part 1&2

 

Reflect on the unmet need you identified in this week’s Discussion, and consider any feedback you have received to your posting from your Instructor and colleagues. If appropriate, refine your focus to clarify the unmet need.

In addition to the steps you took in preparation for the Discussion, proceed as follows:

Investigate the background related to this unmet need. What conditions have contributed to this situation? Is there data (beyond what you identified for the Discussion) that should be examined?

 

Conduct research to assess what has been attempted in the past, by various individuals or organizations, to address this unmet need.

 

Think about any broader issues that should be examined to better understand this unmet need. For instance, consider economic, political, and/or social considerations.

 

Begin to draft your 2- to 3-page summary of the Issue (which will be submitted next week). In your summary, identify and/or describe:

  • The unmet need and how it is evident in the specific group, unit, or organization
  • The mission, vision, and values of the group, unit, or organization
  • Background, including:
  • Data from historical analysis and forecasting
  • Evidence from the literature
  • What has been attempted in the past by various individuals and groups to address this need
  • Which stakeholders should be included in the strategic planning process
  • Initial vision for addressing this need at the organizational or systems level, including at least one strategic goal
  • Broader issues to be considered

Section 2: SWOT Analysis

 

Conducting a SWOT analysis can have tremendous value in preparing for planned change. NURS 6241 Project Part 1&2

 

To prepare:

 

  • Conduct a SWOT analysis for your Course Project, incorporating any insights you have gained from this week’s Discussion. Identify two strengths, two weaknesses, two opportunities, and two threats that warrant attention relative to the identified unmet need.
  • Reflect on how you distinguished between weaknesses and threats and consider whether the threats or weaknesses also pose opportunities.

To complete:

 

Write a 2- to 3-page summary that conveys the results of your SWOT analysis. Include:

  • Two strengths
  • Two weaknesses
  • Two opportunities
  • Two threats
  • An explanation of whether the threats or weaknesses also pose opportunities

So, in nutshell you need to submit,

 

Submit:

Section 1: Summary of the Issue (2–3 pages)

Section 2: SWOT Analysis (2–3 pages)

 

 

Please use the Refetrences from the week 5 6 and 7 Discussion Posts.

Minimum of 4 references in each section papers.

Just to summarize, there are two papers to be submitted, section 1 and section 2. These are part of project that will be the final submission as a portfolio assignemnt.

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    7/26/2017 Rubric Detail – Blackboard Learn

    https://class.waldenu.edu/webapps/rubric/do/course/gradeRubric?mode=grid&isPopup=true&rubricCount=1&prefix=_14688022_1&course_id=undefin… 1/2

    OutstandingPerformance Excellent Performance Competent Performance Proficient Performance Room for Improvement

    QUALITY OF WORK SUBMITTED – 1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)

    30 (30%) – 30 (30%) Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the Assignment topics.

    25 (25%) – 29 (29%) Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the Assignment topics.

    20 (20%) – 24 (24%) Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the Assignment topics.

    16 (16%) – 19 (19%) Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed. NURS 6241 Project Part 1&2

    8 (8%)

    0 (0%) – 15 (15%)

    Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.

    QUALITY OF WORK SUBMITTED: Purpose of the paper is clear (0-5 Points)

    5 (5%) – 5 (5%) A clear and comprehensive purpose statement is provided which delineates all required criteria.

    5 (5%) – 5 (5%) A clear and comprehensive purpose statement is provided which delineates all required criteria.

    4 (4%) – 4 (4%) Purpose of the Assignment is stated, yet is brief and not descriptive.

    1 (1%) – 3 (3%) Purpose of the Assignment is vague.

    0 (0%)

    0 (0%) – 0 (0%)

    No purpose statement was provided.

    ASSIMILATION AND SYNTHESIS OF IDEAS The extent to which the work reflects the student’s ability to- 1. Understand and interpret the assignment’s key concepts (0-10 Points)

    10 (10%) – 10 (10%) Demonstrates the ability to critically appraise and intellectually explore key concepts.

    9 (9%) – 9 (9%) Demonstrates the ability to critically appraise and intellectually explore key concepts.

    8 (8%) – 8 (8%) Demonstrates a clear understanding of key concepts.

    6 (6%)

    5 (5%) – 7 (7%)

    Shows some degree of understanding of key concepts.

    0 (0%) – 4 (4%) Shows a lack of understanding of key concepts, deviates from topics.

    ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points)

    20 (20%) – 20 (20%) Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3–4 course resources to support point of view.

    15 (15%) – 19 (19%) Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3–4 course resources to support point of view.

    12 (12%)

    10 (10%) – 14 (14%)

    Integrates specific information from 1 credible outside resource and 3–4 course resources to support major points and point of view.

    3 (3%) – 9 (9%) Minimally includes and integrates specific information from 2–3 resources to support major points and point of view.

    0 (0%) – 2 (2%) Includes and integrates specific information from 0–1 resource to support major points and point of view.

    ASSIMILATION AND SYNTHESIS OF IDEAS 3. Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, and textbook) by comparing different points of view and highlighting similarities, differences, and connections. (0-20 Points)

    20 (20%) – 20 (20%) Synthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice. NURS 6241 Project Part 1&2

    18 (18%) – 19 (19%) Synthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice.

    16.5 (16.5%)

    16 (16%) – 17 (17%)

    Summarizes information gleaned from sources to support major points, but does not synthesize.

    14 (14%) – 15 (15%) Identifies but does not interpret or apply concepts, and/or strategies correctly; ideas unclear and/or underdeveloped.

    0 (0%) – 13 (13%) Rarely or does not interpret, apply, and synthesize concepts, and/or strategies.

    WRITTEN EXPRESSION AND FORMATTING 1. Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused–neither long and rambling nor short and lacking substance. (0-5 Points)

    5 (5%)

    5 (5%) – 5 (5%)

    Paragraphs and sentences follow writing standards.

    5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards.

    4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards 80% of the time.

    3 (3%) – 3 (3%) Paragraphs and sentences follow writing standards 70% of the time.

    0 (0%) – 2 (2%) Paragraphs and sentences follow writing standards <70% of the time.

    Rubric Detail A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item and made it available to you. Select Grid View or List View to change the rubric’s layout.

    Name: NURS_6241_Application_Assignment_Rubric Exit

    Grid View List View

     

     

    7/26/2017 Rubric Detail – Blackboard Learn

    https://class.waldenu.edu/webapps/rubric/do/course/gradeRubric?mode=grid&isPopup=true&rubricCount=1&prefix=_14688022_1&course_id=undefin… 2/2

    OutstandingPerformance Excellent Performance Competent Performance Proficient Performance Room for Improvement

    WRITTEN EXPRESSION AND FORMATTING 2. English writing standards: Correct grammar, mechanics, and proper punctuation (0-5 Points)

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

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

    4 (4%)

    4 (4%) – 4 (4%)

    Contains a few (1– 2) grammar, spelling, and punctuation errors.

    3 (3%) – 3 (3%) Contains several (3–4) grammar, spelling, and punctuation errors.

    0 (0%) – 2 (2%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

    WRITTEN EXPRESSION AND FORMATTING 3. The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in- text citations, and reference list (0-5 Points)

    5 (5%)

    5 (5%) – 5 (5%)

    Uses correct APA format with no errors.

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

    4 (4%) – 4 (4%) Contains a few (1–2) APA format errors.

    3 (3%) – 3 (3%) Contains several (3–4) APA format errors.

    0 (0%) – 2 (2%) Contains many (≥ 5) APA format errors.

    The rubric total value of 56.50 has been overridden with a value of 57 out of 100.0. NURS 6241 Project Part 1&2

    Feedback to Learner

    Chizelle….please review the rubric for the paper carefully and look at your paper. It would help you if you would use APA formatted subheadings to organize your content into a logically flowing paper with concepts. You have a chance to do this in the final product. If you need assistance, please see help from the Walden Writing Center and/or a colleague who is good at writing and scholarly descriptions of concepts in practice. Dr. McCaleb

    Name:NURS_6241_Application_Assignment_Rubric Exit

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    nurs_6241_week_7_project_1_archiec.docx

    STRATEGIC PLANNING 1

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    STRATEGIC PLANNING 5

    Addressing an Unmet Need through Strategic Planning

    Kathy McCaleb

    NURS 6241: STRATEGIC PLANNING IN HEALTH CARE ORGANIZATIONS

     

    Introduction

    It is the expectation of any health ministry to have its professionals competent with the latest trends in technology. The motivation of this is that technology continually changes and is used in the high skilled intervention process. Henderson, Davis, Smith & King (2014) states grammar check that it is a phenomenon that is not permanent, and each day there is an emergence of one form of technology that is aimed to improve the quality of performance of a previous form of technology. Nurses and other medical practitioners are expected to, therefore, be knowledgeable of the types and varieties of technology that emerge (Cappelli, 2015). Despite this expectation, the situation is the reverse of its expectations. The purpose of this paper is to….NURS 6241 Project Part 1&2

    Unmet Need

    The strategic planning process for this unmet need and gap identified would start by identification of the unmet need as well those that are directly affiliated with it. Balicer et al. (2011) state that as planning is started with needs identification, it is significant to establish the affected group that will later on in the project implementation be used in planning and intervention delivery. The mission of any health care facility is often to provide safe health care and disease intervention strategies that work towards promoting improved quality of life and value placed on the life of the patient (Henderson et al., 2014). The strategic process, therefore, translates to taking these factors, identifying the needs and coming up with a solution(s) that addresses the needs with the aim of realizing the mission and vision of health care provision.

    What exactly is the unmet need…? Needs to be specific here….

    Is this the Broader Issues section that is at the end of the outline?

    When addressing the issue, it would be critical to look at the broader issues surrounding the issue. In this scenario, these are factors that include the costs associated with the project implementation, the willingness of the health care practitioner to indulge in the transition process and the possible impact that the project will have on the organization, individual nurse, and the patients. The issue of technological gaps has been addressed on a case-by-case basis. There are no universal policies that govern the way that professionals must handle their ignorance. The need may be identified, but the solution is all left to the individual with the need to go out and address it. It is therefore imperative that there be the involvement of policy makers and administrators that will see to it that the process is adequately addressed and implemented. The policy maker may be critical in offering a universal solution that covers all health professional in significant ways such as offering sponsorships and scholarships for skill development. Are you discussing the stakeholder section at the end of the paragraph? Not clear…. NURS 6241 Project Part 1&2

    Why should the identified need be addressed? The impact of unskilled nurses and other medical professionals results in a change in care delivery and quality of services (Cappelli, 2015). Just as technology is constantly evolving and making health care easier to engage in, the professionals should be well updated with these techniques. Without doing this the professional places, the no comma needed here patients at high risk as technology use increases chances of proper health care. Better health care translates to improved care quality that eventually means improved health on the side of the patient. With such trends, it is likely that the future spells inadequacy as fewer nurses will have the necessary skills and therefore cause the shortage of qualified professionals (Henderson et al., 2014). One strategic goal, therefore, that will be used in the reversal of the condition of the need identified. You are to identify an unmet need as a part of this process and it was to be identified in this paper? Within the system, the best strategy would be used to address the need is to ensure that there is the acquisition of skills beyond the basic knowledge of professional technology. NURS 6241 Project Part 1&2

    There is no conclusion/summary here.

    References

    Balicer, R. D., Shadmi, E., Lieberman, N., Greenberg-Dotan, S., Goldfracht, M., Jana, L., . . . Jacobson, O. (2011). Reducing health disparities: Strategy planning and implementation in Israel’s largest health care organization. Health Services Research, 46(4), 1281–1299. Retrieved from the Walden Library databases.

    Cappelli, P. H. (2015). Skill gaps, skill shortages, and skill mismatches: Evidence and arguments for the United States. ILR Review, 68(2), 251-290.

    Henderson, K., Davis, T. C., Smith, M., & King, M. (2014). Nurse practitioners in telehealth: bridging the gaps in healthcare delivery. The Journal for Nurse Practitioners, 10(10), 845-850.

    Laureate Education (Producer). (2013d). Elements of a strategic plan model [Video file]. Retrieved from https://class.waldenu.edu

     

     

    Title Page OK

    Introduction and Purpose of the paper statement OK introduction but there is no purpose of the paper statements…NURS 6241 Project Part 1&2

    · The unmet need and how it is evident in the specific group, unit, or organization Not specifically identified in the paper…. something to do with technology, but what is it?

    · The mission, vision, and values of the group, unit, or organization OK

     

    · Background, including:

    · Data from historical analysis and forecasting Not really described in the paper…

    · Evidence from the literature There is some literature but the clarity and analysis of the literature is not specific as it relates to the topic

    · What has been attempted in the past by various individuals and groups to address this need Not clear.

    · Which stakeholders should be included in the strategic planning process OK, but depending on the unmet need, it is not clear if these are all the stakeholders that should be included.

     

    · Initial vision for addressing this need at the institutional or systems level, including at least one strategic goal A goal statement is present, but it is general, nonspecific, without measureable criteria.

    · Broader issues to be considered There is a paragraph….out of context that fits the bullet but makes it difficult to know if it follows the unmet need. NURS 6241 Project Part 1&2

     

    Summary/Conclusion None present in the paper.

     

    Reference List 4 listed

     

    Writing Style, APA format, grammar, etc. Writing style is clear and readable; but the paper is not clearly written based on the lack of organization of the content. The content is written for the most part in general terms and not related to a specific unmet need in the organization. There are a couple of grammar/punctuation errors scattered throughout….It would help your organization of content if you used APA formatted subheadings that follows the bullets above and thus, forces you to organize the concepts and content. Also, some areas need more content. You should make sure that you are able to edit these sections that will go in your final paper in order to increase clarity and description in the final product. Dr. McCaleb

APA format, No Plaigarism, Interview, 2 pages

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APA format, No Plaigarism, Interview, 2 pages

Module C Information: Helpful site: Review the following websites regarding the HCAHPS/CAHPS process:

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https://www.ahrq.gov/cahps/about-cahps/index.html Clinical Experience Assignment Interview the individual in your organization who has oversight of working with the company used to gather the patient data (i.e. Press Ganey or a competitor). 1. Identify how the company was chosen, how patients are selected to receive a survey or do 100% of patients receive the survey, how are surveys sent out (electronic or paper). 2. What is the return rate on surveys? 3. What does the facility do with the data, how meaningful does the organization perceive the data to be, and how is data 2018 Fall Page 2 of 2 NURS4347 Module C Evaluating Risk in Healthcare feedback provided to providers and front line staff? Provide an example of when something was changed, modified or put in place as a result of CAHPS data. 1. This assignment should be a minimum of two pages in length. A correctly formatted title page is required. 2. Clinical experiences need to be face-to-face (may use Skype) unless prior approval has been given. 3. In addition to the personal communication reference, a minimum of two professional and scholarly references are required for proficient on the grading rubric, and three or more professional and scholarly references required for expert level on the grading rubric. References should be no more than five years old. Module C Information: Helpful site: Review the following websites regarding the HCAHPS/CAHPS process: https://www.ahrq.gov/cahps/about-cahps/index.html Clinical Experience Assignment Interview the individual in your organization who has oversight of working with the company used to gather the patient data (i.e. Press Ganey or a competitor). 1. Identify how the company was chosen, how patients are selected to receive a survey or do 100% of patients receive the survey, how are surveys sent out (electronic or paper). 2. What is the return rate on surveys? 3. What does the facility do with the data, how meaningful does the organization perceive the data to be, and how is data 2018 Fall Page 2 of 2 NURS4347 Module C Evaluating Risk in Healthcare feedback provided to providers and front line staff? Provide an example of when something was changed, modified or put in place as a result of CAHPS data. 1. This assignment should be a minimum of two pages in length. A correctly formatted title page is required. 2. Clinical experiences need to be face-to-face (may use Skype) unless prior approval has been given. 3. In addition to the personal communication reference, a minimum of two professional and scholarly references are required for proficient on the grading rubric, and three or more professional and scholarly references required for expert level on the grading rubric. References should be no more than five years old. NURS 4347 Module C Clinical Experience (Interview) Grading Rubric Criteria Content Information in the posting is accurate, relevant to the assigned topic/question, and demonstrates student learning. Exemplary Proficient Competent Content of the interview submitted exceeds meeting stated objectives with appropriate length of at least 2 pages. Interview was conducted faceto-face (Skype or video chat is appropriate). State where interview took place. The individual interviewed was appropriate for the assignment. The questions asked during the interview were appropriate based on the assignment requirements. Content of the interview submitted meets objective(s) with appropriate length requirement of 2 pages. Interview was conducted faceto-face (Skype or video chat is appropriate). State where interview took place. The individual interviewed was appropriate for the assignment. The questions asked during the interview were appropriate based on the assignment requirements. Content of the interview submitted posted minimally meets objective(s). Substantial Areas for Improvement Content posted minimally meets objective(s). Length of assignment is not appropriate in length (less than 2 pages). Length of assignment is not appropriate in length (less than two pages). The individual interviewed was not appropriate for the assignment Interview was conducted faceto-face (Skype or video chat is appropriate). Did not state where interview took place. The individual interviewed was Interview was not conducted face to face Did not state where interview took place. The questions asked during the interview were not appropriate based on assignment requirements. Unsatisfactory Content posted poorly meets objective(s). Length of assignment is not appropriate in length (less than 2 pages). Interview was not conducted face to face The individual interviewed was not appropriate for the assignment Did not state where Comments/Feedback appropriate for the assignment interview took place. The questions asked during the interview were appropriate based on assignment requirements. The questions asked during the interview were not appropriate based on assignment requirements. Student did not complete assignment (zero points) 55 points 46 points 37 points 28 points 10-0 points Evidence Ideas are supported by student conducted research using the required number scholarly sources (at least two in addition to personal communication). References are current (within 5 years). Utilized more than assigned number of sources, and all sources are current (within 5 years), peerreviewed and scholarly (three or more sources used in addition to personal communication). Utilized assigned number of sources (at least two in addition to personal communication); all sources are current (within 5 years), peerreviewed and scholarly. Utilized assigned number of sources (at least two in addition to personal communication); some sources are not current (within 5 years) peer-reviewed. Did not use assigned number of sources Some sources are not peer reviewed No sources are peer reviewed Some sources are not current (within 5 years) Examples of Errors No sources are current (within 5 years) *Must cite personal communication as specified in APA manual* Scholarly Presentation Did not use assigned number of sources No sources used in assignment (zero points) 15 points 13 points 11 points 9 points 2-0 points Thoughts are well organized in paragraphs. Thoughts are well organized in paragraphs with no more than eight total errors. Thoughts are organized in paragraphs with no more than twelve total errors. Sixteen or more total errors No errors. Thoughts are well organized in paragraphs with no more than four total errors. Organization Errors Sentence Structure Errors Word Choice Errors Spelling/Grammar/Punctuation Errors Incomplete sentence Use incorrect word or acronym Misspelled words Random order of content Paragraphs less than three sentences Run-on sentence Missing words Ineffective sentence structure Use of words that are informal/ unprofessional Wrong tense Incorrect pronouns Lack of subject/verb agreement Incorrect or missing punctuation Ineffective paragraph structure APA Examples of Errors 15 points 13 points 11 points 9 points 2-0 points No Errors No more than 1 APA formatting errors noted. No more than 2 errors No more than 3 errors Four or more errors Cover Page Errors .Running Head/Pagination Errors Heading Errors Citation Errors Incorrect font Running head missing Running head missing Not centered Cite first author and et. al. in the first citation when there are 5 or fewer authors Reference Format Errors Running head not correctly formatted or missing information Running head not correctly formatted Page numbers missing Concepts missing headings Cite all authors after the first citation Extra author information Missing title or heading Cite title instead of author Missing date Cite publication instead of author Other information not centered on page Extra date information Page number on cover page missing Cite book editor(s) instead of chapter author(s) Missing author Incorrect font All words of title capitalized Item of other information missing Page numbers not on top right Capitalize “of” and similar words in publication title Abbreviate publication title Indent first line Fail to indent second line and after Single spaced 15 points 13 points 11 points 9 points 2-0 points student who plagiarizes any portion of the assignment may receive a grade of zero on the assignment. LATE ASSIGNMENTS: Unless prior faculty notification and negotiation of an extended deadline, ten points will be deducted per day if submitted late. Assignment will not be accepted if submitted more than 3 days late and assigned grade will be 0 (zero). Module C Information: Helpful site: Review the following websites regarding the HCAHPS/CAHPS process: https://www.ahrq.gov/cahps/about-cahps/index.html Clinical Experience Assignment Interview the individual in your organization who has oversight of working with the company used to gather the patient data (i.e. Press Ganey or a competitor). 1. Identify how the company was chosen, how patients are selected to receive a survey or do 100% of patients receive the survey, how are surveys sent out (electronic or paper). 2. What is the return rate on surveys? 3. What does the facility do with the data, how meaningful does the organization perceive the data to be, and how is data 2018 Fall Page 2 of 2 NURS4347 Module C Evaluating Risk in Healthcare feedback provided to providers and front line staff? Provide an example of when something was changed, modified or put in place as a result of CAHPS data. 1. This assignment should be a minimum of two pages in length. A correctly formatted title page is required. 2. Clinical experiences need to be face-to-face (may use Skype) unless prior approval has been given. 3. In addition to the personal communication reference, a minimum of three scholarly references are required for proficient on the grading rubric, and three or more professional and scholarly references required for expert level on the grading rubric. References should be no more than five years old. Please use three scholarly references
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Patient Education Technology Paper

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Patient Education Technology Paper

Guide To A Mobile Health Application PowerPoint

The purpose of this assignment is to demonstrate the skills of the professional nurse as an educator. You are to prepare a guide that will serve as a handout to assist a specific patient that you identify. Your guide or handout should help this patient find and evaluate a reliable mobile health, or mHealth application (app) that is already developed. This may be related to his or her disease process or diagnosis, or may be an app that can help a patient maintain or improve good health, and prevent illness. Patient Education Technology Paper

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This assignment will be going through “turnitin” DO NOT plagiarize!!!! Please follow the directions exactly.

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    patient_education_technology_guide_to_a_mobile_health_application_powerpoint.docx

    Patient Education Technology Guide to a Mobile Health Application PowerPoint: Guidelines and Grading Rubric

    Purpose

    The purpose of this assignment is to demonstrate the skills of the professional nurse as an educator. You are to prepare a guide that will serve as a handout to assist a specific patient that you identify. Your guide or handout should help this patient find and evaluate a reliable mobile health, or mHealth application (app) that is already developed. This may be related to his or her disease process or diagnosis, or may be an app that can help a patient maintain or improve good health, and prevent illness.

    You will develop the guide using Microsoft PowerPoint. PowerPoint is a versatile application that lets you design slideshows and handouts. For this assignment, you will be using PowerPoint to create a guide or handout that you may print and give to patients and families. You will be submitting this PowerPoint file for grading. Patient Education Technology Paper

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    Course Outcomes

    This assignment enables the student to meet the following Course Outcome.

    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)

    Directions

    Use Microsoft PowerPoint to create slides, which will be the basis of the guide or handout. You are required to cite your source(s) as it relates to your application slide. Other citations are permitted, but this is not a requirement for the assignment. Patient Education Technology Paper

    · Title slide (first slide): Include a title slide with your name and title of the presentation.

    · Scenario Slide (one slide): This slide should include a brief scenario, then identify a patient who is experiencing a specific disease process or diagnosis who would benefit from an already developed and reliable mHealth app. Or, identify a person is currently healthy and would like to maintain or improve health and prevent illness. Be sure to include the nurse’s assessment of the patient’s learning needs and readiness to learn. Be specific.

    Example:

    Scenario for Ms. Ellis

    Jane Doe (your name here)

    · Jennifer Ellis, a 62-year-old African American who has been recently diagnosed with chronic kidney disease (CKD). She has been prescribed several medications she must take every day.

    · The nephrologist has stressed the importance of leading a healthy life style to slow or stop the progression of CKD.

    · She is interested in ways in which she can better track her health and make healthier choices.

    · She is a high school graduate and iPhone user, mostly to send text messages to family and friends.

    · She is eager to learn how to use an app that can help her manager her CKD.

    Prepare the following slides as if you are presenting them to the patient.

    · mHealth Application Slide (one to three slides): Identify a developed and reliable mHealth app that could benefit the patient. Describe the app including its:

    · Name

    · Purpose

    · Intended audience

    · Mobile device(s) upon which it will operate

    · Where to download or obtain it. Include a working link if it is to be downloaded from a website.

    · And any other information you believe would be pertinent to this situation.

    · Sources that are used are cited.

    · Teaching Slides (one to three slides): Prepare slides that contain important points about the app that you want to teach to the patient such as: how to use the app safely and effectively including how to interpret and act on the information that is provided.

    · Evaluation Slide (one to three slides): Describe how you would determine the success of the patient’s use of this app. For example, include ways to evaluate the effectiveness of the teaching plan that are a good fit for the type of app or focus on specific ways that this app benefits the patient’s health and wellness.

    · References (last slide): List any references for sources that were used or cited in the presentation.

    Writing and Design: There should be no spelling or grammatical errors. Writing is concise and clear. Avoid words that the patient may not understand. Slides are visually appealing incorporating graphics, photographs, colors, and themes.

    Best Practices in Preparing PowerPoint Slideshows

    · Be creative, but realistic.

    · Incorporate graphics, color, themes, or photographs to increase interest.

    · Make easy to read with short bullet points and large font.

    · Review directions thoroughly. Patient Education Technology Paper

    · Cite all sources within the slides with (author, year) as well as on the Reference slide.

    · Proofread prior to final submission.

    · Spell check for spelling and grammar errors prior to final submission.

    · Abide by the Chamberlain academic integrity policy.

    · Tutorial: For those not familiar with the development of a PowerPoint slideshow, the following link to the Microsoft website may be helpful. http://office.microsoft.com/en-us/support/training-FX101782702.aspx (Links to an external site.)Links to an external site. The Chamberlain Student Success Strategies (CCSSS) offers a module on Computer Literacy that contains a section on PowerPoint. The link to SSP CCSSS may be found in your student portal. Patient Education Technology Paper